Common Core State Standards

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Common Core State Standards
Implications
Where have We Been?
Where Are We Going?
Big Shifts
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CC timeline

• Grades K-2 2011-2012
• Grades 3-8 2012 - 2013
• Grades 9-12 2013-2014
• PARCC Assessment 2014-2015
• All Districts in AR

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Where to locate CCSS information

• Publishers Criteria grades K-2 revised 5-16-12
  http//www.corestandards.org/assets/Publishers_Cri
  teria_for_K-2.pdf
• Publishers Criteria grades 3-12 revised 5-16-12
  http//www.corestandards.org/assets/Publishers_Cri
  teria_for_3-12.pdf

• CCSS site http//www.corestandards.org/
• PARCC Model Content Frameworks revised Aug 2012
  http//www.parcconline.org/parcc-model-content-fra
  meworks

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Where to locate CCSS information

• ADE/AETN CC Site www.Ideas.aetn.org/commoncore/
• Student Achievement Partners site
  http//www.achievethecore.org/
• Social Studies Place wiki
• http//adesocialstudiesplace.pbworks.com

• ADE CCSS Microsite http//www.commoncorearkansas.o
  rg/
• ADE CCSS wiki http//ccssarkansas.pbworks.com

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What CC Literacy Standards are NOT

• just having students read and write more
• assigning more vocabulary words to define
• teaching basic literacy techniques to
  struggling readers during class time

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What CC Literacy Standards are NOT

• giving students more Venn diagrams and graphic
  organizers
• assigning more What did you do during essays

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What They Are

• Modeling and scaffolding what reading in your
  subject area looks and sounds like
• Teaching students what is important/vital
  information in your discipline
• Facilitating

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What They Are

• Using the text book as a starting place not the
  definitive source
• Reading a wide variety of texts

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The Big Shifts

• Appropriate Text Complexity
• Increased Reading of Informational Texts
• Disciplinary Literacy

• Close Reading
• Text-dependent Questions
• Academic Vocabulary--Tier 2 Tier 3 words

• Short Sustained Research
• Projects
• Argumentative Writing

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Text Complexity
Quantitative
Reader and Task
Qualitative
is often best measured by
See CCSS Appendix A, pgs. 2-5.
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Informational texts / literary nonfiction

• What are some of the types of informational
  /nonfiction texts that your students currently
  read?
• SHARE
• Can you add more texts? More variety in text
  types?
• SHARE
• See Common Core State Standards, p. 5
  Introduction
• See Common Core State Standards, p. 57 Range of
  Text Types of 6-12

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Disciplinary Literacy

• Predominates middle high school
• What does it mean to read, write, and think
  through a disciplinary lens?
• How do students navigate texts from unrelated
  distinct disciplines
• math, science, history, geography, music, art
• Are they prepared to do this?

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Student Lens to Historian Lens

• Student lens

• Historian lens

• Fact collecting
• Textbook
• Notice whos, whats, wheres, and chronology
  of events
• Truth statements

• Notice whys and hows
• Read a variety of texts critically
• Notice cause/effect relationships and hypotheses
• Critically examine

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SCAFFOLDING

• Definition - a temporary structure put up to
  allow you to work the text in a way that wouldn't
  be possible w/o the scaffold.
• It is NOT a reading assignment, which treats kids
  as
• independent readers.

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Close Reading Requires

• Understanding your purpose in reading and the
  authors purpose in writing
• Seeing ideas in a text as interconnected
• Looking for and understanding systems of meaning

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Close Reading Requires

• Engaging a text while reading
• Getting beyond impressionist reading
• Formulating questions and seeking answers to
  those questions while reading

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Text Dependent Questions

• Level One Questions Right There
• answers can be found explicitly in the text
• most often who, what, when, and where kinds of
  questions
• work on the factual level, establish evidence of
  basic information

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Text Dependent Questions

• Level Two Questions Think and Search
• not found explicitly in the text
• the reader has to infer, interpret, or analyze
  what the text suggests but does not say
• often how and why questions

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Text Dependent Questions

• Level Three Questions Author and Me
• answers go beyond the text and are often found in
  parallel situations outside the text
• reader has to analyze, synthesize, and/or
  evaluate, using the text as a guide to explore
  larger issues
• often require outside knowledge or experience to
  answer

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Which of the following questions requires a
student to read the text closely?

• If you were present at the signing of the
  Declaration of Independence, what would you do?
• What are the reasons listed in the preamble for
  supporting their arguments to separate from Great
  Britain?

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Academic Vocabulary

• Tier 1 words everyday speech
• Tier 2 words general academic vocabulary
• Tier 3 words domain-specific vocabulary

CCSS Appendix A pgs. 32-33
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Short and Sustained Research

• College and Career Ready Anchor Standards for
  Writing and the grade specific Writing Standards
  for Literacy in History/Social Studies, Science,
  and Technical Subjects 6-12 both contain a
  conceptual organizer titled
• Research to Build and Present Knowledge
• See CCSS, College and Career Ready Anchor
  Standards for Writing, pg. 63
• Writing Standards for Literacy in History/Social
  Studies, Science, and Technical Subjects 6-12,
  pg. 66.

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Writing

• Arguments and Informational/
• Explanatory Writing
• CCSS define and explain the types of writing
  students are expected to master in Appendix A pg.
  23
• The special place of argument is discussed on pg.
  24

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CCSS Create New Challenges

• Unlike mathematics, secondary literacy is not a
  discipline. It is homeless in that it belongs
  to everyone and no one.
• Literacy is used in all secondary classrooms, but
  it is not taught in a systematic way.

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CCSS Implications for Classroom

• Higher text complexity
• More teacher collaboration
• across grades
• across content areas

• More nonfiction
• More research
• begins in earlier grades
• both short and extended research

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CCSS Implications for Classroom

• Teaching students to read as
• Historians
• Economists
• Geographers
• Mathematicians
• Scientist
• More responsibility placed on students for their
  learning

• Reading and writing emphasis in all classrooms
• Teachers tell/summarize less, facilitate more,
  and use more scaffolding

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Instructional shift

• Teacher responsibility

• I do
  it
• 
  We do it
• 
  You do it
  
• 
  together
• 
  You do it
  
  
• 
  alone
• Student responsibility

Focus Lesson Guided Instruction

Corroborative
Independent
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Shift in Planning Instruction

• I do a lot of questioning
• I do a lot of listening
• I think about teaching the student

• I used to do a lot of explaining
• I used to do a lot of talking
• I used to think about teaching the curriculum

But Now
But Now
But Now
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What Do The CCSS Ask US?

• Using the Reading Standards for Literacy in H/SS
  work with a partner ---
• Choose a grade band (6-8, 9-10, 11-12)
• Select a conceptual organizer
• Create a list of the verbs
• Discuss the things a student must be able to do
  to meet the expectations in these standards
• SHARE

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What Do The CCSS Ask US?

• Using the Writing Standards for Literacy in H/SS,
  Sci, TSubj (WHST) work with a partner ---
• Choose a grade band (6-8, 9-10, 11-12)
• Select a conceptual organizer
• Create a list of the verbs
• Discuss the things a student must be able to do
  to meet the expectations in these standards
• SHARE

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Questions to think about

• How do we help students think in social studies?
  What is historical thinking?
• What types of critical texts are students
  expected to learn and maneuver?
• What types of writing are expected?

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Contact information

• Maggie Herrick
• Margaret.herrick_at_arkansas.gov
• 501-682-6584