using the common core

Using the Common Core

State Standards with Gifted and Advanced

Learners Joyce VanTassel-Baska, EdD.

College of William and Mary

September, 2013

Participant outcomes

Participants will be able to:

--Analyze CCSS for differentiation needs

--Create differentiated task demands, based on the standards

--Evaluate school-based needs for implementation of CCSS adaptations for the gifted

What are the new common core state standards (CCSS)?-Designed by teams across states in math and language arts-Aligned with 21st Century skills: informed by TIMSS et al.-Strong emphasis on thinking, problem-solving, collaboration, and communication

Myths about the common core standards• They replace the need for gifted programs.

• They are all high level in how they are articulated.

• They use the same type of assessments used in the past.

Sample ELA curriculum Standards (compressed)To develop argument in written and oral forms

Sample elements:•Analyze different texts.

•Draw appropriate inferences, given a set of data.

•Forecast implications of a given decision or action

Center for Gifted Education The College of William and Mary

Why does the gifted community need to be involved?• CCSS will dictate to a great extent teacher education and

accreditation.

• CCSS will come to be considered our national curriculum.

• CCSS will be the point of departure for all gifted curriculum.

We need to be involved in the work of the CCSS as it evolves!

What is Differentiation?

The process of differentiation is the deliberate adaptation and modification of the curriculum, instructional processes, and assessments to respond to the needs of gifted learners.

Differentiation Features in a Curriculum

• Acceleration• Complexity• Depth• Creativity

Center for Gifted EducationThe College of William and Mary

Content adaptations needed for gifted learners in the common core

• Acceleration and streamlining

• Differentiating and remodeling

• Integrating across content disciplines

Strategy #1 Acceleration and streamliningCCSS Language standards @ Grade 3, 5, & 8

--Demonstrate command of the conventions of English grammar and usage when writing or speaking. (ie. parts of speech, tense, function of nouns @ Gr.3, 5; verbals and voice@Gr. 8)

--Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Adaptation for gifted learners• Preassess grammar knowledge on form, function, and sentence

patterns

• Preassess usage principles

• Streamline teaching of unlearned aspects of grammar and usage

• Engage gifted learners in editing text for grammar and usage errors; provide challenging reading selections and target words/sentences for analysis

Strategy #2 Differentiation and remodelingCCSS Math, Statistics and Probability (Gr. 6)

Summarize numerical data sets in relation to their context.

Typical learner: On grade level graph provided to interpret.

Gifted learner: Large dataset found from Census Bureau, NSC, etc. with questions to explore at the analytical and evaluative levels.

Phase I Preassess knowledge of statistics and group by results. Streamline instruction for top group (s)Phase IIAssignment of task demand to the top group:

Use statistics (ie.mean, median, mode, frequencies and percentages) to analyze one of the following data sets, prepare graphs to illustrate your understanding of the data, and present findings to an appropriate audience.

Options for Phase II

Health care expenses for people in each decade of life from 10 to 90 years for the years 2006-2011,

OR Auto sales in the US by car type across 10 years compared to world sales for those same car makes,

OR Ten year trends in salary for different sectors of the US economy for 2000-2010.

Phase III

Follow-up questions to consider: What would you predict would be the trend for

your data over the next 5 years?

How would you estimate it?

What factors would influence it?

Strategy #3 Integrate ELA and Math StandardsCCSS Standard in English Language Arts @ Gr. 3.5, and 8:

W7 Conduct short research projects that use several sources to build knowledge through investigation of a topic. Gr. 8 (to answer a question)

CCSS Standard in math @ Gr. 3, 5, & 8

Represent and interpret data (creating &using graphs); delineate functions

A Sample Task Demand Incorporating Standards across Math and ELA

Ask students to design an experiment to test a question of interest to them:Examples: A. Do people prefer Product X over Product Y? B. Are ants attracted to sugar? C. Are girls more addicted to computers than boys?A research report must be prepared and presented, using technology applications. Be sure to address your hypothesis,your data collection techniques, appropriate data tables, your conclusions, and your implications of the findings based on your original question.

Instructional adaptations needed for gifted learners

• Use of scaffolds that elevate thinking

• Use of inquiry models such as PBL and shared inquiry

• Use of higher order questions for discussion and reflection

Overview of CCSS Standards Booklet in English language Arts

Joyce VanTassel-BaskaCollege of William and Mary

Assumptions

Developmental aspect of giftedness

Domain-specific predispositions

Emergent aptitudes, based on challenge

Interaction of affect and cognition on learning

Learning diversity

Key Topics Addressed in the Guide

Definitions and rationale

Alignments

Strategies for differentiation and integration of CCSS for advanced learners

Assessment differentiation

Professional development

Collaboration

Model Timeline

Research support

Talent Trajectories

Early childhood opportunities (Ages 4-8)

Language Arts Library activities, discussion of books, creation of written products, artistic representation of ideas, reading beyond level, broad-based reading, second language learning

Middle elementary (Ages 9-11)

Language artsWriting competitions, individualized reading lists, Socratic seminars, Junior Great Books, interdisciplinary projects, biography study, summer and Saturday program options

Middle School (Ages 11-14)

Greater emphasis in one domain

Career counseling, based on interests, values, aptitudes (examine career clusters that match profile)

Acceleration in domain choice via multiple options

Extra curricular and Saturday and summer involvement in domain-specific opportunities

Use of mentors and tutors as appropriate

High School (Ages 14-17)

Advanced placement coursework from Grades 9-12

Independent study leading to project competition

International Baccalaureate program at Grades 11-12

Dual enrollment

Early entrance to college

Mentorship and/or internship

Language Arts Trajectory for Talent

Reading/Literature Writing Language Speaking

K-3

4-5

6-8

9-12

Key Differentiation Features applied in ELA

Preassessment for advanced work

Creative production

Focus on concepts, issues, and themes

Instructional pacing

Complexity and depth

Differentiated Assessments for ELA

Performance-based, including product assessments

-emphasis on transfer, problem-solving, higher level thinking

Portfolio

-emphasis on specific growth over time

Language Arts Strands

Literature

Informational text

Writing

Language

Speaking and listening

Major Emphases across the Standards

Analysis and development of argument

Elevation of information text (nonfiction reading across the curriculum)

Use of multi-media

Emphasis on products and presentations

Differentiating the CCSS in ELA Reading Literature and

Informational Texts

ELA Reading Differentiation

Activities for advanced learners are:More abstractMore idea basedMore complex

Thinking at multiple levels simultaneously Working with multiple variables

Multiple creative opportunitiesCreative context to express innovative ideas

ELA Reading (Literature)

Grade 5 Standard 1Quote accurately from a text when explaining what

the text says explicitly and when drawing inferences from the text.

Typical LearnerStudents will select a line from Carl Sandburg’s

poem “Fog” and make an inference about what the author means.

ELA Reading (Literature)

RL 5.1 Advanced LearnersAdvanced students will define personification, select

a line from Carl Sandburg’s poem “Fog” and describe how Sandburg uses personification to enhance his meaning. Students will create their own personification poem using “Fog” as a model or add an additional stanza to “Fog.”

RL 5.1 Differentiation Approach

Content Differentiation (depth and complexity)Language of the discipline (personification)

Process DifferentiationWhile the typical learners are drawing inferences, the advanced learners are drawing inferences through the lens of the author’s use of personification.

Product DifferentiationCreation of personification poems using Fog as a model

Application and PracticeRL 9-10.1

Cite strong and thorough textual evidence to support analysis of what the text says exactly as well as inferences drawn from the text.

(Typical) Students will read “The Raven” by Edgar Allan Poe. After reading the poem, students use textual evidence to support an analysis of what the text says about undying devotion. Analysis must include direct quotes form the text as well as inferences drawn from the text.

Application and Practice

Your tasks within your group

1. Develop a differentiated task for advanced learners based on the typical learner task.

2. Describe the differentiation strategy your group employed in designing the advanced learner task.

ELA Reading (Informational)Grade 8 Standard 6

Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Typical Learner Students will review opinions from a Supreme Court

case, determine each author’s point of view, and summarize how he or she responds to the other viewpoints. Students will create a graphic organizer comparing the two points of view.

ELA Reading (Informational)RI 8.6 Advanced Learners

Advanced learners will review opinions from a Supreme Court case, determine each author’s point of view, summarize other viewpoints, and then prepare a written rebuttal to the author’s point of view in the same format.

RL 8.6 Differentiation ApproachProcess Differentiation

Advanced task is more open-ended requiring abstract thought and complexity.

Process DifferentiationWhile typical learners compare two points of view of others, advanced learners write and defend their own point of view.

Product DifferentiationWritten rebuttal versus graphic organizer

Application and Practice

RI 1.6Distinguish between information provided by

pictures or other illustrations and information provided by the words in a text.

(Typical) Students will be able to articulate whether they obtained information from the text and/or the illustration.

Application and Practice

Your tasks within your group

1. Develop a differentiated task for advanced learners based on the typical learner task.

2. Describe the differentiation strategy your group employed in designing the advanced learner task.

Grade 3 Persuasive- pg. 16Standard Typical Gifted Criteria, ResourcesWrite opinion pieces on topics or texts, supporting a point of view with reasons.a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.b. Provide reasons that support the opinion.c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.d. Provide a concluding statement or section.

Students will write an opinion piece, stating three reasons why their parents should give them a particular video game.

After selecting a local issue (e.g. building an amusement park near a historic battlefield), advanced students will write an opinion piece or advertisement providing three reasons why their issue is important or problematic.

Pg. 9-10 Preassessment

Creative production

Focus on concepts issues, themes

Instructional pacing

Grade 8 Informative/Explanatory Writing p. 18Common Core

Standard Typical Gifted Criteria/Resources

W8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

When given a menu of topics (e.g., foreign customs, world event, life cycle of a forest), students will select a topic of interest. Their research should include facts, definitions, details organized by headings, a concluding statement, and illustrations. Linking works and ideas should be present. Students will then translate the paper into a PowerPoint or visual presentation

After selecting an issue of local significance (e.g., global warming, investing in African economic development, comparing and contrasting their own community to Chicago from their reading activities), advanced students will write a research piece aimed at a particular audience for a particular purpose, providing specific definitions, vocabulary, facts, details (including appropriate graphics and organizational elements), and a conclusion that includes, "so what/now what" analogies and metaphors should be used to explain complexity and significance. Implications should be identified. Students will then translate the paper into a PowerPoint or visual presentation

Pg. 9-10 Preassessment

Creative production

Focus on concepts issues, themes

Instructional pacing

Grade 8 Informative/Explanatory Writing p. 18

Gifted

After selecting an issue of local significance (e.g., global warming, investing in African economic development, comparing and contrasting their own community to Chicago from their reading activities), advanced students will write a research piece aimed at a particular audience for a particular purpose, providing specific definitions, vocabulary, facts, details (including appropriate graphics and organizational elements), and a conclusion that includes, "so what/now what" analogies and metaphors should be used to explain complexity and significance. Implications should be identified. Students will then translate the paper into a PowerPoint or visual presentation

Narrative Writing Grade 8Common Core

StandardTypical Gifted Criteria/Resources

CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

(Georgia)After reading Rita Dove’s poem “5th Grade Autobiography”, write your own autobiography.

Preassessment

Creative production

Focus on concepts issues, themes

Instructional pacing

Your Turn!

Taking a standard from the Narrative Section, devise a “gifted” activity for advanced students that uses the criteria of:

Preassessment

Creative production

Focus on concepts issues, themes

Instructional pacing

Language differentiation

Strategy #1 Acceleration and streamliningLanguage standards @ Grade 3, 5, & 8

--Demonstrate command of the conventions of English grammar and usage when writing or speaking. (ie. parts of speech, tense, function of nouns @ Gr.3, 5; verbals and voice@Gr. 8)

--Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Adaptation for gifted learners• Preassess grammar knowledge on form, function,

and sentence patterns

• Preassess usage principles

• Streamline teaching of unlearned aspects of grammar and usage

• Engage gifted learners in editing text for grammar and usage errors; provide challenging reading selections and target words/sentences for analysis

Application

How could you diagnose and provide appropriate level and type of differentiation for gifted learners in respect to the following elements of the CCSS?

Choose one:

capitalization and punctuation

tense and voice

types of sentences

Assessments for the ELA CCSS: What will they look

like?

Assessment in the new CCSS (Smarter Balance, 3/12 website http://www.smarterbalanced.org/sample-items-and-performance-tasks/Two consortia and contracts let to design new

assessments, due to be used in 2014-2015

Five Sample language arts released items follow to illustrate approaches used.

Claims used to build assessments

Claim #1 – Reading

“Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.”

Claim #2 – Writing

“Students can produce effective and well-grounded writing for a range of purposes and audiences.”

Claim #3 – Speaking and Listening

“Students can employ effective speaking and listening skills for a range of purposes and audiences.”

Claim #4 – Research/Inquiry

“Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.”

Grade: 4

Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Target 1. KEY DETAILS: Use explicit details and implicit information from the text to support answers or basic inferences.

CCSS: RL-1, RL-3

This item asks students to identify supporting details for an inference.

Sample item #1o

Read selection and answer the following questions:What does Naomi learn about Grandma Ruth? Use details from the text to support your answer. Type your answer in the space provided.

Read the sentences from the passage. Then answer the question.

 “My grandma pulled the ball out, unwrapped it, and held it out for us to see. The ball was scarred almost beyond recognition. It had dog bite marks, dirt scuffs, and fraying seams. Right in the middle was a big signature in black ink that I had somehow overlooked. It was smudged now and faded, but it still clearly said ‘Babe Ruth.’ I began to shake inside.”

 Click on two phrases from the paragraph that help you understand the meaning of scarred.

Sample #2

The following is the beginning of a story that a student is writing for a class assignment. The story needs more details and an ending. Read the beginning of the story and then complete the task that follows.

Reading: Oliver’s Big Splash

Write an ending for the story by adding details to tell what happens next.

Sample 3Why There Should Be a Longer School Day

 Schools should have a longer school day for students. First, students could learn more about different subjects if the school day were longer. Also, students could get extra help from teachers. More hours in class each day would also mean more vacations scattered throughout the year.

Now look at the following daily schedule for a school that has switched to a longer school day. Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day.

Sample #4“Planes on the Brain” by Elisabeth Deffner, from Faces Magazine. Copyright 2011 by Carus Publishing Company.

How does the author emphasize the point that the TAM program was a positive influence on the sisters’ lives? Use details from the text to support your answer.

Highlight the parts of the text that provide evidence to support the idea that the Tuskegee Airmen were historically important.

What does the author mean by “the sky is no longer the limit”? How does the meaning apply to the Anyadike sisters? Use details from the text to support your response.

Sample #5

Read the text and complete the task that follows it.

Cell Phones in School—Yes or No?

Based on what you read in the text, do you think cell phones should be allowed in schools? Using the lists provided in the text, write a paragraph arguing why your position is more reasonable than the opposing position.

Other assessment archetypes

View a video and answer questions about it.

Read a passage and provide response, given multiple choice format.

The following excerpt is from a writer’s first draft of a narrative essay. Read the excerpt. Then rewrite it, revising it to correct errors. 

Literature assessment model for gifted

Use new text to have students analyze the following:

Key themes

Key lines

Key concepts used

Creation of new title with rationale

Writing assessment model for gifted

Give students a writing prompt that asks them to apply a given model of writing to a new piece. Rubrics focus on the organizational aspects of the given model.

Example: Persuasive Writng

Should internet access be controlled?

Rubric dimensions: Claim, Data, Warrant

Speaking and Listening Assessment for gifted Presentations as products

Use of a rubric that includes the dimensions of :ClarityOrganizationComprehensivenessCreativityOpen-ended comments on strengths and areas for improvement.

Language assessments for gifted Pre-post grammar and usage

assessments

Product assessment

Create text that manipulates language in specific ways through choices.

Example: Develop a narrative that uses descriptive language to convey emotion. Analyze your word choices and how they contribute to the power of the writing.

Develop a haiku or diamonte poem, using the characteristics of each form. How does the form impact meaning for the reader?

Resources for implementation: Research-based Differentiated

Materials for the Gifted

• Mathematics– Mentoring Mathematical Minds (M3)– Techniques of Problem-solving

(TOPS)– Connected Math

• Language Arts– W&M Language Arts Units– Junior Great Books– Jacob's Ladder

What can gifted leaders do?

• Organize professional development on awareness and implementation issues.

• Design scope and sequence for gifted learners in math and ELA.

• Hold work sessions for remodeling curriculum.

Resources available from NAGC

• Online FAQ's• Online white paper• Educator guides: --Mathematics I and II

– Language Arts I and II – Science

ReflectionWhat concerns do you have about implementing the new common

core curriculum standards?

What will be your strategy for implementation?

How will you utilize professional development as a part of the process?

“The future will require individuals who are able to formulate new problems, come up

with new solutions, and adapt readily to the new ideas of others.”

--Csikszentmihalyi & Wolfe, 2000, p. 91