Common Core State StandardsK-5 November 26, 2012*

T

Think About It!Video

Expected OutcomesAs a result of the CCSS session, participants will:

understand the ELA Common Core State Standards and how they prepare students to be college and career ready.understand the critical components Text Complexity and Student Engagement.have identified current resources and processes to bridge the gap through the CCSS transition.

Directions for making a Response Journal

Fold three sheets of paper horizontally. Cut 1 slits at the top and bottom.

Fold the colored sheet horizontally and cut the guts out of the fold leaving 1 at the top and bottom.

Fold the colored sheet vertically and slide in the opening of the three sheets.

Open the colored sheet and fit into the slits on the top and bottom.

WOW! A Response Journal!Great project for student writing activities!

Essential Questions

What is the correlation between RGSDs Mission/Vision and the CCSS?

How will the CCSS affect instructional practices?

How will the CCSS impact students academic performance preparing them to be college and career ready?

Welcome & IntroductionMeet and Greet A Pre Reading Strategy:Read your word or phraseShare your word or phrase with at least 3 peopleTry to remember the words that you hearReturn to your table and share with the group your word or phraseYour group will make predictions as to how they all fit togetherOne person from the group will share to the large group

Silent Reading . . .Read page 3 of the CCSS packet

Table Talk: evaluation of the predictions made

The Common Core State Standards, also called the Core Academic Standards in Missouri, define what students should know and be able to do at every grade level in grades K-12.

The standards are more rigorous than the previous standards. The focus of the standards closes the gap between high school and college/ career readiness. In addition, the standards will require less rote memorization and more concepts applicable to real-world problem solving.

Common Core Defined:

We know that . . .

CCSS is a charge by states to ensure that all students are college and career ready by graduation.Standards are set requirements for ELA and Literacy in Social Studies/History, Science, Math and Tech subjectsStandards lay out a vision of what it means to be a literate person in the twenty-first century.

CCSS Background Voluntary, state led effort; states, territories and D.C.States committed to developing a Common Core of State Standards for proficiency in ELA and Math for grades K-12Governor Nixon signed Missouri in August 2009MO State Board of Education adopted the Standards June 15, 2010

Grade Level and End Of Course Tests2012-13: Normal testing, return of Performance Events and Writing Prompts in all content areas

2013-14: Normal testing, except for movement of CA and Math assessments to align to CCSS (without changing test design and blueprint)

2014-15: Implement SMARTER Balance Assessments in ELA, math

2014-15: All assessments will be online

**More End Of Course Test will be required **Comprehensive (End Of High School) Assessments required for 2016 Graduates -

Assessments Transitions*

What is not covered by the Standards?They do not enumerate all or even most of the content that students should learn.They do not describe all that can or should be taught.They do not define the nature of advanced work for students that meet standards prior to graduation.They do not define particular intervention methods or materials to support varied student levels of performance.They do not outline specific range of support for ELL and special needs students.They do not cover every relatable component for college and career readiness preparedness.

Video: A New Foundation for Student Success!

What is our role as educators?Practicing Listening Skills: A quote from the book, Opening the Common Core

How is the Document Organized?

Using the Table of Contents as Guide

Treasure Hunt

*Overview of Reading StrandReadingProgressive development of reading comprehension; students gain more from what they read Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated Standards for Reading Foundational Skills (K-5)Reading Standards for Literature (K-12)Reading Standards for Informational Text (K-12)Reading Standards for Literacy in History/Social Studies (6-12)Reading Standards for Literacy in Science and Technical Subjects (6-12)

*Overview of Writing StrandWritingExpect students to compose arguments and opinions, informative/explanatory pieces, and narrative textsFocus on the use of reason and evidence to substantiate an argument or claimEmphasize ability to conduct research short projects and sustained inquiryRequire students to incorporate technology as they create, refine, and collaborate on writingInclude student writing samples that illustrate the criteria required to meet the standards (See standards appendix for writing samples)

*Overview of Speaking and Listening and Language StrandsSpeaking and Listening Focus on speaking and listening in a range of settings, both formal and informal academic, small-group, whole-class discussionsEmphasize effective communication practices Require interpretation and analysis of message as presented through oral, visual, or multimodal formatsLanguageInclude conventions for writing and speakingHighlight the importance of vocabulary acquisition through a mix of conversation, direct instruction, and readingTo be addressed in context of reading, writing, speaking and listening

Media and Technology are integrated throughout the standards.

PK-5: Balancing Informational and Literary Texts50/50What do you think the current percentage of informational text reading is in elementary classrooms?ELA Shift #1Handout

6-12: Building Knowledge in the DisciplinesELA Shift #2

The Staircase of ComplexityELA Shift #3

steady declineover time, across grades, and substantiated by several sourcesin the difficulty and likely also the sophistication of content of the texts students have been asked to read in school since 1962

(Common Core Initiative, 2010)Text Complexity Concerns

Text-Based AnswersStudents have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments.ELA Shift #4

Writing From SourcesWriting needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts.ELA Shift #5

Academic VocabularyBy focusing strategically on comprehension of pivotal and commonly found words (such as discourse, generation, theory, and principled) and less on esoteric literary terms (such as onomatopoeia or homonym), teachers constantly build students ability to access more complex texts across the content areas.

ELA Shift #6

Supporting the Shift . . .3-2-1 3 Minute Personal Reflection

Think Ink - Pair Share

The Cross Walk Document*Handout

RGSD Current Initiatives

Literacy Initiatives Balanced Literacy Model; Reading/Writing Across Content Areas; Improving Classroom Libraries and Building Book Rooms; Increasing Time for ReadingContinuous Curriculum Review and Revision Grade Level/Course Writing Expectations prioritizing argument and informational writing; Units of Studies to include opportunity for students to develop Speaking, Listening and Presentation Skills and integration of technology; Units including both Improving Instruction Effective lesson planning to continue the focus on RGSD Power Standards to keep the focus on higher order and critical thinking skills Focus on Assessment Utilizing the new Common Core Scholastic Reading Inventory Levels; Fountas & Pinnell Reading Assessment and Running Records; Discovery Education Benchmarks for all content areas (2013 K-2 aligned to CCSS); Common Summative and Formative AssessmentsStudent Support through Interventions and EnrichmentQuality Instructional Programs/Materials Aligned to CCSS Collaboration Professional Learning Communities/Data Teams

Time for a BREAK!*

Video: Why Common Core I Choose C

Are we preparing our students to be College and Career Ready?

What is the evidence?

Are we college and career ready?

Senior Survey Data

Post-Graduate Data

ACT Data

St. Louis Community College Data

RGSD Data

ACT 2009201020112012 Number or Graduates343354349303Number of Graduates Scoring at or Above National Average 31151511Percent of Graduates Scoring at or Above National Average 94.24.33.6

Graduation 2009201020112012 Number or Graduates343354349303Graduation Rate 85.567.78177.3

RGSD Data

College Placement200920102011Number or Graduates 343354349Number or Graduates Entering College 203187259Percent of Graduates Entering College 59.252.874.2

Career Education Placement 200920102011 Number or Graduates Completing Career Education Program242312303Percent of Career Education Completers who Were Placed 7457.489.4

RGSDSt. Louis Community College

ENGLISH20072008200920102011ENG02017%36%26%35%27%ENG03054%31%50%35%45%ENG10127%33%23%30%27%# of students5936625771

READING20072008200920102011RDG02041%44%50%44%39%RDG03032%25%35%37%34%RDG10015%19%8%11%8%# of students5936625771

Students who are College and Career ReadyDemonstrate independenceConstruct viable arguments and critique the evidence of othersParticipate in a range of effective conversationsCollaborate with diverse partnersUse technology and digital evidence strategically and capablyMake sense of problems and persevere in solving them

Essential Questions

What is the correlation between RGSDs Mission/Vision and the CCSS?

How will the CCSS affect instructional practices?

How will the CCSS impact students academic performance preparing them to be college and career ready?

Tic Tac Toe Words/phrasesDraw a Tic Tac Toe Template in your Reflective Journal

As we go through this section relating to Text Complexity, write nine words or phrases that are new to you or those that you may still have questions about.

Riverview Gardens School DistrictText Complexity and Student Engagement in CCSS*

College and Career Readiness Anchor Standard 10 for ReadingRead and comprehend complex literary and informational texts independently and proficiently.*

Text Complexity Model

Text complexity is defined by:*

Quantitative Measures ResourcesGrade Band Ranges ChartInternet databases for quantitative measures (Lexile and F&P book level)*

Original Appendix A-Lexile Chart*

*On-the Job Lexile RequirementsNational Adult Literacy Study

Qualitative Measures ResourcesRubric for Literary TextRubric for Informational Text*

Complexity RubricsHandouts*

Informational Text RubricPurposeText StructureLanguage FeaturesKnowledge DemandsExceedingly ComplexVery ComplexModerately ComplexSlightly ComplexHandouts*

Literary Text RubricMeaningText StructureLanguage FeaturesKnowledge DemandsHandouts*

Reader and Task Considerations ResourcesSee handout*

Text Complexity Resourceshttp://www.lexile.com/findabookhttp://www.arbookfind.com/*

Tic-Tac-Toe Words (Post Strategy)Draw a Tic-Tac-Toe Template

As we go through this session, write nine words or phrases that are new to you or those that you may still have questions about.

Choose one line of Tic-Tac-Toe ( 3 words/phrases in a row) to write a sentence about what you have learned in this section of the presentation.

Determining Text ComplexityA Four-step Process:

QuantitativeQualitativeReader and Task*

Lunch

Determining Text ComplexityA Four-step Process:

QuantitativeQualitativeReader and Task*

Measures such as:Word lengthWord frequencyWord difficultySentence lengthText lengthText cohesionStep 1: Quantitative Measures*

Step 2: Qualitative MeasuresMeasures such as:Levels of meaningLevels of purposeStructureOrganizationLanguage conventionalityLanguage clarityPrior knowledge demands*

Step 3: Reader and TaskConsiderations such as:MotivationKnowledge and experiencePurpose for readingComplexity of task assigned regarding textComplexity of questions asked regarding text

*

Step 4: Recommended PlacementAfter reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.*

Your Turn - Book WalkText Level I T, Important Behaviors GuideBands of Text InformationEvaluating Level Text (No Title)Text Levels A I

Handouts*

Text Complexity DescriptorsAnchor Chart:

What surprised you?

What was new?

Sharing-Out in a Whole Group Discussion*

Time for a BREAK!*

Text Complexity and Student Engagement in CCSS

Reading and Writing can look like this . . .

Or it can look like this

If not Engagement, then what?Reading is something that one gets better at with practice. It is not surprising, then, that for children to become better readers, they must read for long stretches of time, with just-right material, joyfully engaged in their reading (Allington 2000; Calkins 2000; Serravallo and Goldberg 2007). Without engagement during reading, this time spent reading doesnt count. As responsible reading teachers, it is important to be vigilant when it comes to our students engagement and to offer them strategies and techniques to help them stay motivated and engaged while reading (Guthrie and Wigfield 1997).

CCSS calls for us to markedly increase the opportunity for regular independent reading of texts that appeal to students interests to develop both their knowledge and joy in reading.

RGSD Committed to The 3 Vs . . .Increase Valued time for readingIncrease the Volume of readingIncrease the Variety in readingBuilding Book RoomsClassroom Libraries

Roadmap for Lifelong LiteracyThe Reading-Thinking Cycle

Text Complexity & EngagementSilent Chart-Talk

How is knowing a texts complexity level assist us in improving our students reading engagement and comprehension?

Cory Bookers StoryListenOne and Gripe Moment about CCSS frustrationThink What are the implications/connections between CCSS and Student Achievement?PairShare A Change in Beliefs lead to a Change in Thinking which leads to a Change in Action!

Students Who Are BehindFar too often, students who have fallen behind are given only less complex texts rather than the support they need to read texts at the appropriate level of complexity. Complex text is a rich repository to which all readers need access, although some students will need more scaffolding to do so.Common Core Publishers Guidance

RGSD 3 Vs of ReadingThe sheer Volume of reading is the greatest factor in impacting students improvement in reading!

Increase Valued time for Reading

Increase the Volume of Reading

Increase the Variety of Reading

Text Complexity & Engagement: Assessments

Reading Interest Inventory

Engagement Inventory

Adequate Range of Reading Rates

Book Logs

Assessing and Measuring Reading Engagement

QualitativeQuantitativeEngagement Inventory-Are the childs eyes on the print?-Is the child giggling at the funny parts?-Is the child turning pages at an acceptable pace?-What types of things distract a child from reading?Book Logs-What types of books (genres, authors, levels) does the child tend to choose?Reading Inventory-What are a childs attitudes toward reading?-Whom does a child like to share his reading with?What types of books (genres, authors) does the child report liking & disliking?Engagement Inventory-How many minutes can a child stay engaged with a book?Book Log-How many pages is the child reading per minute?-How many books does the child read per week?-How much time is spent reading at home versus reading at school?

Reading Interest InventoryAdministered at the beginning of the year and repeated periodically throughout the yearMake sure the students answer honestly without penaltyConstructed response inventories will give you a deeper understanding of each studentResults of inventory will allow teacher to:Pull small groups to guide students (book tastes, reading habits, student attitudes, who each student is a reader, etc.)Form groups/partners/book clubsModify unit plans for the year (including read aloud choices)Reorganize classroom library

Handout

Reading Assignment

Wanted: A Volunteer Reader

Without Engagement, Weve Got Nothing: Helping Students Want to Read, cont.Assessing for engagement can be both qualitative and quantitative. Certain behaviors are observable when it comes to determining whether a child is engaged or not: giggling at the funny part, keeping eyes on the book, turning pages at an acceptable pace. There are also measures, though, that help quantify how fully a child is engaged. We can look at the number of pages students read per reading workshop period and the number of books they read acress the course of a week. Engagement inventories, book logs, and reading interest inventories provide both quantitive and qualitative data to help us plan for individuals and small groups. (Guthrie and Wigfield 1997).*

Engagement InventoryResults of the engagement inventory will allow teacher to:Clearly target the length of time that students stay engaged during independent reading timeDetermine distractorsForm groups/partners/book clubsDevelop intervention plansSmall groupsIndividual conferences

Handouts

Book LogsResults of the book log will allow teacher to:Determine reading rateAnalyze the types of books the student is reading at home and schoolLook at stamina tied to genreDetermine indications for difficulty with word study and fluencyPull small groups and confer about: book choice, stamina and reading rate

Handout

Book LogsCompleted weekly by the studentLearn about students habits and staminaTypes of book a student choosesis there a good variety or is it time to broaden the students reading tastes?Time spent reading at homeTime spent reading at schoolPage per minute rate (Reading Rate Handout)

Assessing and Measuring Reading Engagement

QualitativeQuantitativeEngagement Inventory-Are the childs eyes on the print?-Is the child giggling at the funny parts?-Is the child turning pages at an acceptable pace?-What types of things distract a child from reading?Book Logs-What types of books (genres, authors, levels) does the child tend to choose?Reading Inventory-What are a childs attitudes toward reading?-Whom does a child like to share his reading with?What types of books (genres, authors) does the child report liking & disliking?Engagement Inventory-How many minutes can a child stay engaged with a book?Book Log-How many pages is the child reading per minute?-How many books does the child read per week?-How much time is spent reading at home versus reading at school?

Reading Strategies to Increase Student EngagementPre Meet and Greet

During - Tic Tac Toe (Word Listing)

Post Tic Tac Toe (Writing Sentences)

Re-reading is not failure?Set an expectation of repeated re-reading.As something necessary to be successful in schoolAs something people do every dayDo your students realize that . . .*

ResourcesTeaching Reading in Small Groups by Jennifer Serravallo

When Kids Cant Read, What Teachers Can Do by Kylene Beers

Pathways to the Common Core: Accelerating Achievement by Lucy Calkins, Mary Ehrenworth and Christopher Lehman

Professional Development - State Workshops , CSD Workshops and Regional Consortiums (Language Arts Regional Consortiums)DESE Common Core Information PageCrosswalk FAQsPowerPoints and VideosCCSS Websites and Curriculum Maps WebsitesCCSS Appendices: A Defines Terms B Suggested Text and Student Tasks Samples C Writing ExemplarsVarious State Websites ----KS, MA, DE District Website The Standards, Appendices, FAQs and Parent Resource

Resources and Supports*

What is our role as educators?Practicing Listening Skills: A quote from the book, Opening the Common Core

Essential Questions

What is the correlation between RGSDs Mission/Vision and the CCSS?

How will the CCSS affect instructional practices?

How will the CCSS impact students academic performance preparing them to be college and career ready?

Reminder that we are all held accountable to our mission and vision! Idea to highlight college and career ready

If participants are not familiar with Benchmark Education Company, use this opportunity to provide a brief overview.

Trainer Note: Before training, check with the district to see how they purchased the leveled texts for small-group instruction. Options include: purchasing classroom libraries per teacher, which means each teacher has all the titles listed on pages 18-19 in the Getting Started Handbook, or having a shared bookroom. It is also good to check with the local Benchmark Education sales consultant and the district contact to see how they plan to use the resources purchased.

*Think-pair-share*Todays presentation is separated into 3 sessionsBe prepared to answer these questions at the end of this session.*Read page 3 of CCSS packet silently ***** Sample of words and phrases for Meet and Greet: rigorous, global and competative society, age appropriate terms; technical sciences; close and attentive reading; complex works of literature; deep, wide and thoughtful engagement; builds knowledge; enlarges experiences; world views; promoting responsible citizenship; speaking, writing and listening skills; purposeful and more????

Research and Evidenced BasedAligned with College and Work ExpectationsRigorousInternationally Benchmarked*Best practice for teachers to present something else with text/reading they share with students example our video and the pre reading activity.*NCLB legislation 2002**CCSS Initiative packet p.6*Think-pair-share*Facilitator reads page 1 aloud from the book, Opening the Common Core (the facilitator should read pages 1 4 to help make the connection between the video and the quote)*Page 3 in the spiral packet. Presentation is into the three parts: overview, focusing on the Reading Strand CCR Anchor Standard page 10- text complexity and student engagement; so looking at the outline of the document through the table of content, we see that on pages 31 for (k-5) and page 57 for (6-12) we have the College and Career Readiness Standards***Shi*Shift #2 is close to #1, but focuses on Grade 6-12. . . Having students read across all classes. . . So when a 12th grader might be reading 70% informational, that is not to say that Senior English would be 70% informational. The percentages are a look at all reading done in school.Its important to note that while reading across the curriculum is a phrase weve sometimes related to this concept, the intention of the CCSS is slightly different. Reading across the curriculum didnt always acknowledge that reading in Math is one thing, and reading Science is another, for example. Reading in science would include interpreting a significant amount of charts and graphs. Reading in Social Studies would involve consutling many primary source documents.*A major shift that is one of the most often discussed is the focus on text complexity. . . Or insuring that students read increasingly difficult texts throughout the grades so as to be prepared for college and career.This is very important for several reasons. First, many ELA standards are identical across large grade spans. 3rd graders are to interpret inferences, as are 12 graders. The key difference is interpreting inferences in texts of substantially different difficulties.*The CCSS initiative was also concerned about text complexity because there are several studies that reveal the complexity of texts has been declining. Many feel that a substantial gap now exists between the level of texts most HS seniors encounter as the level of text most college and career students encounter.*The essence of this shift is that classroom discussions have to be more centered on the text than they may have been in many instances. Teachers should focus less on how does this text relate to you and what do you feel about this text sort of questions, and more on what does this text really say.*This is closely related to Shift 4, but it has to do with what students do AFTER they engage closely with texts. . . They should be able to write responses to text that use evidence from the text. Significant emphasis is places on evidentiary writing, writing to inform or explain, and crafting logical and substantiated arguments.*The final shift calls for teachers to focus additional attention on more common vocabulary, rather than domain-specific words that may have little use for students once a unit is complete. Well talk more about this concept later.*Think-pair-share - The Interview from U-tube to tie into the why the change is necessary*Possible ACT scores, surveys*Our preparation impacts a students lifetime earning potential. Increasingly what a student knows and can do will determine their employability and earning potential. *College and Career readiness isnt about contentits about applicationThese are taken from the college and career readiness standards for ELA and Math. To get students college and career ready, they need to do the work, not the teacher. We need to get away from students spending the day watching the teacher work, and instead have students actively involved in learning and applying their learning. *Be prepared to answer these questions at the end of this session.*Have participants reference the packet page 10 for CCR for reading Use previous three slides as talking points K - 12*Hand out Text Complexity Grade Bands and Lexile Level Chart K - 12*k - 12*Handout Text Complexity Literary and Informational Rubrics*Handouts *Handout: Ref from DESE (side 1 of 2)*Handout: Ref DESE (side 2 of 2)*Hand out Reader and Task Considerations Sheet**Overview of the protocol*Overview of the protocol*K 5 Only Teachers (Facilitators will work with each building principal to coordinate the task of getting all text leveled books for that grade level in the workshop room before we leave for the holiday)*Sarahreadingwritingworks.com Waner/Harrison*Sarah*readingwritingworks.com Waner/Harrison

The Reading-Thinking Cycle

To ensure the success of all students in our diverse classrooms, the importance of teaching metacognitive and comprehension strategies together cannot be overstated.

Students have been given a lot of comprehension strategy instruction. But it is also imperative that they think about their thinking (metacognition). Students have to know how and when to use these strategies.Let participants know that during the course of the training, we will look at how metacognitive strategies and comprehension strategies work together to foster deeper text understanding.Refer participants to their Metacognitive Strategies Handout.

Trainer Note: Explain these two categories of strategies, which comprise the Reading-Thinking Cycle, based on the needs of your group. This is taken from the Benchmark Literacy Overview book, page 10.

Text comprehension strategies are mental problem-solving actions initiated by a reader to gain meaning from the text. Metacognition, or thinking about thinking, takes strategic reading one step further by helping us recognize how we process information. Effective readers use comprehension and metacognitive strategies together to develop a deeper understanding of a content-area topic, a characters motives, a books theme, and so on. Metacognitive strategies and specific comprehension strategies go hand-in-hand. They support each other. Sometimes using metacognitive strategies leads us to apply specific comprehension strategies, and sometimes using specific comprehension strategies facilitates our use of metacognitive strategies.Reading passage from Pathway to Common Core page 7Time length 12 - 15 minutes

*Reading Interest Survey - handouts for both elementary and secondary levels*Handout Pink Reading Rate Sheet*Handout providedAt secondary level literature circles and socratic seminars - We need to create a secondary example(Time: 10 minutes)**Have a participant read this slide aloud.*Handouts (blank and completed/sample) and the Pink Reading Rate SheetsTime: 15 minutesw*Time: 10 minutes*

Handout Pink Reading Rate sheetWe need to Create a secondary level log*Handout Pink Reading Rate Sheet*Facilitator reads page 1 aloud from the book, Opening the Common Core (the facilitator should read pages 1 4 to help make the connection between the video and the quote)*Be prepared to answer these questions at the end of this session.*