STRATEGY MEETING

Getting to Know the Next Generation Content StandardsRESA #7, West VirginiaK-5 Science and Social Studies NGCS

April 17-18, 2013byB.R. Jones, PhD

1Commitment to Interactive Learning Post-it note on Parking LotText Question to 601-410-3448Email Question to drbrjones@gmail.comTwitter @BRJonesPhD

2Lets Take a Pollp. 4

Learning Activity #1 will use consensus-gram on chart paper or let them use cell phones3Seminar ObjectivesUnderstand the rationale behind the development of the NGCS.Develop a solid understanding of the organization of the NGCS.Leave with the ability to translate the shifts in the NGCS into important implications for instruction.Determine a focus on critical standards and the implications of these standards on assessment.Plan for next steps with the NGCS.4Metaphor5Day 1 AgendaWelcome, Purpose, Scope, ObjectivesWhy NGCS?Organization of the StandardsShifts Required by NGCSReading Standards for Science & Social StudiesWriting Standards for Science & Social StudiesQuestions and Discussion

6Day 2 AgendaDay 1 FeedbackAppendix A, B, & CSelecting Critical Standards/Narrowing the FocusUncovering the EssentialsImplications for InstructionAction Planning and Next StepsQuestions and Discussion

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Welcome!WelcomeIntroductionsReview materials (Handouts, ppts); Parking Lot; Table Tents, etc.Learning Activity #2 p. 4

Quick Write What personal learning goal could you set to make the next two days a valuable personal learning experience?

You will not share this with the group.9Get to Know Our Neighborp. 5What could be the benefit of having clearly articulated readiness expectations for students?How could all teachers taking on the responsibility of ensuring student literacy in reading, writing, speaking and listening, and language across content areas have a profound impact on student achievement?

10Get to Know Our Neighborp. 5What is the connection between standards, instruction, and assessment?Could focusing on fewer concepts and skills, but going deeper, have a positive impact on student learning?

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Next Generation Content Standards MissionAll Students College & Career ReadyThe Common Core State Standards provide a consistent, clear understanding of what students are expected to learn The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

12Next Generation Content Standards MissionThe Common Core State Standards provide a consistent, clear understanding of what students are expected to learn The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. 13Vision of Next Generation Content Standards

Vision

Build on the foundation laid by the state standardsDraw on the most important international modelsRepresent a synthesis of the best elements of standards-related work to date and an important advance over that previous work (CCSS ELA, 2010, p. 3)

14Vision of the Next Generation Content StandardsBuild on the foundation laid by the state standardsDraw on the most important international modelsRepresent a synthesis of the best elements of standards-related work to date and an important advance over that previous work (CCSS ELA, 2010, p. 3)

15Learning Activity #4 p. 6

Think/Pair/Share *Consider the mission and vision of the Next Generation Content Standards Standards. Compare and contrast this with the mission and vision of past standards in your state.16The Standards are:Research and Evidence BasedAligned with College and Work ExpectationsRigorousInternationally Benchmarked 17Proficiency on the Objectives will allow Students to:Demonstrate IndependenceBuild Strong Content KnowledgeRespond to Varying DemandsComprehend as well as CritiqueValue EvidenceUse Technology and Digital Media Understand Other Perspectives and Cultures18Why the Next Generation Content Standards?The chart shows that the US is losing ground in the battle for the knowledge economy. The article below copied from the Huffington Post adds some insight to the numbers. Basically, the US held an edge for many years in the number of college degrees held, but that has begun to wane, especially in the younger generations. Many nations are doubling down on education. Korea, Norway, and Finland are charging ahead in these areas as well.

The Organization for Economic Cooperation and Developments 2012 Education at a Glance report has found that while the U.S. boasts high education attainment levels overall, it lags behind other countries that are increasing attainment levels at a higher rate.The report analyzed the education systems of the 34 OECD member countries in addition to Argentina, Brazil, China, India, Indonesia, Russia, Saudi Arabia and South Africa.In the U.S., 42 percent of all 25-64 year-olds have reached higher education -- making it one of the most well educated countries in the world, but behind Canada (51 percent), Israel (46 percent), Japan (45 percent) and the Russian Federation (54 percent). When it comes to the young adult population, however, the U.S. ranks 14th among 37 OECD and G20 countries in the percentage of 25-34 year-olds boasting higher education attainment, at 42 percent. This puts it above the OECD average of 38 percent, but over 20 percentage points behind the leader, Korea, at 65 percent.According to the report, higher education attainment levels in the U.S. are growing at a below-average rate compared to other OECD and G20 countries. Between 2000 and 2010, attainment levels in the U.S. increased by an average of 1.3 percentage points annually, while its OECD counterparts boasted a 3.7 percentage-point increase per year overall.Based on these trends, the U.S. may find that an increasing number of countries will approach or surpass its attainment levels in the coming years, the U.S. country report reads. Other countries in this situation include Estonia, Finland, Israel and the Russian Federation.These trends are also mirrored in the graduation rates of higher education institutions, the report states. In 1995, the U.S. ranked second behind New Zealand in graduate output among 19 OECD countries with comparable data. In 2010, it ranked 13th among 25 countries with comparable data. Though the higher education graduation rate in the U.S. grew from 33 percent to 38 percent over this time frame, the increase paled in comparison to that of its OECD peers, whose graduation rates on average nearly doubled from 20 percent to 39 percent.American students also struggle more than their foreign peers to top their parents. The report highlighted that the odds a young person in the U.S. will attain higher education if his or her parents did not do so are a mere 29 percent, which ranks as one of the lowest levels among OECD countries.19Best Economic Stimulus PackageHigh school graduate in West Virginia earns $6,134 more each yearRoughly 6,700 students in West Virginia did not graduate from high school in 2011 The lost lifetime earnings for that class of dropouts alone total $659 million

High School Diploma

20If just half of West Virginias dropouts had graduated$46 million in increased home sales and $3.4 million in increased annual auto sales 200 new jobs and a $31 million increase in the gross state product $2.2 million in increased annual state tax revenue 21ChallengesThis rapid adoption of the CCSS by so many states represents a historic shift away from the nations tradition of state-determined standards.

This will dramatically impact how:

22How will veteran educators transition from state standards to more rigorous standards?

Professional development changes to increase educators content area expertise

How will extensive standards-based work accomplished over years be merged with CCSS?

How will the state guide and direct districts to implement the CCSS within a timeline? Challenges23Learning Activity #5 p. 7

Think/Pair/Share *Answer the following Questions. Share your answers with your table group. Note any similarities or differences in the responses. Be prepared to discuss your conversation with the whole group.24BenefitsExcellent for mobile population

Consistency of standardspreferable to 50 different state versions of standards

Capacity for sharing resources within and across states

Explicit horizontal and vertical learning progressions (Popham, 2007)

Emphasis on interdisciplinary literacyMistakes to Avoid:Analysis Paralysis - Dont wait for Washington or for the official answer to every potential questionAbandon current standards-based teaching and assessment techniques Dont revert to a norm-based systemTry to do it all it was too much 15 years ago and its too much now.Check it off and move on26What Schools Must Do:Find common ground identify what does NOT change. Highlight the areas of the Common Core that you already teach and assessFocus your energy use the Power Standards Approach (leverage, endurance, essential for next grade)Embrace common formative assessments now27Learning From the PastToo many standards, not enough timeStandards and assessment not alignedTeacher ownership varied from deep and pervasive to non-existentSuperficiality and coverage rather than practice, feedback, depth, and rigor28Learning Activity #6 p. 7

Give One Get One (Learning from the Past)*How does the idea of focusing by design resonate with you? 2930

http://www.edexcellence.net/

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The Thomas B. Fordham Institute is a Washington, D.C.-based, non-profit think tank dedicated to advancing educational excellence in America's K-12 schools.promote policies that strengthen accountabilityexamine issues such as the No Child Left Behind Act, school choice, teacher quality, and the common core31Overview Despite a few bright spots, the lack of clarity and specificity in the West Virginia standards impacts not only the documents readability but also, ultimately, the content and rigor of the standards themselves. In far too many places, it is impossible to determine what students must do or produce to ensure mastery of essential content. (State of State Standards, p. 337)

Overall - South Carolina faired the same as many other statesClarity and Specificity

Some standards are written clearly. More often, however, objectives are vaguely written, poorly organized, and conflate several concepts, thus making it difficult to discern what, precisely, students should know and be able to do.

As you can see - the analysis revealed repetition of indicators to the point that it was detrimental rather than helpfulOverview West Virginias standards are well presented and easy to read. In the early grades, however, arithmetic is not given sufficient emphasis and its development has some weaknesses. The high school content is generally well covered and includes much STEM-ready material. (State of State Standards, p. 341)

Many good points - but overall priorities were hard to articulate after the analysis that would prepare kids for college and future career mathematicsGrading and CriteriaContent and Rigor = 7 pointsClarity and Specificity = 3 points10 points totalHigh Score is 10!Content and Rigor = high score is 7Clarity and Specificity = high score is 33 points: Standards are coherent, clear, and well organized.2 points: The standards are somewhat lacking in coherence, clarity, or organization.1 point: The standards are somewhat coherent, clear, and organized.Grading and CriteriaClarity and Specificity scores break down like this...Grading and CriteriaE/LA

The Bottom Line With their grade of D, North Carolinas ELA standards are among the worst in the country, while those developed by the Common Core State Standards Initiative earn a solid B-plus. The CCSS ELA standards are significantly superior to what the Palmetto State has in place today.Grading and CriteriaMath

The Bottom Line With their grade of C, South Carolinas mathematics standards are mediocre, while those developed by the Common Core State Standards Initiative earn an impressive A-minus. The CCSS math standards are significantly superior to what the Palmetto State has in place today.Common Core

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Common Core40Learning Activity #7 p. 8

Quick Write*Can you relate to the theme in the cartoon? Have you ever felt pressure in the past to cover all the material? Why might this sacrifice learning? 41Overall Document OrganizationThe Standards comprise three main sections:

A comprehensive K5 section and two content areaspecific sections for grades 612Each section is divided into strands. K5 and 612 ELA have Reading, Writing, Speaking and Listening, and Language strandsThe 612 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor StandardsThe Standards comprise three main sections: A comprehensive K5 section and two content areaspecific sections for grades 612, one for ELA and one for history/social studies, science, and technical subjects.Each section is divided into strands. K5 and 612 ELA have Reading, Writing, Speaking and Listening, and Language strands; the 612 history/ social studies, science, and technical subjects section focuses on Reading and Writing. Each strand is headed by a strand-specific set of College and Career Readiness Anchor Standards that is identical across all grades and content areas.

42Anchor Standards

Strands:ReadingWritingSpeaking & ListeningLanguage43Learning Activity #8 p. 8-12

Anchor StandardsWith your colleagues consider the following questions on the handout, and record your observations in the graphic organizer provided.

Be prepared to discuss whole group.44Coherence

45Learning Activity #9 p. 13

Think/Pair/Share

What instructional implications might result from the stair-casing coherence explicit within the standards?

How might this facilitate access and acceleration into the curriculum for students that might be performing below-grade level expectations or those that may be performing above-grade level expectations?

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ELA.K.R.C1.4 (RI.K.1) With prompting and support, ask and answer questions about key details in a text.ELA.1.R.C1.4 (RI.1.1) Ask and answer questions about key details in a text.ELA.2.R.C1.4 (RI.2.1) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. ELA.3.R.C1.4 (RI.3.1) Ask and answer questions to demonstrate understanding of a text, referring explicitly to what the text says as the basis for the answers. ELA.4.R.C1.4 (RI.4.1) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.CCR.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. ELA.5.R.C1.4 (RI.5.1) Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 47Key Features of the Standards48Reading: Text complexity and the growth of comprehension Places equal emphasis on the sophistication of what students read and the skill with which they read.

Standard 10 defines a grade-by-grade staircase of increasing text complexity that rises from beginning reading to the college and career readiness level.

49Reading: Text complexity and the growth of comprehensionStudents must show:A steadily growing ability to discern more from and make fuller use of textMaking an increasing number of connections among ideas and between textsAbility to consider a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

50Three-Part Model of Text ComplexityQualitative levels of meaning or purpose Quantitative word/sentence length and word frequencyReader/Task Considerations motivation, knowledge, and experience.Adapted from CCSS ELA Appendix A, 2010, p. 4

51 Lexile Framework for Reading Study Summary of Text Lexile Measures6008001000140016001200Text Lexile Measure (L)HighSchoolLiteratureCollegeLiteratureHighSchoolTextbooksCollegeTextbooksMilitaryPersonalUseEntry-LevelOccupationsSAT 1,ACT,AP** Source of National Test Data: MetaMetricsInterquartile Ranges Shown (25% - 75%)Lexile Changes - myth was that lexile for newspapers and the like were on an 8th grade levelThis is not true of todays textsThere are websites that you can use to check the text complexity of a textRemember there are qualatative and quantative features of a textText Complexity Lexile RangesText Complexity Grade Band in StandardsOld Lexile RangesLexile Ranges Aligned to CCR ExpectationsK-1N/AN/A2-3450-725450-7904-5645-845770-9806-8860-1010955-11559-10960-11151080-130511-CCR1070-12201215-135553Text for K-1 may not be appropriate for quantitative analysis. Just on the quantitative score alone, The Grapes of Wrath is calculated to be a Grade Band 2-3 appropriate text. Only when we consider more deeply the qualitative and reader and task considerations do we assign it to the Grade Band 9-10 where it is more appropriate. 53Next Generation Content Standards ReadingThe standards establish a staircase of increasing complexity ... The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.542009 NAEP Reading FrameworkGradeLiteraryInformational450%50%845%55%1230%70%55Learning Activity #10 p. 14-19

Jig Saw with 4 Friends*In groups of 4, participants will divide the four sections on the following pages to read and process. Once all have read their section, group members will take turns summarizing key points of their section with their colleagues.

A graphic organizer is available to record your thoughts.

56Writing: Text types, responding to reading, and researchThe Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives. Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts. Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.57Next Generation Content Standards WritingThe ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writinga basic form of argumentextending down into the earliest grades.Researchboth short, focused projects (such as those commonly required in the workplace) and longer term in depth research is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.58Types of WritingArgument Arguments are used for many purposesto change the readers point of view, to bring about some action on the readers part, or to ask the reader to accept the writers explanation or evaluation of a concept, issue, or problem.59Types of WritingInformational/Explanatory Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.

60Types of WritingNarrative Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain.

61Learning Activity #11 p. 20-22

Jig Saw with 4 Friends*In groups of 4, participants will divide the four sections on the following pages to read and process. Once all have read their section, group members will take turns summarizing key points of their section with their colleagues.

A graphic organizer is available to record your thoughts.

62Importance of Argument

The Standards put particular emphasis on students ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness.2011 NAEP Writing FrameworkGradeTo PersuadeTo ExplainTo Convey Experience430%35%35%835%35%30%1240%40%20%Learning Activity #12 p. 23

Think/Pair/Share*After looking over the NAEP Reading Framework, answer the following questions with your table group.

65Literacy = Shared Responsibility

66Learning Activity #13 p. 24

Think/Pair/Share*Consider the following questions in regards to the intention within the standards that the development of literacy be a shared responsibility. What level of change will this require for your instructional planning (No-Change, Moderate-Change, or Significant-Change)?What Strategies might you employ to make connections that would be interdisciplinary?

67Speaking and Listening:Flexible communication and collaborationIncluding but not limited to skills necessary for formal presentations.Develop a range of broadly useful oral communication and interpersonal skills. Learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources and evaluate what they hear.Learn to use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.68Next Generation Content Standards Speaking and ListeningThe standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings.69The Foundation of Listening

Oral language development precedes and is the foundation for written language development; in other words, oral language is primary and written language builds on it. CCSS ELA Appendix A, 2010, p. 2670Important for Early Grades

Childrens listening comprehension outpaces reading comprehension until the middle school years (grades 68). CCSS ELA Appendix A, p. 26Time should be devoted to reading fiction and content-rich selections aloud to young children, just as it is to providing those same children with the skills they will need to decode and encode.

71Language: Conventions, effective use, and vocabularyEssential rules of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives. Vocabulary focuses on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.72Next Generation Content Standards LanguageThe standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.73Learning Activity #14 p. 25-26

Think/Pair/Share

*At your table group brainstorm 4 important terms within a single content area (Science or Social Studies). Use the following sample template, which represents a research based way of developing academic vocabulary.

Then transfer your work to chart paper.

Be prepared to share your work with the group.

74Getting to Know the Next Generation Content StandardsRESA #7, West VirginiaK-5 Science and Social Studies NGCS

April 17-18, 2013byB.R. Jones, PhD

75Commitment to Interactive Learning Post-it note on Parking LotText Question to 601-410-3448Email Question to drbrjones@gmail.comTwitter @BRJonesPhD

Questions and Feedback

Day 177Day 1 FeedbackPlus DeltaActivities More on Roll-outScaffoldingReading/Writing ConnectionStatisticsDos/Donts78Connection of Language and LiteracyStrandStandardReadingR.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

WritingW.CCR.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Speaking and ListeningSL.CCR.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

79Three-Tiers of VocabularyTier one words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. CCSS ELA Appendix A, 2010, p. 33

Three-Tiers of VocabularyTier two words (Standards refer to as general academic words) are far more likely to appear in written texts than in speech. (Ex. Relative, formulate, specificity, calibrate, itemize, and accumulate)CCSS ELA Appendix A, 2010, p. 33

Three-Tiers of VocabularyTier three words (Standards refer to as domain-specific words) are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text.CCSS ELA Appendix A, 2010, p. 33

Example of Tier Two and Three WordsExample 1: Volcanoes (Grades 45 Text Complexity Band Excerpt Tier Two/Tier ThreeIn early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still dont know all the answers, but they know much about how a volcano works. CCSS ELA Appendix A, 2010, p. 33

Only part of the excerpt on the slide.

Examples of Tier Two and Tier Three Words in Context The following annotated samples call attention to tier two and tier three words in particular texts and, by singling them out, foreground the importance of these words to the meaning of the texts in which they appear. Both samples appear without annotations in Appendix B.

Example 1: Volcanoes (Grades 45 Text Complexity Band Excerpt In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still dont know all the answers, but they know much about how a volcano works.

Our planet made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma.

Volcanoes are formed when magma pushes its way up through the crack in Earths crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava.

Simon, Seymour. Volcanoes. New York: HarperCollins, 2006. (2006)

Of the Tier Two words, among the most important to the overall meaning of the excerpt is layers. An understanding of the word layers is necessary both to visualize the structure of the crust (the top layers of solid rock are called the crust) and to grasp the notion of the planet being composed of layers, of which the crust and the mantle are upper- most. Perhaps equally important are the word spouted and the phrase pours forth; an understanding of each of these is needed to visualize the action of a volcano. The same could be said of the word surface. Both layers and surface are likely to reappear in middle and high school academic texts in both literal and figurative contexts (this would seem plausible on the surface; this story has layers of meaning), which would justify more intensive instruction in them in grades 45.

Tier Three words often repeat; in this excerpt, all of the Tier Three words except mantle and lava appear at least twice. Volcano(es) appears four timesfive if volcanic is counted. As is also typical with Tier Three words, the text provides the reader with generous support in determining meaning, including explicit definitions (e.g., the melted, or molten, rock is called magma) and repetition and overlapping sentences (e.g., . . . called the crust. Deep beneath the crust . . .).

83Learning Activity #15 p. 27-28

Think/Pair/Share

*At your table group read the excerpt on the three tiers of vocabulary with the Next Generation Content Standards.

Transition to Grade Level Groups(K-5 Social Studies, K-5 Science)

Use a piece of chart paper to create two word walls, one for Tier Two terms and one for Tier Three terms.

Try to develop a list of 30 domain specific terms for Tier Three.

84Gallery WalkWith Post-it notes in handLook for gaps, overlaps, or omissionsGive the Grade Levels specific feedback about the word lists.Revise list based on the feedback received.www.engageNY.orgInstructional Shifts for the Common CoreSix Shifts in ELA/LiteracyBalancing Informational and Literary TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText-Based AnswersWriting From SourcesAcademic VocabularySix Shifts in MathFocusCoherenceFluencyDeep Understanding ApplicationsDual Intensity86www.engageNY.orgNYS Common Core Standards Shifts Impact NYS Assessments6 Shifts in ELA LiteracyCommon Core ImplementationCommon Core AssessmentsBalancing Informational and Literary TextBuilding Knowledge in the DisciplinesStaircase of ComplexityText-based AnswersWriting from SourcesAcademic VocabularyFocusCoherenceFluencyDeep UnderstandingApplicationsDual Intensity6 Shifts in Mathematics1 & 2:Non-fiction TextsAuthentic Texts3:Higher Level of Text Complexity Paired Passages4&5:Focus on command of evidence from text: rubrics and prompts6:Academic Vocabulary1:Intensive Focus2:Linking Back 4, 5, 6:Mathematical Modeling87www.engageNY.orgShifts in ELA/ LiteracyShift 1Balancing Informational & Literary TextStudents read a true balance of informational and literary texts. Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activitiesShift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text. Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.88ELA/Literacy Shift 1: Read as much non fiction as fiction

89ELA/Literacy Shift 2:Learn about the world by reading

The more we read the more we can read! By age 3, children from affluent families have heard 30 million more words than children from parents living in poverty. (Hart and Risley, 1995). Children who have larger vocabularies and greater understanding of spoken language do better in school (Whitehurst and Lonigan). If children arent reading on grade level by third grade, are four times more likely to leave high school without a diploma (Hernandez, 2011).

91ELA/Literacy Shift 3:Read more complex material carefully

Support their Reading.Read Challenging Texts Aloud.

ELA/Literacy Shift 4:Discuss reading using evidence

ELA/Literacy Shift 5: Writing from Sources

ELA/Literacy Shift 6: Academic Vocabulary

Marilyn Jager Adams Advancing Our Students Language and Literacy: The Challenge of Complex Texts (American Educator , Winter 2010-2011) What is written is much more complex than what we say. The more children read about a topic, the more they can read about that topic.

97Acquiring VocabularyWords are not just words. They are a nexus the interface between communication and thought. When we read, it is through words that we build, refine, and modify our knowledge. What makes vocabulary valuable and important is not the words themselves so much as the understandings they afford.Marilyn Jager Adams, 2009, p. 18098Learning Activity #16 p. 29

Graphic Organizer*Use the following graphic organizers to record notes and reflections about the shifts in the Next Generation Content Standards.

Please see EngageNY.org/common-core-curriculum website as a valuable tool in exploring more about the shifts in the Next Generation Content Standards.

99www.engageNY.orgShifts in MathematicsShift 1FocusTeachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards.Shift 2 CoherencePrincipals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3FluencyStudents are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions.Shift 4Deep UnderstandingStudents deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5ApplicationStudents are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6Dual IntensityStudents are practicing and understanding. There is more than a balance between these two things in the classroom both are occurring with intensity. 100Mathematics Shift 1:Focus: learn more about less

101Mathematics Shift 2: Skills Across Grades

The National Mathematics Advisory Panels Final Report (2008)

Mathematics Shift 3: Speed and Accuracy

Key Fluencies

Mathematics Shift 4: Know it/ Do it!

Mathematics Shift 5: Real World

Mathematics Shift 6:Think Fast/ Solve Problems

NY State Test Item 5th Grade Math (2005)

Example Common Core Performance Task 5th Grade Math

110Example Annotated Student Work

111Learning Activity #16 p. 30

Graphic Organizer*Use the following graphic organizers to record notes and reflections about the shifts in the Next Generation Content Standards.

Please see EngageNY.org/common-core-curriculum website as a valuable tool in exploring more about the shifts in the Next Generation Content Standards.

112Plus/DeltaPlusDelta113 Appendix A - supplementary material on reading, writing, speaking and listening, and language as well as a glossary of key terms. Appendix B - text exemplars illustrating the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks. Appendix C - annotated samples demonstrating at least adequate performance in student writing at various grade levels.

ELA Appendices114Appendix AContains supplementary material on:ReadingWritingSpeaking and Listening LanguageGlossary of Key Terms

Reading text complexityWriting Argument, Informational/Explanatory, and NarrativeSpeaking and Listening Oral language acquisition precedes reading and writingLanguage 50% of standards devoted to vocabulary115Appendix BContains text exemplars illustrating the complexity, quality, and range of reading appropriate for the various grade bandsSample performance tasks that accompany the suggested texts Appendix B Sample

117Appendix CIncludes annotated samples of writing from various grade levelsSamples demonstrate proficient performance in student writing at various grade levelsAppendix C ExampleStudent Sample: Grade 1, Informative/explanatory This informative report was produced in class. Page 11

119Learning Activity #17 p. 31

Graphic Organizer*Take some time to peruse the Appendices.

Do you see explicit connections to Science and Social Studies?

Use the following graphic organizer to record notes and reflections about the contents of Appendices A, B, & C. After previewing the Appendices, allow some time for participants to explore the appendices.

Points of interest:

Appendix A

Appendix B pp. 28-36 Note the numbers related to science

Appendix C p. 11 Social Studies Writing Sample120Comparison of Next Generation Content Standards to Prior WV ELA Standards NumbersGrade LevelPast StandardsNGCSK39731418225272353914548653684652797807685878121Identifying Critical StandardsStandards Critical For Success122Learning Activity #18 p. 32

Graphic OrganizerAfter previewing the Appendices, allow some time for participants to explore the appendices.

Points of interest:

Appendix A

Appendix B pp. 28-36 Note the numbers related to science

Appendix C p. 11 Social Studies Writing Sample123Three Types of StandardsCriticalMeet 3 out of 3 criteria (CCR, NLL, & HSA)No more than 50% of total numberImportant Meet 2 out of the 3 criteriaNo more than 20% of total numberPeriphery meet 1 out of 3 criteria125Power Standards

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Honest acknowledgement thatwe cant do it allLearning Activity #19 p. 32First QuestionSecond Question126Learning Activity #20 p. 33

Graphic Organizer*Use the following graphic organizer to record notes and reflections about the 4 citations of research in regards to selecting Critical Standards. After previewing the Appendices, allow some time for participants to explore the appendices.

Points of interest:

Appendix A

Appendix B pp. 28-36 Note the numbers related to science

Appendix C p. 11 Social Studies Writing Sample127Research SupportDesign your instruction so that you can do athorough and effective job of promoting studentsmasteryof prioritized standards.W. J. Popham, 2003, p.34

We should reduce the content in most standardsdocuments by about 50% - even more forLanguage Arts. M. Schmoker, 2011, p. 43

Research SupportObviously, 15465 hours of standards do not fit into9042 hours of instructional time. Schools shoulddrastically reduce the amount of content teachers arerequired to address in class.R. Marzano, 2003, pp. 25,27

I suggest narrowing the standards within one contentarea for a particular grade to approximately one-thirdof the total number. L. Ainsworth, 2003, p. 96PerfectCoverage is a MythCritical Standards Examples

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

130Critical Standards Examples

Fluently divide multi-digit numbers using the standard algorithm. Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

131Critical Standard ExamplesLabel maps to demonstrate knowledge of map skills (e.g., label cardinal directions, intermediate directions, borders, continents, oceans, equator, Tropic of Cancer, Tropic of Capricorn, North Pole, South Pole and Prime Meridian).Distinguish between a continent, country, state and capital.Learning Activity #21 p. 34-36

Steps to selecting Critical StandardsStep 1 5 minutes on first section to choose Critical Standards

Step 2 Table Talk and come to consensus

Step 3 Ask each table for their selections

Step 4 If any one says 10 have conversation about simply making that a global expectation give a few minutes

Step 5 allow to go through other standards.133Reading Informational TextRI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 134Assigning DOK135Types of KnowledgeDeclarative Knowledge vs. Procedural Knowledge136Uncovering Template

CONCEPTSRELATED SKILLS BloomsorDOKType OfKnow.Select relevant CCSS or state standards to model the unwrapping process with participants. They should have a practice template available with the same standards to do while you model on the screen.Uncovering Template

CONCEPTSRELATED SKILLS Blooms/DOKTypeOfKnow

DETERMINE (Main Idea)RECOUNT (Key Details)EXPLAIN (Support)DETERMINE (Meaning)MAIN IDEA

KEY DETAILS

SUPPORT

MEANING2/2

1/1

1/3

3/2

CONCEPTUAL

CONCEPTUAL

CONCEPTUAL

CONCEPTUALSelect relevant CCSS or state standards to model the unwrapping process with participants. They should have a practice template available with the same standards to do while you model on the screen.NGSS3-PS2-1. Plan and conduct an investigation to provide evidence of the effects balanced and unbalanced forces on the motion of an object. 3-PS2-3. Make observations and/or measurements of an objects motion to provide evidence that a pattern can be used to predict future motion. 139Uncovering Template

CONCEPTSRELATED SKILLS BloomsorDOKType OfKnow.Investigation

Evidence

Observations/MeasurementsPlan (Investigation)

Conduct (Investigation)

Provide (Evidence)

Make (Observations/Measurements)3

3

2

2Procedural

Procedural

Procedural

ProceduralSelect relevant CCSS or state standards to model the unwrapping process with participants. They should have a practice template available with the same standards to do while you model on the screen.SS.3.C.1Identify and explain the following commonly held American democratic values, principles and beliefs:diversityrule of lawfamily valuescommunity servicejusticeliberty

Uncovering Template

CONCEPTSRELATED SKILLS BloomsorDOKType OfKnow.Democratic Values

Principles

Beliefs

Identify

Explain1

2-3DeclarativeSelect relevant CCSS or state standards to model the unwrapping process with participants. They should have a practice template available with the same standards to do while you model on the screen.SS.3.C.2Determine the need for government and compare and contrast the following forms: tribal, monarchy, and democracy.Uncovering Template

CONCEPTSRELATED SKILLS BloomsorDOKType OfKnow.Need for Government

Forms of GovernmentTribalMonarchyDemocracy

Determine(Need for Government)

Compare/Contrast(Forms of Government)2

2Declarative

DeclarativeSelect relevant CCSS or state standards to model the unwrapping process with participants. They should have a practice template available with the same standards to do while you model on the screen.Performance Task SS.3.C.2Students will create a chart with 4 columns and 4 rows. The first row will contain the headings, Forms of Government, Alike, Different, and Examples. In the first column they will list the 3 forms of government: tribal, monarchy, and democracy. In the second column, students will tell how these forms are alike, and in the third column, students will tell how these forms are different. In the fourth column, students will perform an internet search so that they can give examples of countries that now practice this form of government.Scoring GuideAbove MasteryMasteryPartial MasteryNoviceCreate chart 4X4Correct Headings on ChartStudent tells how forms of government are alike and differentStudent lists specific examples of countries that presently match the form of government

In addition to the criteria for Mastery:Students add additional forms of government to their chart for comparison and contrastStudents work contains 3 of the 4 Mastery CriteriaStudent work contains 2 or less of the Mastery CriteriaPlace Work on Chart Paper

Learning Activity #22 p. 37-38

Uncovering the Essentials

Guided Practice

Graphic OrganizerStep 1 5 minutes on first section to choose Critical Standards

Step 2 Table Talk and come to consensus

Step 3 Ask each table for their selections

Step 4 If any one says 10 have conversation about simply making that a global expectation give a few minutes

Step 5 allow to go through other standards.148Learning Activity #23 p. 39-41

Uncovering the Essentials

Independent Practice

Graphic OrganizerPlace on chart paper.

Step 1 5 minutes on first section to choose Critical Standards

Step 2 Table Talk and come to consensus

Step 3 Ask each table for their selections

Step 4 If any one says 10 have conversation about simply making that a global expectation give a few minutes

Step 5 allow to go through other standards.149Formative AssessmentIntentionally planned gathering of evidence of learning in which the evidence gathered in regards to learning is either used by the teacher or used by the student to make adjustments to the process of learning.Critical Formative AnalysisMore a process than an instrumentIt is what we do with the evidenceStudents dont need testsAppropriate Feedback should be the goal4 Levels of FeedbackTask What do I know?Process What can I do?Metacognitive What can I teach?Self Praise (Good job, nice going, etc.)

Smarter Balanced ELA Assessment ItemReading Grade Band 3-5SBAC153

Smarter Balanced ELA Assessment ItemWriting Grade Band 6-8154

Smarter Balanced ELA Assessment ItemReading Grade Band High School155

Smarter Balanced Math Assessment ItemGrade 5.NBT.3156

Smarter Balanced Math Assessment ItemGrade 3.NF.3a157

Smarter Balanced Math Assessment ItemGrade 7.EE.2158

Smarter Balanced Math Assessment ItemGrade 8.G.8, 8.EE.6159

Smarter Balanced Math Assessment ItemGrade High School N-RN.1, 8.NS.2160Learning Activity #24 p. 42

Based on the Uncovered Knowledge and Skills, Formulate 1 Selected Response Item and 1 Constructed Response Item based on the samples we have viewed.Step 1 5 minutes on first section to choose Critical Standards

Step 2 Table Talk and come to consensus

Step 3 Ask each table for their selections

Step 4 If any one says 10 have conversation about simply making that a global expectation give a few minutes

Step 5 allow to go through other standards.161Learning Activity #25 p. 43

Planning for SuccessStep 1 5 minutes on first section to choose Critical Standards

Step 2 Table Talk and come to consensus

Step 3 Ask each table for their selections

Step 4 If any one says 10 have conversation about simply making that a global expectation give a few minutes

Step 5 allow to go through other standards.162Planning Next StepsLevel of ChangeMinimalModerateSignificantAll Teachers teaching Reading/Writing

K-12 Building Year by Year

Shifts in ELA

Shifts in Math

Building VocabularyThank You!B.R. Jones, PhDdrbrjones@gmail.com164