transition to pa common core. common core introduction essential questions what are the common core...

Transition to PA Common Core

Common Core IntroductionEssential Questions

• What are the Common Core Standards?

• What are the instructional implications of the shift to the Common Core Standards?

Copyright ©2011 Commonwealth of Pennsylvania 2

Diving Into the PA Common Core

Objective 1:Investigate the Common Core State

Standards


• What is this new thing called COMMON CORE and why is this so IMPORTANT?

• https://vimeo.com/51933492


https://vimeo.com/51933492

https://vimeo.com/51933492

www.engageNY.org

College Instructors and Employers Say GraduatesAre Not Prepared for College and Work

Average estimated proportions of recent high school graduates who are not prepared

42% 45%

0%

25%

50%

75%

100%

College Instructors Employers

Source: Peter D. Hart Research Associates/Public Opinion Strategies, Rising to the Challenge: Are HighSchool Graduates Prepared for College and Work? prepared for Achieve, Inc., 2005.

Rationale for the CCSS

• Declining US competitiveness with other developed countries

• NAEP performance that is largely flat over the past 40 years in 8th grade

– Slight improvement at the 4th grade level

– Slight decline at the high school level

• High rates of college remediation 7

Principles of the CCSS

• Aligned to requirements for college and career readiness

• Based on evidence

• Honest about time

8

COMMON CORE STATE STANDARDS INITIATIVE

Where it started

• State-led and developed Common Core standards for K-12 in Englishlanguage arts and mathematics.

• Focus on learning expectations for students, not how students get there.


• Again, Why is COMMON CORE so IMPORTANT?

• http://youtu.be/EB2W2KIA-_8


http://youtu.be/EB2W2KIA-_8

http://youtu.be/EB2W2KIA-_8

ELA/Literacy & Math Shifts

11

6 Shifts in Mathematics

3 Shifts in ELA/Literacy

• Building knowledge through content-rich nonfiction

• Reading, writing, and speaking grounded in evidence from text, both literary and informational

• Regular practice with complex text and its academic language

• Focus – strongly where Standards focus• Coherence – Think across grades and link to major

topics within grades• Rigor – In major topics, pursue conceptual

understanding, procedural skill and fluency, and application

An Introduction to the PA Common Core

PENNSYLVANIA COMMON CORE STANDARDS

English Language ArtsAn Introduction

The Structure of the PA Common Core Standards


sive

College and Career Readiness Anchor Standards

Appendix A: Research behind the standards and a glossary of terms

Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades

Reading Informational

Text

Reading Literature

Foundational Skills Writing Speaking & Listening

A necessary component of an

effective, comprehensive

reading program designed to develop proficient readers.

Enables students to read, understand, and

respond to informational texts.

Enables students to read, understand,

and respond to literature.

Develops the skills of informational,

argumentative, and narrative writing as well as the ability to engage in evidence

based analysis of text and research.

Focuses students on communication skills that enable

critical listening and effective

presentation of ideas.

PA Common Core StandardsEnglish Language Arts & Literacy

PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft)

PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)


Golden Line Activity:Step 1: On your own, read the first section of the Range and Content notes. As you read, underline or highlight words or phrases that stand out as profound.

Step 2: From the words or phrases you selected, choose the one word or phrase that you would classify as gold.

Step 3: Turn and share with a partner or small group. Build consensus and choose the one word or phrase that you can all agree on as most valuable.


16PA StandardEnglish Language Arts

16

CC. 1. 2. 3. A

PA Common Core

Grade Level

English Language

Arts

Standard Categories:1 Foundation Skills2 Reading Informational Skills3 Reading Literature4 Writing5 Speaking and Listening

Reading Informational SkillsStandard 1

17PA Assessment Anchors and Eligible Content

English Language Arts

17

E. 03. B-K. 1. 1. 2

Grade

Assessment

Anchor

Eligible ContentAnchor

Descriptor

Reporting CategoriesA = Literature TextB = Informational TextA-K and B-K = Key Ideas and DetailsA-C and B-C = Craft and Structure/Integration of Knowledge and IdeasA-V and B-V = Vocabulary Acquisition and UseC = WritingD = Language

STANDARD CATEGORY1.2 Reading Informational Text Students read, understand and respond to informational text-with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

GRADE LEVEL STANDARDCC.1.2.3.ADetermine the main idea of a text; recount the key details and explain how they support the main idea.

ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the PSSA. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.E03.B-K.1 Key Ideas and Details

ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it.E03.B-K.1.1 Key Ideas and DetailsDemonstrate the understanding of key ideas and details in informational texts.

ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the PSSA. This level is considered the assessment limit and helps educators identify the range of the content covered on the PSSA.E03.B-K.1.1.2Determine the main idea of a text; recount the key details and explain how they support the main idea.

STANDARD CATEGORY1.3.L: Reading, Analyzing, and Interpreting Literature – Fiction and Non-Fiction

GRADE LEVEL STANDARD1.3.9-10.ADescribe and compare the differing characteristics that distinguish the fiction and non-fiction forms of narrative, poetry, drama, and essay and determine how the form relates to meaning…

ASSESSMENT ANCHOR-The Assessment Anchors represent categories of subject matter (skills and concepts) that anchor the content of the Keystone Exam. Each Assessment Anchor is part of a Reporting Category and has one or more Anchor Descriptors unified under and aligned to it.L.F.2 Analyzing and Interpreting Literature – Fiction

ANCHOR DESCRIPTOR-The Anchor Descriptor adds a level of specificity to the content covered by the Assessment Anchor. Each Anchor Descriptor is part of an Assessment Anchor and has one or more Eligible Content unified under and aligned to it.L.F.2.1 Use appropriate strategies to make and support interpretations of literature.

ELIGIBLE CONTENT-The Eligible Content is the most specific description of the skills and concepts assessed on the Keystone Exam. This level is considered the assessment limit and helps educators identify the range of the content covered on the Keystone Exam.L.F.2.1.2Cite evidence from a text to support generalizations.


PENNSYLVANIA COMMON CORE STANDARDS

MATHAn Introduction

The Structure of the PA Common Core Standards


Structure of Math Content StandardsDomain

ClusterStandards


Grade 6 Overview


25www.achievethecore.org

YOUR TASK IS TO LOG INTO THE SAS PORTAL AND EXPLORE THE COMMON CORE STATE RESOURCES.

25Copyright ©2011 Commonwealth of Pennsylvania

Drawing Conclusions


Content Currently

Taught

Content Missing

New Content

27www.achievethecore.org

ACTIVITY

27

http://commoncore.americaachieves.org/



Knowledge: Common Core State Standards Overview:

Rationale, Principles, and Shifts

• Vision – An opportunity to bring focus and coherence

• Metrics – Clear goals, a picture of progress, and a commitment to monitor and adjust

• Build Capacity – Support our learning organization in which learning together is valued

• Stay Engaged – The work is developing. Stay engaged and continue learning.


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