transitioning to california common core state standards
DESCRIPTION
Transitioning to California Common Core State Standards. PRESERVICE DAY – (5 th Grade) WRITING LANGUAGE SPEAKING & LISTENING. Presented by: Susie Lapachet Curriculum and Professional Learning . Norms. Be present Collaborate with colleagues Avoid sidebar conversations during explanations - PowerPoint PPT PresentationTRANSCRIPT
Transitioning to CaliforniaCommon Core State Standards
PRESERVICE DAY– (5th Grade)WRITING
LANGUAGESPEAKING & LISTENING
Presented by: Susie LapachetCurriculum and Professional Learning
Norms• Be present
• Collaborate with colleagues
• Avoid sidebar conversations during explanations
• Set your phone to silent, and please refrain from texting unless in the case of an emergency.
Nuts and Bolts
1. Restroom location
2. On-going professional learning
3. Site lesson planning
Outcomes:
1. “Own” the 10 Writing (W) standards and the 6 Language (L) standards.
2. Connect writing to reading, making particular use of social studies and science lessons.
3. Revising CCSS writing prompts
Noteworthy Changes in StandardsOrganization: K-5 and 6-12
K-12 Consistency
Emphasis on Expository Text
Social Studies/Science Literacy Standards
REVIEW
CCSS Reading Standards• 10 Reading – Literature (RL)• 10 Reading - Informational Text (RIT)• 4 Reading – Foundational Skills (RFS) in K-5
only• RL and RIT and “parallel” in nature…even with
the history/social science and the science literacy standards
• RL and RIT standards are primarily “text dependent”
REVIEW
Two Significant Shifts in Reading:
1. Lexile Level Increase
2. Emphasis on Expository Text
REVIEW
Lexile Framework® for Reading Study Summary of Text Lexile Measures
600
800
1000
1400
1600
1200
Text
Lex
ile M
easu
re (L
)
HighSchool
Lit.
CollegeLit.
HighSchoolTexts
CollegeTexts
Military PersonalUse
Entry-Level
Occupa-tions
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)
8
Currently Assessed Standards Lexile Expectations
CCSS Lexile Expectations
REVIEW
Weight of Expository Text on CSTVocabulary
(1.0)Reading Comp.(2.0)
Lit. Resp. & Analysis
(3.0)
Writing Strategies
(1.0)
Written & Oral Lang.
Conventions1.0)
3rd 31% 23% 12% 14% 20%
4th 24% 20% 12% 20% 24%
5th 19% 21% 16% 21% 23%
6th 17% 23% 16% 23% 21%
Information available on the CDE website – CST BlueprintsREVIEW
CCSS Speaking and Listening• Speaking and Listening standards
#1-#3 are intended to have students comprehend through verbal collaboration.
• Students need structured opportunities to speak daily.
REVIEW
Starting to Own the Writing Standards
• A word from the CCSS project team coordinators and contributing authors...
Susan Pimentel, J.D. David Coleman
Weight of Writing/Conventions on CSTVocabulary
(1.0)Reading Comp.(2.0)
Lit. Resp. & Analysis
(3.0)
Writing Strategies
(1.0)
Written & Oral Lang.
Conventions1.0)
3rd 31% 23% 12% 14% 20%
4th 24% 20% 12% 20% 24%
5th 19% 21% 16% 21% 23%
6th 17% 23% 16% 23% 21%
Information available on the CDE website – CST Blueprints
NEXT: What’s at stake…
Writing Assessments as Gatekeepers
While the 4th and 7th grade CST writing assessment affect a student’s ELA
scale score, the following can directly impede a student from graduating high school
or entering college:• CAHSEE – California High School Exit Exam• EAP – Early Assessment Program• SAT – Scholastic Assessment Test• EPT – English Placement Test
CAHSEEFeatures• It has two sections, Math and English.• The English portion is comprised of multiple
choice and an on-demand essay.Student Impact• Failure to pass both sections of CAHSEE
prohibits a student from earning a high school diploma.
SATFeatures• It has three sections—reading, writing, and math.• The writing portion has both multiple choice
questions and a 25 minute on-demand persuasive essay.
Student Impact• Failure to achieve designated proficiency will
impede student acceptance into a four-year university.
• Acceptable proficiency levels vary between universities.
EAP – Early Assessment ProgramFeatures• The EAP is comprised of 15 additional
questions to the CST multiple choice portion as well as an on-demand essay all 11th graders take.
Student Impact• Students must pass the EAP to avoid having
to take the English Placement Test.• The EAP pass rate in English for EGUSD in
2011 was 23%.
EPT – English Placement TestFeatures• It is comprised of multiple choice questions and an on-demand
essay.• Correlations to the 11/12th gr. standards may be found at
http://www.calstate.edu/SAS/ept.pdf • Students may ONLY take the EPT once!
Student Impact• Failure to pass the EPT causes a student to take/pass remedial
English classes until eligible for freshmen composition PRIOR to beginning classes.
• Remedial courses do not count toward a student’s required coursework.
• 50% of students attempting to take the EPT do not pass.
Debrief
What are the implications for me as a grade 5
teacher?
“Owning” the Writing Standards: Writing Standards Trace Activity
Writing Standards Trace Activity
DIRECTIONS:• In designated groups of 4-5, trace one
standard from K-7th grade. • On half sheets of paper, identify the significant
verb(s) and a couple words to convey main idea.
• Use the previous grade and add only the shift in complexity (e.g., “K + reason and sense of closure”).
Writing Standards Trace Activity
As one representative from each group shares the half sheets aloud, you may want to follow along in your packet of standards (e.g., underlining or highlighting the content of the shifts).
SHARE OUT:
Text Types and Purposes
• #1 - Opinion/Argument (Persuasive)
• #2 - Informational/Explanatory
• #3 – Narrative
(The following explanations and examples were taken from CCSS Appendix A.)
Opinion/ArgumentThe Purpose is to:
• Change the reader’s point of view. • Illicit a call to action on the reader’s part.• Evaluate a concept, issue or problem.
Examples of Opinion/ArgumentELA-• Make a claim about the worth or meaning of a literary
work or works
History/Social Studies-• Analyze evidence from primary and secondary sources
to support a claim
Science-• Make claims in the form of statements or conclusions
that answer questions or address problems (hypothesis).
Informational/ExplanatoryThe Purpose is to help readers:
• Increase knowledge of a subject• Better understand a procedure or process• Better understand a concept
Informational/ExplanatoryAcademic Writing-• ELA - Literary analyses; Summary• History/Social Studies – Historical report; Summary • Science - Scientific or lab reports; Summary
Workplace and Functional Writing-• Manuals• Memos• Reports• Applications and Resumes
NarrativeThe purpose is to:
• Inform, instruct, or entertain by– conveying an experience real or imaginary – using time as its key structure
NarrativeELA-• Creative fictional or non-fictional stories, memoirs,
anecdotes, autobiographies, personal reflectionsHistory/Social Science-• Narrative accounts about individuals• Construct event models of what happened in
historyScience-• Narrative descriptions of the step-by-step
procedures they follow in their investigations
Hmmm…there seemed to be some overlap with the purpose.
Opinion/ Argument
Informational/ ExplanatoryNarrative
As educators, we need to be aware of the overlap.
That content knowledge will aid us in teaching writing skills and
crafting prompts.
Opinion/ Argument
Informational/ ExplanatoryNarrative
Let’s examine the standards for grade-specific overlapping skills…
Explicit Writing Skills Charting
Writing Skills:W #1
Opinion/Argument
W #2 Informative/ Explanatory
W #3
Narrative
After you finish looking at the writing
standards, continue your work with
identifying skills in Language standards
#1-#3 and #5.
Looking for Grade-Specific Skills:Writing Standards
• Look at the specific CCSS language for your grade level.
• Where do you see overlap in the writing standards?
• As a table group make a list of grade-specific writing skills using the graphic organizer on the next slide.
Share Out…
HANDOUT: The Interconnectivity of Purpose-DrivenWriting Standards
Looking for Grade-Specific Skills:Language Standards
• Look at the specific CCSS language for your grade level and compare to the “Interconnectivity of Purpose-Driven Writing Standards” handout.
• Add any specific focus lesson ideas to the handout.
Share Out…
What additions might you add to the focus lessons listed on the handout-?
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
W #1
c & 3c
: Use
s link
ing
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es, a
nd
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es to
…
Connecting the Dots – Part I:Identifying, Instructing, and Assessing the Focus
Lessons
2nd bu
llet in
“Orga
nizati
on”
categ
ory of
both
the fir
st
rubric
(pers
uasiv
e) an
d
the la
st rub
ric (n
arrati
ve).
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“4” –
Above
grad
e lev
el
desc
riptor
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“3” –
At grad
e lev
el
desc
riptor
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“2” –
Approa
ching
grad
e
level
desc
riptor
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“1” –
Below
grade
leve
l
Connecting the Dots:Identifying, Instructing, and Assessing the Focus
Lessons
Connecting the Dots:Identifying, Instructing, and Assessing the Focus Lessons
“Two-f
er”…
(Thre
e-fer?
!?)
Connecting Reading to Writing
CCSS Reading Performance Tasks:
Reading Standard #6:
Explain point of view of speaker
Curriculum Content:
Sandra Cisneros’s choice of words in
“Eleven.”
Performance Task=+
Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story
“Eleven.” [RL. 6]
Connecting Reading to Writing
CCSS Reading Performance Tasks:
Reading Standard #6:
Explain point of view of speaker
Curriculum Content:Sandra Cisneros’s choice of words in
“Eleven.”
Performance Task
=+Students explain how Sandra Cisneros’s choice of words
develops the point of view of the young speaker in her story “Eleven.” [RL. 6]
Writing Prompt
CCSS Sample Reading Performance Tasks
Let’s look at some examples…
Insert screen shot of handout
CCSS Sample Reading Performance Tasks
• Remember the high level of text dependency that is required to master the reading standards.
• Consequently, well-crafted prompts must require students to go back into the text to provide evidence.
Connecting Reading to Writing:Reading Performance Tasks in Social
Studies and Science
• Look at the handout with the prompts connected to the demonstration lesson plan from Day One/Summer Workshop.
• Notice the options for including any of the three purposes of writing with the social studies/science lesson.
Insert screen shot of handout
Which Would You Choose?
• After examining the prompts, think about which one you would be most likely to use and why.
• Share with your table groups.
Guidelines for Crafting Prompts
• Review the document that provides both the purposes of the first three writing standards and also some questions that one might has him/herself when writing a prompt.
Quality Prompts are Key!
• The quality of student writing and depth of thinking is directly correlative with the quality of the prompt.
• It takes practice!
• Let’s revise a prompt together.
“Rough Draft”
Social Studies Unit 2, Lesson 1 Exploration and Technology : pg. 111 As written: How do you think the printing press affected culture in Europe? Revise as Informative/ Explanatory
Collaborative Crafting
• As written: How do you think the printing press affected culture in Europe?
Revise as Informative/ Explanatory
Collaborative CraftingPossible Revised Prompt
• Using evidence from your social studies text, write a paragraph to be posted at Open House for parents, explaining how the printing press affected the culture in Europe.– Develop the topic with facts and details– Use linking words and phrases to connect ideas– Provide a concluding statement
Revisit Outcomes:
1. “Own” the 10 Writing (W) standards and the 6 Language (L) standards.
2. Connect writing to reading, making particular use of social studies and science lessons.
3. Revising CCSS-aligned writing prompts
Personal Reflection
• What do you need most for PL support for the teaching of writing during on-going workshops?
Applying the CCSS: Lesson Planning
• Lesson Planning for 3rd-6th grade teachers will be done back at site.
• Be respectful of K-2 colleagues who have some additional professional learning and will not have the convenience of planning at their respective sites
Evaluation