12/16/2015MSDE1 “Transitioning to the CCSS by Making Strategic and Informed Choices in the Classroom” Day 1 Principals Only Session

04/22/23 MSDE 1

“Transitioning to the CCSS by Making Strategic and Informed Choices in the

Classroom”

Day 1Day 1

Principals Only SessionPrincipals Only Session

The Transition Continues

A Review

The ELA CCSS has how many strands?

In Maryland, groups of related standards within a strand are called _________.

What grades do the literacy standards address?

4 – Reading, Writing, Speaking & Listening, & Language

Clusters

K – Gr. 12. Embedded in elementary, separate standards in Gr. 6-12.

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Key Shifts for ELAKey Shifts for ELA

Aligned or not aligned???

Aligned or not aligned???

How’s a teacher to know?

How’s a teacher to know?

The CCSS for ELA require an increased focus on

• complex text

• close reading

• text-dependent questions

• text-based evidence

• balance of text types

• writing from sources

• academic vocabulary

• speaking & listening

• short, focused research

• integration of standards

COMPLEX TEXTShift:

6

Use the text complexity tools to determine appropriate texts:

Qualita

tive

1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative

2.Quantitative measures – readability and other scores of text complexity

Reader and Task3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Shift: Close Analytic Reading

PARCC’s Definition - Close, analytic reading

stresses engaging with a text of sufficient complexity directly and examining its meaning thoroughly and methodically, encouraging students to read and reread deliberately.

Shift: Text Dependent Questions

Rigorous, text-dependent questions require students to demonstrate that they can follow the details of what is explicitly stated and make valid claims and inferences that square with the evidence in the text.

PARCC Model Content Frameworks, 2011

Shift:Text-based evidence

Students stay grounded in the text, responding to high quality text-dependent questions with evidence-based responses

RI.1 and RL.1 – always utilized when asking text dependent questions

Used in combination with RI.2-9 and RL.2-9.

Grade % Literary Text %Informational/Expository Text

4 50 50

8 45 55

12 30 70

Recommendations from NAEP (2009)

Percent of Text Structure Type by Grade Level

Shift:Balance of Text Types

Shift:Writing to/using Sources

Student writing will be in response to sources both in the ELA class and in the content classes

Students will use sources in the research process to synthesize information and ideas

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Shift: Writing to/using Sources

Print: Text Primary & Secondary Sources Web sites

Non-print Video Pictures Web sites Audio Performances Experiments Graphics

Shift:Academic Vocabulary

Vocabulary that is used to explain a curriculum concept but is not content-specific and may apply to a variety of curricula

Examples: relative, vary, formulate, specificity, accumulate, calibrate, itemize, periphery

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Domain Specific Words

Words that are specific to a domain or field of study and key to understanding a new concept within a text.

Examples: lava, carburetor, legislature, circumference, aorta

Phys. Ed. Word Wall

dodging cardio endurance hamstrings prevention volley manipulative dribble umpire balancing

Shift:Speaking and Listening

This requires students to demonstrate a range of interactive oral communication and interpersonal skills, including (but not limited to) skills necessary for making formal presentations, working collaboratively, sharing findings and listening carefully to the ideas of others.

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Shift:Short, focused research

Students: gather resources (including multi-

media) evaluate their relevance report on information and ideas they

have investigated (i.e., conducting research to answer questions or to solve problems).

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Shift:Integration of the Standards

Modeled in MD Common Core State Curriculum Frameworks

Integration among standards in the 4 strands

Integration of standards within a strand

Integration of School Library Media and Technology Standards

Integration of Standards

Look at the ELA lesson Look at the standards

section How many standards are

taught in this lesson? Are there multiple

standards within a strand? Are standards represented

from multiple strands?

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OUR ELA PROJECTAn opportunity to job-embedded PD in your school this fall

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ELA EEA Day 2, Session 5

Grade: Unit Title: Overall Alignment: Aligned Partially aligned (+) Partially aligned ( -) Not aligned

I. Rigor of the CCSS(Check all that apply.)

II. Key Areas of Focus/Shift in CCSS(Check all that apply.)

III. Instructional Supports(Check all that apply.)

IV. Assessment/Measurability (Check all that apply.)

☐ Lesson focuses on a targeted set of grade-level CCSS for ELA/Literacy.

☐ Text-based evidence: Lesson facilitates rich and rigorous evidence-based discussions.

☐ Lesson provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level.

☐ Lesson regularly assesses whether students are mastering standards-based content through a variety of formative assessment practices.

☐ Lesson includes a clear and explicit purpose for instruction that reflects the rigor and intent of the CCSS for ELA/Literacy.

☐ Text-based evidence: Lesson facilitates rich and rigorous evidence-based writing through specific, thought-provoking questions.

☐ Lesson includes appropriate scaffolding so that students directly experience the complexity of the text.

☐ Lesson encourages self-monitoring as appropriate.

☐ Lesson uses text that is of sufficient quality and complexity for the stated purpose within the grade-level text complexity band.*

☐ Writing from sources: Lesson suggests that students routinely draw evidence from texts to inform, explain, or make an argument.

☐ Lesson focuses on sections of text(s) presenting the greatest challenge through discussion questions and other supports that promote deep thinking.

☐ Lesson elicits observable evidence of the degree to which a student can independently demonstrate mastery of the standards with appropriately complex text.

☐ Lesson makes close reading of text(s) a central focus of instruction and includes a sequence of text-dependent questions.

☐ Academic vocabulary: Lesson focuses on building students’ vocabulary through instruction.

☐ Lesson integrates appropriate supports for ELL students, students with disabilities, and students reading well below the grade-level text band.

☐ Lesson assesses student proficiency using methods that are unbiased and accessible to all students.

☐ Lesson effectively integrates grade-level reading, writing, speaking and listening standards.

☐ Independence: Lesson encourages students’ growth as independent learners.

☐ Lesson provides extensions/and or enrichments for more advanced text for students reading well above the grade-level text band.

☐ Lesson includes aligned rubrics and/or assessment guidelines sufficient for interpreting performance.

General Comments: General Comments: General Comments: General Comments:

*Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity

Tool for Considering Lesson Alignment to the Common Core State StandardsEnglish Language Arts/Literacy (Grades 3-5) and English Language Arts (Grades 6-12)

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I. Rigor of the CCSS II. Key Areas of Focus/Shift in CCSS III. Instructional Supports IV. Assessment/Measurability

Suggestions for strengthening areas of no or weak alignment





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I. Rigor of the CCSS(Check all that apply.)

II. Key Areas of Focus/Shift in CCSS(Check all that apply.)

III. Instructional Supports(Check all that apply.)

IV. Assessment/Measurability (Check all that apply.)

☐ Lesson focuses on a targeted set of grade-level CCSS for ELA/Literacy.

☐ Text-based evidence: Lesson facilitates rich and rigorous evidence-based discussions.

☐ Lesson provides all students with multiple opportunities to engage with text of appropriate complexity for the grade level.

Lesson regularly assesses whether students are mastering standards-based content through a variety of formative assessment practices.

Lesson includes a clear and explicit purpose for instruction that reflects the rigor and intent of the CCSS for ELA/Literacy.

☐ Text-based evidence: Lesson facilitates rich and rigorous evidence-based writing through specific, thought-provoking questions.

☐ Lesson includes appropriate scaffolding so that students directly experience the complexity of the text.

Lesson encourages self-monitoring as appropriate.

Lesson uses text that is of sufficient quality and complexity for the stated purpose within the grade-level text complexity band.*

☐ Writing from sources: Lesson suggests that students routinely draw evidence from texts to inform, explain, or make an argument.

☐ Lesson focuses on sections of text(s) presenting the greatest challenge through discussion questions and other supports that promote deep thinking.

☐ Lesson elicits observable evidence of the degree to which a student can independently demonstrate mastery of the standards with appropriately complex text.

☐ Lesson makes close reading of tex(s) a central focus of instruction and includes a sequence of text-dependent questions.

Academic vocabulary: Lesson focuses on building students’ vocabulary through instruction.

☐ Lesson integrates appropriate supports for ELL students, students with disabilities, and students reading well below the grade-level text band.

☐ Lesson assesses student proficiency using methods that are unbiased and accessible to all students.

☐ Lesson effectively integrates grade-level reading, writing, speaking and listening standards.

☐ Independence: Lesson encourages students’ growth as independent learners.

Lesson provides extensions/and or enrichments for more advanced text for students reading well above the grade-level text band.

☐ Lesson includes aligned rubrics and/or assessment guidelines sufficient for interpreting performance.

General Comments: Lesson targets characterization as a narrative element.

General Comments: Ss work in groups but expectations not at level of S&L standards.

General Comments: General Comments: Formative assessment is a strength of this lesson.

*Rating determined from application of the tools—Quantitative, Qualitative (literary or informational), Reader and Task—for judging text complexity


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I. Rigor of the CCSS II. Key Areas of Focus/Shift in CCSS III. Instructional Supports IV. Assessment/Measurability





Lesson outcomes could integrate other standards, as in RL.6.3, rather than address only characterization.

Questioning could be revised to guide students through the text with more purposeful rereading.

Students could respond in writing to these questions, thereby integrating the reading and writing standards.

Students could spend more time in focused discussion groups. Perhaps we could use a fishbowl discussion approach to help students learn how to engage in a productive discussion. We could even use technology to foster online discussion.

The text could be chunked to help struggling readers through it. Perhaps the most struggling readers could read seminal portions of the text and have other portions summarized for them.

Most of the struggling readers in this class are reading an easier text. My team and I need to figure out some strategies for keeping these students in complex text as much as possible.

Rubrics are aligned to the current standards rather than the CCSS. Rubrics should be adjusted to judge performance against the CCSS.


RESOURCES FOR PLANNING

Where can you direct your teachers for help?

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For more information . . .

Common Core State Standards website:http://www.corestandards.org/the-standards

PARCC Model Content Frameworkshttp://parcconline.org/

Links also on MDK.12http://www.mdk12.org/

Maryland Unit Models in ELA

The training site this summer will include examples of elementary, middle and high school ELA model units

The CMS this fall will feature 2 unit models at every grade (PreK-12)

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Unit Components

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PARCC assessment prototypes & rubrics

PARCC Model Content Frameworks – Gr. K-2

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School Year 2012-13

Provide PD that focuses the staff on the shifts in ELA.

Provide planning opportunities for teachers that encourage collaboration as they explore the shifts.

Utilize the existing resources and update faculty as more resources become available.

Look for evidence of the shifts during walk throughs.

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THANK YOU!

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Documents

12/16/2015MSDE1 “Transitioning to the CCSS by Making Strategic and Informed Choices in the Classroom” Day 1 Principals Only Session