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Transition to Common Core Literacy Standards in the Content Areas FCASD Secondary Program Overview prepared with support from the AIU - Christopher Caton June 2012. Literacy Standards in: History/Social Studies, Science and Technical Subjects Writing Standards in: - PowerPoint PPT Presentation
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Transition to Common CoreTransition to Common Core Literacy Standards in the Literacy Standards in the
Content AreasContent Areas
FCASD Secondary Program OverviewFCASD Secondary Program Overviewprepared with support from the AIU - prepared with support from the AIU -
Christopher CatonChristopher Caton June 2012 June 2012
Literacy Standards in: History/Social Studies, Science and Technical
Subjects
Writing Standards in:History/Social Studies, Science and Technical
Subjects
FCASD is addressing this as “literacy in all content areas”
State led - coordinated by NGA (National Governor’s State led - coordinated by NGA (National Governor’s Association) Center and CCSSO (Council of Chief State Association) Center and CCSSO (Council of Chief State School Officers)School Officers)
Rigorous content and application of knowledge through Rigorous content and application of knowledge through high-order skillshigh-order skills
Build upon strengths and lessons of current state Build upon strengths and lessons of current state standardsstandards
Internationally benchmarked so that all students are Internationally benchmarked so that all students are prepared to succeed in our global economy and societyprepared to succeed in our global economy and society
What are the What are the Common Core State Standards/CCSS ?Common Core State Standards/CCSS ?
Continuation of NCLB encouraged by refined educational ideology Continuation of NCLB encouraged by refined educational ideology and directionand direction
Intent: raise educational rigor and achieve state/national standards.Intent: raise educational rigor and achieve state/national standards.
48 States adopted Common Core or version thereof.48 States adopted Common Core or version thereof.
PA has altered Common Core to a minimal extent to meet existing PA has altered Common Core to a minimal extent to meet existing (a) assessment tools expectations(a) assessment tools expectations (b) common language use.(b) common language use.
Transition timeline: Transition timeline: phase in beginning in 2012 – 2013; guided by AIU Consultant & phase in beginning in 2012 – 2013; guided by AIU Consultant &
FCASD Think Tank FCASD Think Tank expectation for integration of practices in the 2013 – 2014 school yearexpectation for integration of practices in the 2013 – 2014 school year
BackgroundBackground
Driving Forces Leading to Driving Forces Leading to CC Literacy Standards in the CC Literacy Standards in the
Content AreasContent AreasBased on a range of national and internationally Based on a range of national and internationally benchmarked assessments:benchmarked assessments:
1. Intensity of Rigor:1. Intensity of Rigor:- proficiency in most state level standardized assessments fall proficiency in most state level standardized assessments fall
below the proficiency on the NAEP (nation’s report card)below the proficiency on the NAEP (nation’s report card)- performance declines in upper grades - students lose performance declines in upper grades - students lose
momentum in high schoolmomentum in high school- student readiness for college/work at an all time low. student readiness for college/work at an all time low.
Inadequate:Inadequate:- Verbal reasoning abilityVerbal reasoning ability- Understanding of words used in textUnderstanding of words used in text- Background knowledge about domains represented in Background knowledge about domains represented in
texttext- Familiarity with semantic and syntactic structures that Familiarity with semantic and syntactic structures that
assist with the understanding between relationships assist with the understanding between relationships and IDEASand IDEAS
2. Communications on a national level: discrepancy in proficiency measures across states – uneven student expectations - lack of focused guideposts for parents, educators, students
2. International measures & comparisons: country falling behind; U.S. curriculum tends to be wide as opposed to deep - compared with other successful countries
Driving Forces -- Continued
Profile of a Common Core Profile of a Common Core GraduateGraduate
Responsive to varying audience, points of view, tasks, Responsive to varying audience, points of view, tasks, purpose, disciplinespurpose, disciplines
Independent learner and thinker -- Independent learner and thinker -- focus on metacognition: focus on metacognition: self assessment, goal setting/plan-making….)self assessment, goal setting/plan-making….); able to ; able to comprehend and critique works of quality and substancecomprehend and critique works of quality and substance
Values evidence and supports related to argumentValues evidence and supports related to argument
Development of skills and attributes in the areas of:Development of skills and attributes in the areas of: CCommunication, ommunication, CCollaboration, ollaboration, CCreativity and reativity and CCritical ritical
thinkingthinking technology and digital mediatechnology and digital media
Understanding of other Perspectives/CulturesUnderstanding of other Perspectives/Cultures
CC Overarching ThemesCC Overarching Themes
Common Core Standards support and encourage:Common Core Standards support and encourage:
A high degree of A high degree of rigor, metacognition, rigor, metacognition, and student and student collaborationcollaboration..
Emphasis on Emphasis on non-fictionnon-fiction occurs throughout the grades as well occurs throughout the grades as well as as increasing the amount of student readingincreasing the amount of student reading..
TechnologyTechnology embedded throughout learning experiences and embedded throughout learning experiences and emphasis on the use of digital resources.emphasis on the use of digital resources.
CC Overarching Themes -- CC Overarching Themes -- ContinuedContinued
Common Core Standards support and encourage:Common Core Standards support and encourage:
Speaking and ListeningSpeaking and Listening standards are much more specific. standards are much more specific.
Writing Writing on a daily basis for a variety of purposeson a daily basis for a variety of purposes academic writing academic writing – argument/explanation/research– argument/explanation/research
Relevant levels of Text complexityRelevant levels of Text complexity - prominent addition (with - prominent addition (with exemplars) exemplars) Specificity Specificity and and scaffoldingscaffolding of standards provides vertical articulation to of standards provides vertical articulation to
support support text complexitytext complexity..
Text connectionsText connections throughout the grade levels. throughout the grade levels.
ReadingReading Foundational skill acquired K-5Foundational skill acquired K-5
WritingWriting
Speaking & ListeningSpeaking & Listening
LanguageLanguage
Content-area subjects incorporation and cross-Content-area subjects incorporation and cross-curricular implementation of reading & writing.curricular implementation of reading & writing.
ELA/Literacy Common Core FocusELA/Literacy Common Core Focus
Navigation to Common Core(Non-English/Math Courses)
Download:Common Core State Standards Art & Literature in History/Social Studies, Science, & Technical Subjectshttp://www.corestandards.org/ -- Select the Standards Tab
And/Or
Navigate Website:http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informational-text-6-12/grade-11-12/
Adjusted to meet State Adjusted to meet State expectations/needs:expectations/needs: Foundational SkillsFoundational Skills Reading Informational TextReading Informational Text Reading LiteratureReading Literature WritingWriting Speaking and ListeningSpeaking and Listening
PA Common Core Standards PA Common Core Standards FocusFocus
College and Career Readiness Anchor Standards
Appendix A: Research behind the standards and a glossary of termsAppendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades
Appendix D: Literacy standards for History and Social Studies
Reading Informational
Text
Reading Literature
Foundational Skills Writing Speaking & ListeningA 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.
Appendix E: Literacy standards for Science and Technical Subjects
PA Common Core StandardsEnglish Language Arts & Literacy
Navigation to PA Common Core
(English & Math Courses
Download:
http://pdesas.org/Standard/CommonCore
Similar to existing standard coding Similar to existing standard coding systemsystem
Language collaboration between Language collaboration between existing standard and Common Core existing standard and Common Core languagelanguage
Standard Coding/NumberingStandard Coding/Numbering
CC. 1. 5. 6. B
PA Common Core
Grade Level
English Language
ArtsSpeaking
& Listening
Speaking & Listening Standard 2
Reading PA Common Core
Coding/Numbering
Increase depth of knowledge with metacognition Increase depth of knowledge with metacognition development throughout all grade levels bands.development throughout all grade levels bands.
Metacognitive development through skill Metacognitive development through skill acquisition:acquisition: Meta-memoryMeta-memory Meta-comprehensionMeta-comprehension Self-regulationSelf-regulation
Spiral of learning that revisits metacognitive Spiral of learning that revisits metacognitive development (learning strategies).development (learning strategies).
Overall ChangeOverall Change
Recognizing Rigor “Depth of Knowledge” tool;
DOK• A tool and scale of cognitive demand levels (thinking)
to align standards with assessments
• Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education
• Defines the “ceiling” or highest DOK level for each Core Content standard for the state assessment
• Guides item development for state assessments
Depth of Knowledge Levels Depth of Knowledge Levels (DOK)(DOK)DEFINITIONS
Level 1.0
Recall &
Reproduction
Student recalls facts, information, procedures, or definitions.
Level 2.0
Skills &
Concepts
Student uses information, conceptual knowledge,
and procedures.
Level 3.0
Strategic
Thinking
Student uses reasoning and develops a plan or sequence of
steps; process has some complexity.
Level 4.0
Extended
Thinking
Student conducts an investigation, needs time to think and
process multiple conditions of problem or task.1919
Depth of Knowledge
The Depth of Knowledge is NOT
determined by the verb, but the
context in which the verb is used
and the depth of thinking required.
Exploring “The Cognitive Rigor Matrix”
(K. Hess)
Recognizing Rigor; Equalizer Planning Tool
Consider appropriateness in task rigor:
The zone of proximal development has been defined as
“the distance between the actual developmental level as determined by independent problem
solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers” (Vygotsky, 1978)
In other words, it is the range of abilities that a person has to perform tasks with assistance, but cannot yet perform independently.
Rigor and ZPD -The Zone of Proximal Development (ZPD)
Producing Cognitive Sweat!
Meeting the Rigor of the Common
Core