Transition to PA Common Core Unpacking the Standards

Transition to PA Common Core Unpacking the Standards

Text Complexity PA Common Core Standards Overview Writing Evaluating Curriculum Toolbox

Please Do the Following: • Connect to the Internet • Navigate to: http: //www. pdesas. org – If a registered user, sign-in – If not a registered user, join now • Place your name and school district/organization on your name tent Your School District/Organization Your Name Copyright © 2011 Commonwealth of Pennsylvania 3

PA Common Core Introduction Essential Questions • How do the PA Common Core Standards relate to the existing Pennsylvania Standards and the Common Core State Standards? • What is rigor in the classroom? How does this relate to Webb’s Depth of Knowledge? • What are the instructional implications of the shift to the PA Common Core Standards? Copyright © 2011 Commonwealth of Pennsylvania 4

An Introduction to the PA Common Core PENNSYLVANIA COMMON CORE STANDARDS English Language Arts An Introduction The Structure of the PA Common Core Standards Copyright © 2011 Commonwealth of Pennsylvania 5

Copyright © 2011 Commonwealth of Pennsylvania 6

PA Common Core Standards English Language Arts & Literacy College and Career Readiness Anchor Standards Foundational Skills A necessary component of an effective, comprehensive reading program designed to develop proficient readers. sive Reading Informational Text Enables students to read, understand, and respond to informational texts. Reading Literature Enables students to read, understand, and respond to literature. Speaking & Listening Writing 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 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 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)

An Introduction to the PA Common Core 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. Copyright © 2011 Commonwealth of Pennsylvania 8

PA Standard English Language Arts 9 CC. 1. 2. 3. A PA Common Core English Language Arts Grade Level Standard Categories: 1 Foundation Skills 2 Reading Informational Skills 3 Reading Literature 4 Writing 5 Speaking and Listening Reading Informational Skills Standard 1 9

PA Assessment Anchors and Eligible Content English Language Arts 10 E. 03. B-K. 1. 1. 2 Grade Assessment Anchor Descriptor Reporting Categories A = Literature Text B = Informational Text A-K and B-K = Key Ideas and Details A-C and B-C = Craft and Structure/Integration of Knowledge and Ideas A-V and B-V = Vocabulary Acquisition and Use C = Writing D = Language Eligible Content 10

STANDARD CATEGORY 1. 2 Reading Informational Text Students read, understand respond to informational text-with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. GRADE LEVEL STANDARD CC. 1. 2. 3. A Determine 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. E 03. 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. E 03. B-K. 1. 1 Key Ideas and Details Demonstrate 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. E 03. B-K. 1. 1. 2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

STANDARD CATEGORY 1. 3. L: Reading, Analyzing, and Interpreting Literature – Fiction and Non-Fiction GRADE LEVEL STANDARD 1. 3. 9 -10. A Describe 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. 2 Cite evidence from a text to support generalizations.

An Introduction to the PA Common Core Why Common Core? • Disparate standards across states • Global competition • Today’s jobs require different skills • States are ready and able for collective action • Aligned with college and work expectations Copyright © 2011 Commonwealth of Pennsylvania 13

An Introduction to the PA Common Core Why Common Core? • Focused and coherent • Includes rigorous content and application of knowledge through high- order skills • Built upon strengths and lessons of current state standards • Internationally benchmarked • Based on evidence and research Copyright © 2011 Commonwealth of Pennsylvania 14

An Introduction to the PA Common Core Why PA Common Core? Pennsylvania Timeline: 1999 Standards for grades 5, 8, 11 2004 Anchors 2000 - 2012 2010 2009 Revised Standards Copyright © 2011 Commonwealth of Pennsylvania 2011 2014 2013 2015 15

Knowledge Building of the PA Common Core Vertical Progression of a Standard • Look at one standard – Pre. K-Grade 12 – Pair and Share: Begin at Pre. K and go to K. What is different? Follow the standard through Grade 12. – Discuss: At what grade levels are significant shifts or additions evident? Copyright © 2011 Commonwealth of Pennsylvania 16

What is Depth of Knowledge (DOK)? • A scale of cognitive demand (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

Webb’s DOK DEFINITIONS 1. 0 2. 0 3. 0 4. 0 Student recalls facts, information, procedures, or definitions. Student uses information, conceptual knowledge, and procedures. Student uses reasoning and develops a plan or sequence of steps; process has some complexity. Student conducts an investigation, needs time to think and process multiple conditions of problem or task. 18

Levels of Cognitive Complexity • Level 1: Recall and Reproduction • Level 2: Skills & Concepts • Level 3: Strategic Thinking • Level 4: Extended Thinking

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.

One Verb. . . three DOK levels • DOK 3 - Describe a model that you might use to represent the relationships that exist within the rock cycle. (requires deep understanding of rock cycle and a determination of how best to represent it) • DOK 2 - Describe the difference between metamorphic and igneous rocks. (requires cognitive processing to determine the differences in the two rock types) • DOK 1 - Describe three characteristics of metamorphic rocks. (simple recall)

DOK is not about difficulty. . . Difficulty is a reference to how many students answer a question correctly. How many of you know the definition of exaggerate? If all of you know the definition, this question is an easy question. (DOK 1 - Recall ) How many of you know the definition of prescient? If most of you do not know the definition, this question is a difficult question. (DOK 1 – Recall ) Now Lets Read “ 4 Myths of Rigor”

Producing Cognitive Sweat! Meeting the Rigor of the Common Core

Remember… Use PA Common Core to identify the DOK in a standard. • Page 33 – Pre. K-Grade 5 (CC. 1. 5. PK. B) • Page 31 – Grades 6 -12 (CC. 1. 5. 6. B)

Emphasis Guide - Grade 3 English Language Arts 25 25

Addressing the Shifts • Take a look at your grade level first and highlight the Common Core Shifts you may have already addressed. • Provide evidence of how this occurred. • Propose how the ones not highlighted will be addressed. Copyright © 2010 Commonwealth of Pennsylvania 26

Building Capacity The standards are like the building code. Architects and builders must attend to them but they are not the purpose of their design…the house to be built or renovated is designed to meet the needs of the client in a functional and pleasing manner-while also meeting the building code along the way. (Wiggins and Mc. Tighe) Copyright © 2011 Commonwealth of Pennsylvania 27

PA Common Core Introduction Essential Questions • How do the PA Common Core Standards relate to the existing Pennsylvania Standards and the Common Core State Standards? • What is rigor in the classroom? How does this relate to Webb’s Depth of Knowledge? • What are the instructional implications of the shift to the PA Common Core Standards? Copyright © 2011 Commonwealth of Pennsylvania 28

Any Questions? 29

Handouts • Introduction (pg. 2) for ELA of PA Common Core • Notes on Range and Content from Common Core • Standard CC. 1. 2. PK-12. C Reading Informational texts • Webb’s DOK Wheel • Hess’ DOK Matrix • Four Myths of Rigor (Ronald Williamson and Barbara R. Blackburn) • Standards CC. 1. 5. PK. B and CC. 1. 5. 6. B Materials • Table tents for names Copyright © 2011 Commonwealth of Pennsylvania 30

Module Overview The standards overview is designed to be the first in a four module training of the English Language Arts section of the PA Common Core Standards. In this module participants will work to build awareness, knowledge, and finally capacity in the overall understanding of the structure of the standards, as well as the fundamental shifts that go along with them. Special attention will be given to the ideas of rigor and depth of knowledge. By engaging in activities built around the standards themselves, participants will gain familiarity with the document and how its content should begin to change instructional practice. Copyright © 2010 Commonwealth of Pennsylvania 31

Technology Needs • Laptop capable of delivering Power point • Projector Room Organization • The participants should be organized in small groups of 4 to 8 with the flexibility to be able to working in pairs or share with the group as a whole. Copyright © 2011 Commonwealth of Pennsylvania 32