Professional Documents
Culture Documents
What prospective educators need to know about the Common Core State Standards for ELA/Literacy
Desired Outcomes
Awareness of the origin and history of development of the CCSS Understanding the major design and organization of the ELA/Literacy CCSS Familiarity with the key features and instructional shifts of the CCSS Consideration of the impact of the key features and shifts on instruction Determination of priorities in preparing educators to teach in the Common Core era
States in green have adopted CCSS, blue adopted ELA only, gray have not adopted From ASCD http://www.ascd.org/common-core-state-standards/common-core-state-standardsadoption-map.aspx
Build Knowledge
1. Backmapping
Traditional standards start with kindergarten and add each years goals on top of those Common Core standards began with college/career readiness standards and backmapped from there These standards target student success beyond graduation (rather than replicating past goals) Rigorous, but more honest standards
1. Backmapping (Cont.)
Implications: The CCSS are markedly harder than past standards since they are designed to ensure that students reach graduation target Larger percentages of students likely to fail to meet these standards
2. Coordinated structure
Historically, standards are somewhat random lists of skills, knowledge, and strategies Common Core State Standards have very strong progressions and an informative organization that requires attention The progressions can be followed from grade level to grade level and doing so helps to define the standards Strong connections across comprehension, oral language, and writing
3. Challenging Text
Previous standards emphasized cognitive skills, largely ignoring the role of text In the Common Core text difficulty is central and all cognitive skills have to be executed with texts of a specified difficulty range Item #10 focuses on text difficulty and indicates specific readability ranges students must reach each year (Lexiles, ATOS, Flesch-Kincaid; Degrees of Reading Power; Reading Maturity; SourceRater)
4. Disciplinary literacy
Past standards have not made a big deal out of reading in history/social studies or science Past emphasis was on learning how to read (and the idea was that students could apply these skills to content area textbooks) Research is revealing unique reading demands of the various disciplines (reading history is not the same thing as reading literature, etc.) The Common Core State Standards requires specialized reading emphasis for history/social studies and science/technical subjects
5. Informational text
Past standards emphasized both literary and informational texts However, this inclusion left the distribution of this emphasis up to the teachers which often led to serious imbalances The common core standards require the teaching of comprehension within both informational and literary texts These new standards emphasize informational texts equally with literary texts (in Grades K-5) and, considering the overall curriculum, it drops even more in the upper grades
6. Close Reading
Past standards have been based largely upon theories of reading comprehension drawn from cognitive science, emphasizing strategies or mental moves that readers make (e.g., summarization, questioning, monitoring, visualizing) The Common Core standards are based more on literary theory (New Criticism) Great emphasis on the information in the text (and in the use of such information as evidence) Great emphasis on analyzing how text works
7. Multiple texts
Past standards emphasized the comprehension mainly of single texts CCSS emphasize the interpretation of multiple texts throughout (at all grade levels, and in reading, writing, and oral language; 12-15% of the ELA standards mention multiple texts explicitly) Most of this emphasis is on comparisons of information and features across texts (synthesis plays big role too, especially as one moves up the grades) The common core is not promoting 1990s style (multidisciplinary thematic units)
Balancing Informational and Literary Text Building Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary
3: 4&5: 6:
From achievethecore.org
Shift 5
Shift 6
From http://engageny.org/sites/default/files/resource/attachments/common-core-shifts.pdf
COMPLEXITY Shift:
Regular practice with complex text and its academic language
Reading Anchor Standard #10 requires that students read and comprehend complex literary and informational texts independently and proficiently Language Standard #4 requires use of word parts, context and resource materials to determine word meaning Staircase of complexity to close the gap that currently exists between college/career level texts and texts currently used in high schools Shift in Lexile bands at the upper end of elementary and throughout middle and high school A focus on academic vocabulary words that appear across content areas (Tier 2 Words Isabel Beck)
EVIDENCE Shift:
Reading, writing and speaking grounded in evidence from text, both literary and informational
(Reflected in Reading Standard 1; Writing Standards 1-3, 9):
Writing to sources using evidence from text to analyze, defend claims and present clear information Questions are asked that require students to have read the text (text-dependent questions); the questions cannot be answered using solely prior knowledge or experience and require careful attention to the text Narrative writing throughout all levels Later levels add argumentative and informational writing
KNOWLEDGE Shift:
Building knowledge through content-rich nonfiction
Distribution of Texts Across Grades (NAEP framework)
Elementary:
Middle: High:
50% informational
55% informational 70% informational
50% literary
45% literary 30% literary
From Common Core State Standards for ELA & Literacy in History/Social Studies, Science, and Technical Subjects
Content rich non-fiction in history/social studies, science and the arts Recommendation is that students build coherent general content knowledge both within each year and across years In 6-12 much more attention on literary non-fiction than has been traditional Focus of literary standards in social studies, science and career/technical is on gaining content knowledge through reading and writing
Uses appropriate balance of literary and informational text Students are expected to learn content from what they read A range of text types are used throughout the curriculum including: Literature stories, drama, poetry Informational text literary nonfiction, and historical, scientific and technical texts
Heavy focus on one type of text to the exclusion of the other Time is spent referring to text rather than reading text Narrow exposure to text types; one class/teacher is considered responsible for literacy learning (typically ELA teachers)
Reflections
Were you able to answer these questions without rereading parts of the text? How did it feel to have to answer them independently? How did it feel when you were encouraged to collaborate prior to formulating an answer? What implications does this have for instructional practice as it relates to literacy (reading, writing, speaking, listening)?
Text-Dependent Questions...
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Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.
Focus on difficult portions of text in order to enhance reading proficiency. Can also include prompts for writing and discussion questions.
What can you infer from Kings letter about the letter that he received?
The Gettysburg Address mentions the year 1776. According to Lincolns speech, why is this year significant to the events described in the speech?
Bands
Standard Ten
Bands
11-CCR
11-CCR
9-10
9-10
6-8
6-8
4-5
4-5
2-3
2-3
K-1
K-1
Culminating Tasks
Should relate to core understanding and key ideas. A coherent sequence of text dependent questions will scaffold students toward successfully completing the culminating task.
The title of this selection is Because of Winn-Dixie.' Using your answers from the questions above and class discussion, explain why this is an appropriate title for the selection. Be sure to clearly cite evidence from the text for each part of your answer. Officer Buckles final safety tip is 'ALWAYS STICK WITH YOUR BUDDY.' How did he and Gloria each learn this lesson for themselves throughout the story?
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Example:
There is no one right way to have students work with text dependent questions. Providing for the differing needs of students means providing and scaffolding supports differentially - not asking easier questions or substituting simpler text. Listening and speaking should be built into any sequence of activities along with reading and writing:
The CCSS require ALL students to read and engage with grade appropriate complex text regularly. This requires new ways of working in our classrooms.
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Next steps
Align teacher education and training efforts in the area of English/language arts to Common Core State Standards priorities for:
Reading Writing Speaking and Listening Language
Reading Priorities
New grounding in informational texts Spotlight on what students read: Staircase of growing text complexity across the grades is outlined Samples of high-quality literature and informational texts in a range of genres and subgenres offered Fostering independent, close reading of texts
Writing Priorities
Writing logical arguments based on substantive claims, sound reasoning, and relevant evidence (80:20) Writing about sources (drawing evidence from texts) Researchboth short, focused (such as those commonly required in the college) and more sustained projects Ability to adapt writing to a variety of contexts, communicative tasks, and timeframes
Language Priorities
Building general academic and domainspecific vocabulary Using standard English in formal writing and speaking Acquiring grammar and usage in the service of communication and comprehension
At the core
By themselves, the Common Core State Standards will not significantly affect student learning. They need to be part of a comprehensive approach to raising expectations and increasing rigor throughout the K12 system, and classroom teachers are the most important group in turning the Common Core State Standards from mere words into highquality instruction.
http://www.ascd.org/common-core-state-standards/commoncore-state-standards-adoption-map.aspx www.ascd.org/commoncore http://www.wiche.edu/info/commonCoreStateStandards/piment el.pdf www.readingquest.org http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/CCSS-for-ELA-Literacy-Presentation.pdf http://www.achievethecore.org/steal-these-tools www.shanahanonliteracy.com http://www.corestandards.org/ http://www.parcconline.org/mcf/ela/parcc-model-contentframeworks-browser The Common Core Ate My Baby and Other Urban Legends
Resources