For PLCs to effectively engage with change processes and reinvent practice, a collective focus and the commitment of all individuals is essential.

To achieve this, a sustained effort based on a shared vision is required, in a climate that supports risk taking and problem solving, with all members of the PLC committed to the process.

Collective Responsibility

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A willingness to learn and acknowledgement of responsibility for both individual and group learning is required of all PLC members.

Common goals: Commitment to ensure student learning True collaboration Distributed leadership and decision-making Reflection and inquiry

Collective Responsibility

• Previously, every state had its own set of academic standards and different expectations of student performance.

Consistency• Common standards can help create more

equal access to an excellent education.Equity• All students must be prepared to

compete with not only their American peers, but also with students from around the world.

Competition

• Clear and coherent standards will help students (and parents and teachers) understand what is expected of them.

Clarity• Common Standards create a foundation

for districts and states to share resources and work collaboratively.

Collaboratio

nSource: www.corestandards.org

Strengths of the Common Core

• Informational text and literature• Comprehending complex texts• Writing in response to texts• Conducting and reporting on research

• Language and grammar skills• Speaking and listening• Cross-content literacy5

Features of the Common Core State Standards – English Language Arts

• Emphasis on mathematical practices

• Attention to focus and coherence

• Increased focus on algebra in middle school

• Problem solving and reasoning

• Mathematical modeling• Standards for STEM readiness

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Features of the Common Core State Standards – Math

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1. Lead High-Level, Text-Based Discussions2. Focus on Process, Not Just Content3. Create Assignments for Real Audiences and

with Real Purpose4. Teach Argument, Not Persuasion5. Increased Text Complexity

Shifts in TeachingThese areas are outlined in the article titled “Five Things That Every Teacher Should Be Doing To Meet the Common Core State Standards.” Please take the time to review the article’s insights about the following:

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If you are in Math or Science, please join Rick and Terri in H-95.

Those remaining should begin the pre-assessment in your handouts.

Thank you for doing this in a timely manner.

Room Shift

1. B 2. C 3. D 4. C 5. A 6. D 7. A   8. B 9. C 10. C

Answers to assessment

Shifts in ELA/LiteracyStandards AnalysisInterdisciplinary ApproachHelpful Websites

Contents

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

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The CCSS Requires Three Shifts

in ELA/Literacy

Video, “Education Update: The Common Core State Standards for ELA and Literacy,” discusses the structure and emphasis of the standards. https

://www.teachingchannel.org/videos/common-core-standards-ela

While watching the video:The emphasis of the Reading StandardsThe role of content-area teachers

Examining the CCSS for ELA/Literacy

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CCR Anchor Standards• The CCR Anchor Standards represent the

expectations for students who are college and career ready.

• The CCSS are organized around the College and

Career Readiness (CCR) Standards for Reading, Writing, Speaking and Listening, and Language.

• Each strand is headed by a set of CCR anchor standards that is identical across all grades and content areas.

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The CCR anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Compare the CCR and the CCSS

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While Standard 1, about citing evidence, is very similar across

these reading standards, Standard 9 varies the most.

CCR ANCHOR STANDARD FOR READING STANDARD 9

“Analyze how two or more texts address similar themes or

topics in order to build knowledge or to compare theapproaches the authors take. ”

Comparing Standards for Informational Text/Literacy in all disciplines.

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Comparing Standards for Informational Text:History/Social Studies/ Science/Technical Subjects

9. Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.

9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

9. Compare and contrast treatments of the same topic in several primary and secondary sources.

9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

9-10 grade CCS Standard

11th-12th grade CCS Standard

History & Social Science

Science & Technical Subjects

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Research shows that currently students: Are not reading enough informational text Are not understanding challenging and complex

informational text

Educators must meet the challenges of preparing students for college and career by: Implementing effective reading comprehension strategies

that support students in reading and understanding complex informational text

Supplementing classroom texts with rigorous and complex informational text

Source: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and

Technical Subjects p.4.

Interdisciplinary Approach to Literacy

• Students are required to read very little informational text in elementary and middle school.

• Non-fiction makes up the vast majority of required reading in college/workplace.

• Informational text is harder for students to comprehend than narrative text.

• Supports students learning how to read different types of informational text. 18

Building Knowledge Through Content-rich Nonfiction –

Why?

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Text Type Examples

Informational TextLiterary Nonfiction and Historical, Scientific, and Technical TextsIncludes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

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“Nonfiction texts include all books about the sciences (natural, social, and physical), history, sports, crafts, the arts, how-tos, newspapers, articles, the World Wide Web, and so on, that discuss factual information about a topic, as well as biographies, autobiographies, and memoirs.”

Source: Pike, Kathy, and G. Jean Mumper. Making Nonfiction and Other Informational Texts Come Alive: APractical Approach to Reading, Writing, and Using Nonfiction and Other Informational Texts Across theCurriculum. Boston, MA: Allyn & Bacon, 2003

Importance of Informational Text

Shared Responsibility

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“The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.”

from the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, page 4.

All Teachers Support Literacy

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• This interdisciplinary approach to literacy stems from extensive research establishing the need for college and career ready students to be proficient in reading complex informational texts, independently, in a variety of content areas.

• Most of the required reading in college and workforce training programs is informational in structure and challenging in content

• Postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.

Logically, these standards are available at the California Department of Education However, both CoreStandards.org and

CoreStand.com have the information as well. Please consider adding a shortcut to your computer

that leads to the MVHS SharePoint site, as many Common Core resources have been uploaded here in the Shared Documents.(It is also how you sign up for time in the computer labs.)

If you would like to view videos on the shifts in Common Core, please considering viewing the Hunt Institute and Teaching Channel playlists.

Resources