Implementing Common Core State Standards In English Language ...

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Implementing Common Core State Standards In English Language ...

Implementing

Common Core

State Standards

In

English

Language Arts

In

Michigan


FROM HERE

TO HERE

Common

Core

State

Standards


Providing a

model

Connecting with

all stakeholders

Making

decisions

Leading change


Implications of the CCSS for Changes in Thinking


…About Finances

…About Literacy Learning

…About Teachers

…About Students

…About Curriculum

In Michigan


Shrinking Resources

• Laying off personnel

• Deferring

maintenance

• Cutting budgets for

books and supplies


How

MUCH

you spend

HOW

you

spend


PISA

Program for International Student

Assessment

US students 14 th in reading


Per pupil

spending

Core

instructional

spending

53% in US


Integration

of:

Reading

Writing

Speaking

Listening

While

Addressing:

Literacy Across

Disciplines

Textual

Complexity

College/ Career

Ready


History, Social Studies, Science, and

Technological Areas

70% informational texts for seniors

• 30% literary

Use of Evidence


Three Equal Dimensions:

• Qualitative Dimension

• Quantitative Dimension

• Reader and Task Dimension


The use of qualitative and quantitative measures to assess text

complexity is balanced in the Standards’ model by the expectation

that educators will employ professional judgment to match texts to

particular students and tasks. Numerous considerations go into

such matching. For example, harder texts may be appropriate for

highly knowledgeable or skilled readers, and easier texts may be

suitable as an expedient for building struggling readers’

knowledge or reading skill up to the level required by the

Standards. Highly motivated readers are often willing to put in the

extra effort required to read harder texts that tell a story or contain

information in which they are deeply interested. Complex tasks

may require the kind of information contained only in similarly

complex texts.


Assigning writing is not the same as

teaching writing.

Writing fosters learning in all subjects.

A writing class is different from a writing

program.


NCLB Legislation:

Has full state certification or has passed

state licensing exam

Holds BA degree (in specific content for

middle school and high school

Has passed state proficiency test in

content area


Clear expectations and models for

students

Active monitoring of all activities

Multiple small group activities

High levels of “instructional discourse”

Visible organization of room and lessons so

no instructional time is wasted


Pedagogical Content

Knowledge

Experience

Assessment Literacy


More important than class size

More important than student background

and ability

More important than school funding and

resources


Professional development

Opportunities for collaboration

Team-based decision making


Connects multiple learning communities

Attends to questions of practice

Engages current conversations

Includes teacher goals for learning with

colleagues


Mutual Engagement

Joint Enterprise

Shared Repertoire


Connection to something larger

Coordinated perspectives, discourses,

and actions

Shared resources to address recurring

problems with student learning


Meaning-makers

Independent Learners

Able to Transfer Learning

College and Career Ready


Determine central ideas

Analyze and interpret language

Integrate and evaluate content

Write in multiple genres

Use evidence effectively


Need decreasing amounts of scaffolding

to comprehend and evaluate texts

Construct effective arguments and

convey complex information

Become self-directed learners

Build strong content knowledge


Vertical: build on learning from previous

years

Horizontal: use reading, writing, speaking

and listening skills across multiple

subjects


Curiosity

Openness

Engagement

Creativity

Persistence

Responsibility

Flexibility

Metacognition


A spiraling model, not

a coverage one


The National Council of Teachers of

English


Clarification of the CCSS

Vignette of Teachers addressing the

CCSS

Guidance for Curriculum Planning


Model Curriculum and Professional

Development

Michigan Association of Intermediate School

Administrators

In cooperation with:

NWP

MCTE

MIRA

http://oaklandk12-public.rubiconatlas.org/Atlas/Browse/View/

UnitCalendar

SourceSiteID=&CurriculumMapID=748&YearID=2012


Beginning…

Summer 2013

100 teachers per grade


http://

oaklandk12public.rubiconatlas.

org/Atlas/Browse/View/Default


Creating

Change (to)

Support

Student (learning)

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