Notes form Digging Deeper into the Common Core

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Notes from Digging Deeper into the Common Core - The Leadership and Learning Center

Presenters: Larry Ainsworth, Lori Cook, Jan Christinson and Angela Peery

  • Common Core authors wrote the standards for all students
  • Fewer, clearer, higher
  • Very rigorous compared to most state standards
  • Authors insist that the common core ELA standards are for all teachers and are a shared responsibility in all classrooms
  • CC Goals
    • to ensure that all students receive a world-class education and preparation necessary to succeed in 21st century global market place
    • to prepare students for college and careers
  • Start small and build slowly
  • Two consortia of states developing national assessments aligned to CC
    • Smarter Balanced
    • PARCC
  • First formal year of implementation of assessment 2014-15
  • Language Arts ordered by strands and are intentionally spiraled
    • 10 Anchor standards for reading (apply to literary and informational texts)
    • 10 Anchor standards for writing
  • Need to prioritize standards
    • Priority standards provide curricular focus in which teachers need to dig deeper & assure student competency
    • Supporting standards are curricular standards which connect to and support priority standards
    • Prioritization not elimination
    • When considering whether to select one standards over another, determine which one is the more comprehensive or rigorous
  • Push for writing across the curriculum & literacy in social studies & science
  • Adopting states can also add up to 15% of their existing state standars to the CC
  • Rigorous Curriculum Design by Larry Ainsworth - pp. 47-53 CC are presented in the context of priority standards
  • Building the Foundation
    • Prioritize the standards
    • Name units of study
    • assign the standards
    • prepare a pacing guide
    • construct unit planning organizer
  • Redesign curriculum to common core
  • Crosswalks from state standards to CC are not working
  • Retrofitting isn't working to reflect the rigor of standards
  • The CC for ELA demand that every educator plays a critical role in creating highly literate students
  • Read complex informational texts should begin at the very earliest elementary grades
  • CC calls for wide and deep reading of literature including literary and nonfiction
  • Grade 4 50% literature 50% informational
  • Grade 8 45% literature 55% informational
  • Grade 12 30%literature 70% informational
  • Emphasized Text Complexity - Appendix A
    • Reader-task considerations
    • Quantitative factors
    • Qualitative factors
    • Students' ability to answer questions associated with complex tests