Transcript Assessment Literacy on Steroids

Investigating the Standards:
Grades 6-12
Literacy in History/SS,
Science and Technical Subjects
Statewide roll-out:
CESA Statewide School Improvement Services
In collaboration with
Wisconsin Department of Public Instruction
CESAs MAKE POSSIBLE THE
SCHOOLS WISCONSIN WANTS
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Standards-Based
Assessments
Standards-Based
Leadership
Common
Core State
Standards
Standards-Based
Reporting &
Recording
Standards-Based
Instruction
Standards-Based
Professional
Development
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Today’s Agenda
 Introduction to Common Core State Standards
 Investigating the Portrait of a Literate Individual
 Investigating the Standards for Reading Informational Text
 Investigating the Standards for Writing
 Determining Implications and Action Steps
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Purpose
1. To understand the underpinnings of the CCSS
2. To investigate the Grades 6-12 CCSS for Literacy in
History/SS, Science and Technical Subjects
3. To learn a process that can be used to investigate the
CCSS
4. To plan local investigations of the CCSS
5. To reflect about implications to your practice using
these standards
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Statewide Roll-Out
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The Message
1.
2.
3.
4.
5.
6.
7.
The Roll-Out is an extended process toward full adoption.
The process cannot/should not be rushed – it’s a marathon,
not a race.
This is one of many collaborative sessions on the CCSS.
School/district teacher leaders are needed to lead the
process locally.
Our focus today is to learn HOW to investigate the
disciplinary Literacy standards.
We aren’t investigating all standards today. You will be given
a process that can be duplicated in your school.
We won’t be aligning today because alignment cannot be
done effectively without careful investigation.
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To investigate, you will need …
1.
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2.
3.
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6.
Print out of:
Introduction to CCSS, pp. 3-8
the Literacy in History/SS, Science and Technical
Subjects Common Core State Standards, 6-12, pp.
60-66
ELA Appendix A
ELA Appendix B
ELA Appendix C
The Investigations Guide
Highlighters
Pen or pencil
Tables for group work
Timer/timekeeper
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Ground Rules for Today
InformationGiving
Group Work &
Recording
 Attentive listening
 Open mindset
 Open mindset to
 Professional conversations
receive new ideas
and information
 Note-taking
 Careful note-taking (for
taking back)
 Deep thinking
 Recording of questions – to
be addressed later
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Impetus for the Common Core
State Standards
 Currently, every state has its own set of academic
standards, meaning public educated students are
learning different content at different rates.
 All students must be prepared to compete with not
only their American peers in the next state, but with
students around the world.
This initiative will potentially affect 43.5 million students which is
about 87% of the student population.
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CCSS Evidence Base
Standards from individual high-performing countries and provinces
were used to inform content, structure, and language. Writing teams
looked for examples of rigor, coherence, and progression.
Mathematics
English language arts
Belgium (Flemish)
Canada (Alberta)
China
Chinese Taipei
England
Finland
Hong Kong
India
Ireland
Japan
Korea
Singapore
Australia
New South Wales
Victoria
Canada
Alberta
British Columbia
Ontario
England
Finland
Hong Kong
Ireland
Singapore
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Development of Common Core
Standards
 Joint initiative of:
 Supported by:
 Achieve
 ACT
 College Board
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The promise of standards
These Standards are not intended to be new names for old
ways of doing business. They are a call to take the next step. It
is time for states to work together to build on lessons learned
from two decades of standards based reforms. It is time to
recognize that standards are not just promises to our children,
but promises we intend to keep.
Foundations for the Investigation Guide
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What’s the Big Deal?
 The CCSS initiative is a “sea change” in education for teaching
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and learning!
The CCSS mandates the student learning outcomes for every
disciplinary grade band (6-12 Literacy).
The CCSS forces a common language. Your staff will begin
using this language.
Students will be tested and instructional effectiveness will be
measured based on CCSS.
Federal funding is tied to CCSS adoption, implementation, and
accountability.
English Language Arts and Mathematics CCSS are just the
beginning. . .more subject area standards are being
developed.
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What are the Common Core
Standards?
“Common Core Standards define the knowledge and skills
students should have within their K-12 education careers
so that they will graduate high school able to succeed in
entry-level, credit-bearing academic college courses and
in workforce training programs.”
(NGA & CCSSO, 2010)
http://www.corestandards.org/
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Why are common core state standards
good for students?
 College & Career Focus. It will help prepare students
with the knowledge and skills they need to succeed in
college and careers
 Consistent. Expectations will be consistent for all kids
and not dependent on a student’s zip code
 Mobility. It will help students with transitions
between states
 Student Ownership. Clearer standards will help
students understand what is expected of them and
allow for more self-directed learning by students
Foundations for the Investigation Guide
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A Vision for Implementation
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Investigating the Standards:
CCSS Grades 6-12
Literacy in History/SS, Science and
Technical Subjects
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Overall ELA Structure
K-5
6-12 ELA
6-12 Literacy in
History/Social
Studies, Science &
Technical Subjects
(complements
content standards)
Appendix A
Appendix B
Appendix C
Reading
Language
ELA
Writing
Speaking
&
Listening
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Integrated Model of Literacy
 Strands are closely connected
 Strands are foundational to every disciplinary
content area
Big Idea:
“Reading and writing are about thinking and
making meaning essential to understanding
any content area”.
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Readiness for …
College, Workforce Training, and Life in
a Technological Society
“Students need the ability to gather,
comprehend, evaluate, synthesize, and report
on information and ideas” (CCSS, p. 4)
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Readiness for …
College, Workforce Training, and Life in a
Technological Society
Interdisciplinary approach to literacy emphasizes
the need for today’s adolescents to be
proficient in
reading complex informational texts
independently in any disciplinary area.
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Readiness for …
College, Workforce Training, and Life in a
Technological Society
“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 a higher volume of such
reading than is generally required in K-12
schools and comparatively little scaffolding”
(CCSS, p. 4)
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Readiness for …
College, Workforce Training, and Life in
a Technological Society
“The needs of the workplace are
“increasingly indistinguishable”
from the knowledge and skills needed for
college success”
(American Diploma Project, 2008)
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Readiness for …
College, Workforce Training, and Life in
a Technological Society
“Think of literacy as a spine; it holds
everything together. The branches of
learning connect to it, meaning that all
core content teachers have a
responsibility to teach literacy”
(Gates Foundation)
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Ready for College and
Ready for Work
What does it mean to be ready for college?
Ability to begin college:
• Without need for remedial or developmental course
work
• With a reasonable chance to be successful in entrylevel credit-bearing courses (75% chance of a C or
better or 50% > B)
ACT Research: “A First Look at the Common Core and
College and Career Readiness”
Ready for College and
Ready for Work
What does it mean to be ready for work?
Ability to successfully enter job training for jobs that:

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Pay a wage sufficient to support a family
Offer the potential for career advancement
™
O*NET (US Department of Labor) Zone 3
jobs meet these criteria.
U.S. Department of Labor
Employment & Training
Administration
ACT Tested Wisconsin Graduates – Class of 2010 Likely to Be Ready for
College-Level Coursework (in percent)
80
70
60
50
40
Wisconsin
National
30
20
10
0
Eng Math
Source: ACT 2010 College Readiness Report for
Wisconsin – 47,755 students from 2010 Graduating
Class
Soc
Sci
Sci
All 4
Reading
Skills Needed to Succeed in College
(Conley et al., 2007)
Thinking & Literacy Skills in All Disciplines
 Read to infer/interpret/draw conclusions.
 Support arguments with evidence.
 Resolve conflicting views encountered in
source documents.
 Solve complex problems with no obvious
answer.
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Thinking and Literacy Skills
 Ability to navigate and comprehend complex
text in any discipline
 What does that look like?
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Investigating Complex Text
 Does the text:
 Use sophisticated language structure?
 Include unfamiliar vocabulary?
 Require or infer certain level of background
knowledge?
 Require the reader to “work it” to understand it?
 Require the reader to have interest and motivation
in the topic to be able to comprehend?
 Require scaffolding for the reader to become
independent?
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Activity
#1
Activity #1: Investigating
Complex Text
Task:
 Read the sample of Complex Text individually.
 Use the organizer to individually reflect on:
 How did you read the text in order to make meaning of the
text? What strategies did you use?
 In what ways is this considered a more complex piece of
text?
 What would have helped you to make meaning of the text?
 What connections are you making to your students?
 Discuss your reflections with your table partner(s).
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So, in thinking about the
importance of complex texts for
our students. . .
We need to consider:
 How students develop literacy skills K-12
 The impact of disciplinary literacy skills and the
expectations of the CCSS on our instructional
decisions
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How does literacy develop?
Disciplinary
Literacy
Intermediate Literacy
Basic Literacy
(Shanahan & Shanahan, 2008)
Middle
and High
School
Literary Fiction
Mathematics
Bio Science
Phy Science
History
Social Studies
Technical
Health Fitness
Humanities
Disciplinary Literacy: CCSS Literacy
Standards
Disciplinary
Literacy
Intermediate Literacy
Basic Literacy
D. Buehl, in press, IRA
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Activity
#2
Investigating Disciplinary Texts
Broad definition of Text:
 Text refers broadly to any communication
product:
 oral (e.g., speeches, conversations, and
audiotapes);
 written (e.g., essays, stories, articles, novels,
and poems);
 visual (e.g. illustrations, films, or computer
displays).
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Activity
#2
Activity #2: Investigating
Disciplinary Text
Task:
 Reflect on your disciplinary content area and
brainstorm examples of text materials that students
should encounter and learn to navigate.
 Use the organizer to capture your examples.
 Discuss your examples with group members.
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Investigating the CCSS Standards
CCSS Grades 6-12 Literacy in
History/SS, Science and
Technical Subjects
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Sticky note
divider
INTRO
LIT - CONTENT
APPEN. A
APPEN. B
APPEN. C
Standards Documents
Walk-Through
Use sticky notes to mark important sections
 Introduction: pp. 2-8
 Standards for Literacy in History/Social Studies,
Science, and Technical Subjects, 6-12, pp. 59-66
 Appendix A (Research Supporting Key Elements of
the Standards and Glossary of Key Terms), 43 pages
 Appendix B (Text Exemplars and Sample Performance
Tasks) -183 pages
 Appendix C (Samples of Student Writing)- 107 pages
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Key Design Features
 CCR (College and Career Readiness) & Grade specific
standards
 Grade Bands
 Focus on Results
 Integrated Model of Literacy
 Research and Media Blended
 Shared Responsibility
p. 4 in the
standards
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College and Career Readiness
Anchor Standards
 Flowing throughout all strands of standards
 Anchoring the document
 Defining general, cross-disciplinary literacy expectations
 Defining expectations that must be met for entry into
college and workforce training programs
 Expressing cumulative progressions through the grades
to meet CCR by end of high school
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Activity
#3
Portrait of a Literate Individual
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Students who are college and career ready in
Literacy …
Demonstrate independence
Build strong content knowledge
Respond to varying demands of audience, task, purpose and
discipline
p. 7 in the
Comprehend as well as critique
standards
Value evidence
Use technology and digital media strategically and capably
Understand other perspectives and cultures
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Activity
#3
Activity #3: Portrait of a Literate
p. 7 in the
Individual
standards
introduction
 Read the descriptions of characteristics of a literate
individual.
 Discuss each student characteristic. What might this look
like?
 Take notes on the organizer.
 Watch your time.
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Literacy in
History/SS,
Science &
Technical
Subjects
Reading
Language
ELA
Writing
Speaking
&
Listening
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K-5 Structure (Birds-Eye View)
Section
K-5 ELA Standards
Progress with
increasing levels
of sophistication
by grade K through 5
Strands:
•READING & CCR Reading Anchor Standards
•Reading Literature
•Reading Informational Text
•Foundational Skills (K-5)
•WRITING & CCR Writing Anchor Standards
•SPEAKING & LISTENING & CCR Speaking &
Listening Anchor Standards
•LANGUAGE & CCR Language Anchor Standards
Across the
Curriculum
Standard 10
Range, Quality and Complexity of Student Reading K-5 &
Range of Writing
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6-12 Structure(Birds-Eye View)
Section
6-12 ELA Standards
Progress with
increasing levels
of sophistication
By grade & grade bands (6, 7, 8, 9-10, 11-12)
Strands:
•READING & CCR Reading Anchor Standards
•Reading Literature
•Reading Informational Text
•WRITING & CCR Writing Anchor Standards
•SPEAKING & LISTENING & CCR Speaking &
Listening Anchor Standards
•LANGUAGE & CCR Language Anchor Standards
Standard 10
Range, Quality and Complexity of Student Reading 6-12 &
Range of Writing
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6-12 Structure, continued
Literacy in History/Social Studies,
Science and Technical Subjects
By grade bands (6-8, 9-10, 11-12)
• READING & CCR Reading Anchor Standards
• History/Social Studies
• Science & Technical Subjects
• WRITING & CCR Writing Anchor Standards
• History/Social Studies, Science & Technical Subjects
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Literacy in
History/SS,
Science &
Technical
Subjects
Reading
Language
ELA
Writing
Speaking
&
Listening
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READING & CCR Reading Anchor
Standards
•Reading Informational Text
(increasingly complex text)
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Genre: Informational Text
Informational text is a kind of nonfiction text that includes
exposition; argumentation and persuasive text; and
procedural text and documents.
 Expository text: (e.g. textbooks, reports, workplace
documents, essays)
 Argumentation and persuasive text: (e.g. writing to
persuade, appeal to emotions, or sway an audience)
 Procedural text: (e.g. “how-to” text, directions)
 Documents: (e.g. primary and secondary sources)
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Activity
#4
College & Career Readiness Anchor
Standards for Reading
Page 60
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CCR Categories for
Grades 6-12
Key Ideas and Details
Craft and Structure
Integration of Knowledge
and Ideas
Range of Reading and
Level of Text Complexity
Major Organizing
Structure
Throughout the
Reading Standards
Specific Standards
are Provided in Each
Category by Grade
Level/Band
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CCR Anchor Standards Structure (p. 60)
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Activity
#4
Activity # 4: Investigating College & Career
Readiness Anchor Standards for Reading
Task:
PART A.
 Read the CCR Reading standards for grades 6-12 on page 60.
 Discuss the major concepts in each CCR category.
 Complete the chart provided with your thinking.
---------------------------------------------------------------------------------------PART B.
 Read the paragraph (Range and Content of Student Reading) in italics
on the right of page 60.
 Highlight key words and phrases.
 Discuss your thinking about range and content of text with your table
partners, and make notes below the chart.
 Watch the time.
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Activity
#4
Reading Standards for
Informational Text-Why?
 “There is also evidence that current standards,
curriculum, and instructional practice have not done
enough to foster the independent reading of complex
text so crucial for college and career readiness,
particularly in the case of informational text.”
CCSS ELA Appendix A, p. 3
 “…expository text makes up the vast majority of the
required reading in college and the workplace.” CCSS ELA
Appendix A, p. 3
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Activity
#4
Reading Standards for
Informational Text, continued
 “Worse still, what little expository reading students are
asked to do is too often of the superficial variety that
involves skimming and scanning for particular discrete
pieces of information; such reading is unlikely to prepare
students for the cognitive demand of true understanding
of complex text.” CCSS ELA Appendix A, p. 3
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Reading Standards for
Informational Text, continued
Activity
#4
 “Moreover, current trends suggest that if students cannot
read challenging texts with understanding—if they have
not developed the skill, concentration and stamina to
read such texts—they will read less in general.”
 “In particular, if students cannot read complex expository
text to gain information, they will likely turn to text-free
or text-light sources, such as video, podcasts and tweets.
These sources, while not without value, cannot capture
the nuance, subtlety, depth or breadth of ideas
developed through complex text.”
CCSS ELA Appendix A, p. 4
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Activity
#5
Investigating Reading Standards for
Informational Text
 Go to Page 61-62 in the standards.
 Note that reading standards are by grade-band level.
 Note the same CCR Categories, but with specific
informational text standards per category.
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Activity
#5
Activity #5: Reading Informational Text
(Key Ideas and Details Standards)
Task:
 Review standards for your disciplinary content area and
grade level (pp. 61-62).
 Highlight important words and phrases that are
important to understand this standard. Circle those words
that are unfamiliar to you.
 Discuss the last column with colleagues in your discipline.
How do you think that you might be able to plan for
students to master this standard in your discipline? What
might this look like in your classroom?
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Activity
#6
Activity #6: Reading Informational Text
(Craft and Structure Standards)
 Task:
 Review standards for your discipline content area and
grade level(s) – pp. 61-62.
 Highlight important words and phrases. Circle those that
are unfamiliar to you.
 Discuss the last column with colleagues in your discipline.
How do you think that you might be able to plan for
students to master this standard in your discipline? What
might this look like in your classroom?
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Activity
#7
Activity #7: Reading Informational Text
(Integration of Knowledge & Ideas Standards)
Task:
 Review standards for your discipline content area and
grade level(s) – pp. 61-62.
 Highlight important words and phrases in each standard.
Circle those words and phrases that are unfamiliar to you.
 Discuss the last column with colleagues in your discipline.
How do you think that you might be able to plan for
students to master this standard in your discipline? What
might this look like in your classroom?
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Activity
#8
CCR Standard 10
Range of Reading and Text Complexity
10. Read and comprehend complex literary and
informational texts independently and
proficiently.
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Activity
Standard 10
The Standards’
Approach to Text
Complexity
•Appendix A, pp. 4-10
#8
•3-part model of text complexity
•Equally important considerations of text
complexity
•To be used with the 9 reading standards
Reader and Task
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Standard 10
Activity
#8
Qualitative evaluation of the text
(p. 5 & 6, Appendix A)
Levels of meaning, structure,
language conventionality and
clarity, and knowledge demands
Quantitative evaluation of the text (p. 7 & 8)
Readability measures and other scores of text
complexity
Matching reader to text and task (p. 9)
Reader variables (such as motivation,
knowledge, and experiences) and task variables
(such as purpose and the complexity generated
by the task assigned and the questions posed)
Progression of Standard 10
Note K-12 progressions in text complexity
(p. 10, Appendix A)
•Note reference in the CCSS
to the Lexile Framework in
pages 7-8, Appendix A.
•Page 8 in Appendix A
provides a chart with new
Lexile ranges (ex. 1080L1305L for gr. 9-10) aligned to
CCR expectations.
•More information is included
from http://lexile.com/.
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Activity
#8
Activity #8 : Investigating Informational Text
Complexity Dimensions
Task :
 Go to Appendix A, pp. 5-10.
 Assign each of the three dimensions to your table partners
(qualitative, quantitative, reader & task).
 Read the descriptions of each dimension and note key
concepts in the graphic organizer provided.
 Share your readings and thoughts.
 Discuss the importance of each and how to balance all three
when selecting texts for students.
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Activity
#9
Analyzing Texts That Have
Appropriate Challenges for Students
Guiding Questions:
 How do you make informed decisions about
choosing appropriate texts for students to read?
 How do you insure that all students are exposed
to texts that are appropriate for them to read as
well as exposing them to increasing text
complexity?
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Activity
#9
Activity #9: Analyzing Text Complexity
Task:
 Go to Appendix A, pages 11-16.
 Examine the three samples of text passages provided.
 Note the analysis chart the follows each passage.
 Study the passage and its analysis according to the three
dimensions (qualitative, quantitative, and reader-task).
 Use the chart to note observations about each dimension
and discuss them with your table partners.
 Answer and discuss the two questions that follow.
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Choosing Appropriate Texts
 Note exemplars in Appendix B
 Factors for text selection: complexity, quality and range
 The text exemplars provided on the CCSS list in
Appendix B are …
 Examples only
 Not required reading
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Activity
# 10
Activity #10: Analyzing Complex Texts in Social
Studies, Science, & Technical Subjects
Task:
 Choose either Text A or Text B for this task. Imagine that
you are considering using this text in your classroom
during a unit of instruction.
 Read the text and determine the three measures of text
complexity based on information in Appendix A, pp. 4-10.
 Discuss your rationale for using the text with students
based on measures for complexity.
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Reading
Language
ELA
Literacy in
History/SS,
Science &
Technical
Subjects
Writing
Speaking
&
Listening
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Standards for Writing
CCR for Writing
6-12 Literacy in History/SS, Science &
Technical Subjects
Appendix C
69
Activity
# 11
College & Career Readiness Anchor
Page 63
Standards for Writing

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

CCR Categories for
Grades 6-12
Text Types & Purposes
Production & Distribution
of Writing
Research to Build &
Present Knowledge
Range of Writing
Major Organizing
Structure
Throughout the
Writing Standards
Specific Standards
are Provided in Each
Category by Grade
Level/Band
70
CCR Anchor Standards Structure for
Writing – p. 63
71
Activity
# 11
Activity #11: Investigating College
& Career Standards for Writing
Task:
PART A.
 Read the CCR Writing standards for grades 6-12 on page 63.
 Discuss the major concepts in each CCR category.
 Complete the chart provided with your thinking.
--------------------------------------------------------------------------------PART B.
 Read the paragraph (Range and Content of Student Writing) in
italics on the right of page 63.
 Highlight key words and phrases.
 Discuss your thinking about range and content of text with your
table partners, and make notes below the chart.
 Watch the time.
72
Standards for Writing: Text types,
responding to reading, and research
“The Standards acknowledge the fact that whereas …
• some writing skills, such as the ability to plan, revise, edit, and
publish, are applicable to many types of writing,
•other skills are more properly defined in terms of specific writing
types: arguments, informative/explanatory texts, and narratives.
• Standard 9 stresses the importance of the writing-reading
connection by requiring students to draw upon and write about
evidence from literary and informational texts.
•Because of the centrality of writing to most forms of inquiry,
research standards are prominently included in this strand, though
skills important to research are infused throughout the document.”
CCSS page 8
73
Activity #12: Investigating
Writing Standards
Activity
# 12
 Task :
 Read the section in Appendix A, pages 23-25.
 Highlight major ideas that will impact your writing
instruction and note them in the chart that follows.
 Look carefully at the “Text Types & Purposes” standards
1, 2, and 3 on pages 64-65.
 List key student work that will be expected as you teach
these standards.
 Peruse the other CCR Writing standards on page 66 and
note key student expectations in these standards.
74
Determining Implications and Next Steps
We’ve been investigating the
standards – now, what’s next?
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Activity
#13-14
Activity # 13: Determining Implications
Task:
 Now that you’ve started the process of “investigating” the
standards, discuss the implications for fellow teachers and
staff. Use the chart to note your thoughts.
Activity # 14: Determining Next Steps
 Reflect on the activities completed today. How will you
take this process back to your colleagues for
investigations at your school/district? Jot your “next
steps” in the chart provided.
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How Are You Doing?
Foundations for the Investigation Guide
77
Feedback
Please complete the Exit Ticket provided.
Thanks so much for your participation! Best of luck!
Claire Wick
CESA 7 Literacy Coordinator and
School Improvement Specialist
[email protected]
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