Transcript Introduction to E/LA and Math Common Core State Standards

Preparing Students for College and Career Readiness
2013
History / Social Science and Science
Common Core Literacy Standards: Middle School
Anne Zeman, Ed.D., Director, Curriculum/Professional Learning
Don Azevada, Program Specialist, History/Social Science
Ray Pietersen, Program Specialist, Science
Outcomes:
1. Understand the background and rationale
of the CCSS.
2. Understand the shifts and implications for
students and teachers in EGUSD.
3. Analyze the depth of the literacy skills
described by the CCSS to be college and
career ready.
4. Prepare to support students developing
CCSS skills as they learn our literacy
standards.
Teacher Generated Norms:
 Be invested.
 Collaborate with colleagues.
 Avoid sidebar conversations during explanations.
 Set your phone to silent; please do not text unless
you have an emergency.
Outcome #1
Understand the background
and rationale for the CCSS.
Rationale for the Common Core
 Council of the Great City Schools
Background and Rationale of the
Common Core State Standards
 Were developed by states as a collaborative
initiative.
 Are informed by other top performing
countries, so that all students are prepared
to succeed in our global economy and
society;
Background and Rationale of the
Common Core State Standards
 Are aligned with college and career
expectations;
 Are clear, understandable and
consistent;
 Include rigorous application of
knowledge through high-order skills;
California’s Common Core
State Standards
 By agreement, states had to adopt CCSS
word for word, but they could add 15%.
(CA signifies this with underlining bold text.)
 CCSS were adopted by the California Board
of Education on August 2, 2010.
46 States Have Adopted the E/LA CCSS
Organization of the CCSS: Where does
History and Science fit?
Math
Standards
E/LA
Standards
Literacy Standards for
History and Science
Outcome #2
Understand the shifts and
implications for students and
teachers in EGUSD History
and Science classrooms.
Common Core Causes SHIFTS
in Education
What are the SHIFTS in how we teach?
Content Standards vs.
Common Core Standards
Content Standards
(Knowledge Based)
Common Core Standards
(Skills Based)
 History/SS content
 A set of Literacy
standards
 Science content
standards
 Next
Generation
Science
Standards
(NGSS).
Standards to access
the content
 10 for Reading
 10 for Writing
Shifts Brought by the CCSS: E/LA
Increase reading of informational
texts
 Increased text complexity of reading
texts as measured by lexile level
 Focus on academic vocabulary within
context of texts

What is a “lexile”?
Lexile is the unit used to report text complexity.
2 Factors:
Word Frequency
Sentence Length
These two factors are similar to the “Frye Readability” formula. More info can be found
at http://www.lexile.com/about-lexile/lexile-overview/
Lexile Framework® for Reading Study
Summary of Text Lexile Measures
Text Lexile Measure (L)
1600
1400
CCSS Lexile Expectations
1200
Currently Assessed Standards Lexile Expectations
1000
800
600
16
Interquartile Ranges Shown (25% - 75%)
High College High College Military Personal EntryUse
Level
School
Lit. School Texts
OccupaLit.
Texts
tions
* Source of National Test Data: MetaMetrics
SAT 1,
ACT,
AP*
Shifts Brought by the CCSS: E/LA



Emphasis on text-dependent questions
and performance tasks
Connect writing to reading with frequent
opportunities to research information
Provide literacy instruction in all content
areas
What Is EGUSD Doing to
Transition to CCSS??
CCSS Transition Timeline: 2012-13
 EGUSD transition to CCSS for E/LA
 3rd-6th grades implementing CCSS
 7-12 beginning implementation
 EGUSD transition to CCSS for Math
 K-2 grades implementing CCSS
CCSS Transition Timeline: 2013-14
 EGUSD transition to CCSS for E/LA:
 Grades K-2
 Grades 7-12
 EGUSD transition to CCSS for Math:
 Grades 3-6
 Grades 7-12 (Mathematical Practices)
 EGUSD transition to CCSS Literacy Standards in
7 – 12 History/Social Science
 EGUSD transition to CCSS Literacy Standards in
7 – 12 Science
CCSS Transition Timeline: 2014-15
 Testing begins in 2014-15
 Smarter Balanced Assessment Consortium
 Testing for grades 3-8, and 11
 Includes summative and optional interim
assessments
Outcome #3
Analyze the depth of the
literacy skills required by the
CCSS.
Organization of CCSS
 Numbering of standards is consistent (e.g.,
writing standard 1 deals with opinion/argument
from K-12).
 They progressively increase in level of
sophistication.
 Standards are “divided” K-5/6-12 grade
spans where one might see some shifts in
language used, although the intent of the
standard remains (e.g., “opinion” is used K-5 and
then shifts to “argument” 6-12).
Identifying the Standards
Shifts Demanded by the CCSS: History/Social
Science and Science Literacy Skills
 Reading
 Key Ideas and Details
 Close reading and textual evidence of
primary/secondary sources
 Close reading and textual evidence to support
analysis of text
 Craft and Structure
 Text Structure
Shifts Demanded by the CCSS: History/Social
Science and Science Literacy Skills
 Reading
 Integration of Knowledge and Ideas
 Two or more texts on the same topic
 Integrating quantitative textual information with
information presented in other visual forms
 Compare and contrast experimental information
with information gained from the text
 Range of Reading and Level of Text Complexity
 Read complex text independently and
proficiently
Shifts Demanded by the CCSS: History/
Social Science and Science Literacy Skills
 Writing
 Text Types and Purposes
 Write arguments using discipline specific evidence and claims
 Production and Distribution of Writing
 Using technology to produce, publish and collaborate
 Research to Build and Present Knowledge
 Conduct short or sustained research projects
 Range of Writing
 Write routinely and for a range of tasks
Identifying the Standards
 Examining grade level CCSS literacy standards for writing.
Identifying the Standards
 Activity 1 – Simplify language of standards.
 Lets look at W2 grades 6-8.
 W2 – Write a discipline specific informative and explanatory text that
introduces and develops a topic with relevant facts, definitions, and
concrete details.
 With a partner, simplify the language in Writing
Standard 1 for grades 6-8.
 W1 - Support arguments, defend claims, analyze
opposing claims with evidence from discipline
specific content.
 Activity 2 - Looking at the Performance Assessment
 Analyzing the Writing Standards
 Deconstructing the prompt
Outcome #4
Prepare to support students
developing CCSS skills as they
learn our literacy standards.
What Is EGUSD Doing to
Support the Transition?
http://blogs.egusd.net/ccss
Identifying focus standards for
2013-2014
Literacy standards for reading:
1, 5, and 7
Literacy standard for writing:
1
Abbreviations
W. 6-8. 1b
Strand
Grades
Standard Number
Reading Standard:
Key Ideas and Details
 RH & RST.6-8.1 - Cite specific textual evidence to support
analysis of :
 RH - History- primary and secondary sources.
 RST - Science- science and technical texts.
Applying Reading Standard
RH & RST.6-8.1
Text dependent questions- E/LA Curriculum Specialist eCPL.
Reading Standard:
Craft and Structure
 RH & RST.6-8.5 – Text Structure:
 RH - History- describe how a text presents information.
 RST - Science- analyze the structure used to organize text.
Applying Reading Standard
RH & RST.6-8.5
 What are some examples of reading comprehension
strategies you currently use in your classroom?
 Text structure
 What is it?
 What can we do to help students improve their
comprehension of our content?
Reading Standard:
Integration of Knowledge and Ideas
 RH & RST.6-8.7 - Integrate multiple sources of
information presented in diverse formats and media.
 History- (e.g., charts, graphs, photographs, videos or
maps)
 Science- (e.g., flowchart, diagram, model, graph or
table)
Applying Reading Standard
RH & RST.6-8.7
 Integrating multiple sources
 refer to performance task chart.
Organizational charting
http://www.fresno.k12.ca.us/divdept/sscience/graphicorgan.htm
Writing Standard:
Text Types and Purposes
 W.6-8.1
W1 - Support arguments, defend claims,
analyze opposing claims with evidence
from discipline specific content.
 1. Write arguments focused on discipline-specific content.
 a. Introduce claim(s) about a topic or issue, acknowledge and distinguish
the claim(s) from alternate or opposing claims, and organize the reasons
and evidence logically.
 b. Support claim(s) with logical reasoning and relevant, accurate data
and evidence that demonstrate an understanding of the topic or text
using credible sources.
Writing Standard
 W.6-8.1 (continued)
 c. Use words, phrases, and clauses to create cohesion, and
clarify the relationships among claim(s), counterclaims,
reasons and evidence.
 d. Establish and maintain a formal style.
 e. Provide a concluding statement or section that follows
from and supports the argument presented
 Rubrics as a teaching tool.
Applying Writing Standard W.6-8.1
 Rubrics as a teaching tool
 Writing prompts
Reflection of the four focus standards:
Give-one-Get-one
2. See Activity sheet in packet
1.
Examples
Document Based Question (DBQ) – Analytical
Categories (Bucketing) primary and secondary source
documents.
Frequency: Once per term.
Lab Report: Writing a Conclusion – Arguing whether
the hypothesis was supported by data from the
experiment and related scientific content from the text.
Frequency: Once per term.
Review of this morning:
1. Reviewed the background and rationale of
the CCSS.
2. Reviewed the shifts and implications for
students and teachers in EGUSD.
3. Analyzed the depth of the literacy skills
described by the CCSS to be college and
career ready.
4. Prepared to support students developing
CCSS skills in four focus areas.
Lunch Time!
You have ONE hour for lunch.
Please return promptly for the
afternoon session. Thank you!
Preparing Students for College and Career Readiness
2013
History / Social Science and Science
Common Core Literacy Standards: Middle School
Anne Zeman, Ed.D., Director, Curriculum/Professional Learning
Don Azevada, Program Specialist, History/Social Science
Ray Pietersen, Program Specialist, Science