Introduction to E/LA and Math Common Core State Standards
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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