Rigorous Learning: An Introduction to

the Ohio Learning Standards

Gayle Geitgey@ggeitgey

geitgey@infohio.org

Two GoalsEach participant will have a working knowledge of the Ohio Learning Standards.

Each participant will know where to find a variety of resources to support the Ohio Learning Standards.

Employer Expectations

Skills Mismatch

International Advantage

Personal Benefits

Ohio’s Economic Future

Ohio Learning Standards

College/ Career Readiness

Inquiry, Thinking Skills,Authentic Learning

http://mikemesserli.blogspot.com/2012/03/waves.html

Teacher Evaluation Third Grade Reading Guarantee

http://www.bombasticview.com/2011/10/29/surfs-up/

CCSS R-ACS

Mathematics English Language Arts Social Studies Science

Standards for Mathematical Practice

College and Career Readiness Anchor Standards

Skills: Historical thinking, Spatial thinking, Civic participation, Economic decision making,

Financial literacy

Skills: Science Inquiry and Applications

PK-8 High School PK-5 6-12 PK-8 High School PK-8 High School

Critical Areas- Cross-cutting theme

/Conceptual Categories

Theme – The focus for a particular grade level or the descriptive narrative of a high school course syllabus.

Theme- Overarching ideas that connect the strands and the topics within the grades. Themes illustrate a progression of increasing complexity from grade to grade that is applicable to all the strands.

Domain – Overarching ideas illustrating a progression of increasing complexity from grade to grade/conceptual categories.

Strand – the four disciplines of reading, writing, speaking & listening and language.

Strand – The four disciplines within the social studies: History, Geography, Government and Economics.

Strand – The science disciplines: Earth and space sciences, physical sciences; life sciences

Cluster – Groups of related standards.

Topic - Groups of related standards Topic – The different aspects of content within a strand.

Topic – The main focus for content for each strand at that particular grade level.

Standard Statements– What students should know and be able to do. Reflect both mathematical understandings and skills, which are equally important.

Standard Statement– the essential understanding and skills to be learned at each grade level to reach the college and career readiness anchor standards in each strand.

Content Statement – the essential knowledge to be learned at each grade level or within each course.

Content Statement - the science content to be learned. These are the “what” of science that should be accessible to students at each grade level to prepare them tSo learn about and use scientific knowledge, principles, and processes with increasing complexity in subsequent grades.

Embedded Understandings

Overarching ideas that connect the strands to topics

Standards are represented by major units of study

Main focus of the content and standard statements

What Students should know and/or be able to do

Developed by State Support Team Region 10 Ohio’s New Learning Standards

College and Career Readiness-What does it mean?

Start ready…..

Leave ready.

Third Grade Reading Guarantee. “It starts with being able to read at the 3rd grade level at 3rd grade,” he said. “Looking at data about reading, 26 percent of our 3rd graders are unable to read. Being able to read, opens up the future for these students.”

State Supt. Richard Ross at

State Board of Education Meeting,

July 8-9, 2013

https://education.ohio.gov/Topics/Early-Learning/Third-Grade-Reading-Guarantee

Third Grade Reading

Reading Standards-Foundational Skills- (K-5)

√ Print Concepts

√ Phonological Awareness

√ Phonics and Word Recognition

√ FluencyCollege and

Career Readiness for

3rd Grade Reading Guarantee

NEW

http://www.corestandards.org http://youtu.be/5s0rRk9sER0

Common Core Standards

Strands

Topics

Standard Statements

by Grade Level

Standards Statements

by Grade Level

Standards Statements

by Grade Level

“What” students should know and be

able to do at each grade level and

band.

The main focus of the content within each

strand.

The major areas or disciplines of study within

each content area.

ELA Common Core Standards Framework

Ohio Department of Education, ELA presentation-Common Core and Model Curriculum

• RL = Reading for Literature• RI = Reading for Information • RF = Reading Foundations• W = Writing• SL = Speaking and Listening• L = Language

Common Core Coding

Ohio Department of Education, ELA presentation-Common Core and Model Curriculum

Common Core Standards-ELA Vertical Alignments

http://education.ohio.gov

Additional Components Common Core Standards

• Anchor standards (K-12)• Literacy standards for History/Social Studies, Science and

other Technical Subjects (Grades 6-12)• Appendix A

– Text complexity • Appendix B

– Illustrative texts • Appendix C

– Student writing exemplars • Language Progressive Skills (Grades 3-12)

Ohio Department of Education, ELA presentation-Common Core and Model Curriculum

Common Core Connection

What are the Literacy Standards?

Standards for reading and writing in• Science• Social Studies• History• Other Technical Subjects*

To what grade levels do the Literacy Standards apply?

Grades 6 - 12

Barnhart, Marcia, INFOhio Common Core ELA and Literacy Standards webinar, 2-12-12.

Why not grades K – 5?

The Literacy Standards are predicated on the assumption that K-5 teachers already teach reading and writing across content areas.

Organization of the ELA standards

The document is organized into three main sections

Standards for English Language

ArtsGrades K – 5

Standards forEnglish Language

ArtsGrades 6 – 12

Standards for Literacy in

History/Social Studies, Science and Technical Subjects

Grades 6 – 12

pp. 9-33 pp. 34-58 pp. 59-66

English Language Arts:8 Key ShiftsIncrease informational text

Considerations of text complexity

Emphasis on literary non-fiction

Use of close reading strategies

Writing that marshals arguments

Writing in response to source material

Increase in research projects

Focused instruction on academic vocabularyPrepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us

Shift in emphasis from fiction to nonfiction in reading and writing:

Grade

Share of Literary Content

Share of Information

Content

4 50% 50%

8 45% 55%

12 30% 70%

Slide courtesy of ODE

Informational Text

In elementary grades, the CCSS call for a balance of literature…

and…

CCSS p 31.

Common Core ELA-Grades 1-5

Common Core ELA-6-12

…there should be a 30:70

blend of literature & informational text

CCSS p 57.

…with the primary purpose of expressing information about the arts, science, social

studies or technical subjects.

Informational text ranges from newspaper and magazine article to digital information to nonfiction trade books to textbooks and

reference materials.

What is Informational Text?

T.A. Young and B.A. Ward “Common Core and Informational Texts.” Book Links. September 2012

“Students can … comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.”

CCSS. p 7.

Text Complexity

1. Quantitative Measures – Readability and other scores of text complexity often best measured by computer software.

2. Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

3. Reader and Task Considerations – Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

Text Complexity

AR

“Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity.” CoreStandards.org 16 November 2012 <http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf>

Multiple Measures

Taken from the College Board’s 101 Great Books for the College Bound

http://wcpscollegeandcareer.weebly.com/uploads/7/7/1/1/7711918/college_board_recommended_books.pdf

College Board’s 101 Great Books for College-Bound Readers

Using Lexiles Only

Complex texts

Choose an excerpt of text from Appendix B:

We could….

or…

Use available resources to determine the text complexity of other materials on our own.

Teachers must increase the amount of research students do.

Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us

CCR.W.7

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation

Should have a meaningful, focused connection to the text (where possible)

Should encourage students to read closely to compare concepts and synthesize ideas across multiple texts

Research

Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us

Evidence

Read like a detective

Write like a reporter

Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us

Research projects allow for and promote:

Close reading

Increase in text complexity

Increase in literary nonfiction

Writing to sources

Exposure to academic vocabulary

Presentation skills (Speaking and Listening)

Research as the vehicle for implementation of all shifts

Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us

PARCC Model Content Frameworks

http://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browser

Increased emphasis on academic vocabulary as a critical component of college and career readiness.

Information in the following slides has been taken from Isabel Beck’s book, Bringing Words to Life.

Vocabulary Shift

Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us

Tier One—Basic Vocabulary

Tier Two—Academic Vocabulary

Tier Three—Low Frequency, Content Specific Vocabulary

Vocabulary Tiers

Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us

Informational Text Technical Text Literary Text

relative calibrate misfortune

vary itemize dignified

formulate periphery faltered

specificity unabashedly

accumulate

Examples of Tier 2 words

Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us

www.infohio.org

Common Core Symbaloo

http://www.symbaloo.com/shared/AAAABrFMHFcAA42ACpCzRA==

Curriculum Toolbox

http://www.infohio.org/index.php/news/268-curriculum-toolboxes-published

College and Career Readiness-- Elementary

http://www.scoop.it/t/ccrelementaryschool

New ELA Assessment Dec. 6, 2012

http://www.infohio.org/Educator/Webinars.html

Literacy and Librarians: Providing Common Core Critical Support for Content Area Teachers No Sweat Boot Camp for the Common Core Virtual Conference. Aug. 6-8, 2012 http://www.infohio.org/educator/bootcamp.html

Text Complexity: The Common Core State Standards - New Process for Determination May 3, 2012

http://www.infohio.org/educator/webinars2011-2012.html

The Common Core Literacy Standards for History/Social Studies, Science, and Technical Subjects Feb. 2, 2012

http://www.infohio.org/educator/webinars2011-2012.html

INFOhio Webinars by Marcia Barnhart