Common Core State StandardsSession 7

6-12 Social Studies, Science, & CTE

Day 1 – Session 72:45-4:45

OUTCOMESParticipants will increase their knowledge of:1. The structure of the Common Core State

Standards (CCSS);2. The implications of the CCSS Anchor Standards;3. Text complexity; and4. The new Course Descriptions.

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Tech Check Get out your SmartPhone, iPad or Laptop! • PollEverywhere Practice survey question

EXAMPLE

http://PollEv.com

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How to Vote via Web Response

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Pre-Assessment

1. What is your comfort level and understanding of the Common Core (CC) Literacy Standards for Science, Social Studies, and Career/Technical subjects?

2. What is your comfort level and understanding of the Comprehension Instructional Sequence (CIS)?

3. What is your comfort level and understanding of Text Complexity?

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Rate your level of understanding!What is your comfort level and understanding of the Common Core (CC) Literacy Standards for Science,

Social Studies, and Career/Technical subjects?

• 233824if you have never heard of the CC Literacy Standards (Scooby-Doo???).

• 233867 if you have a limited understanding of the CC Literacy Standards (I have heard of them!).

• 233868 if you have a partial understanding of the CC Literacy Standards (I could participate in a discussion).

• 233924 if you have an adequate understanding of the CC Literacy Standards (I could present an overview to others).

• 233929 if you have a thorough understanding of the CC Literacy Standards (I could train others on implementation).

Submit response at http://PollEV.com/

Send to: 37607Text Code # to respond

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Rate your level of understanding! What is your comfort level and understanding of the

Comprehension Instructional Sequence (CIS)?

• 235073 if you have never heard of the CIS (Scooby-Doo???). • 235088 if you have a limited understanding of the CIS (I have

heard of them!).• 235089 if you have a partial understanding of the CIS (I could

participate in a discussion).• 235092 if you have an adequate understanding of the CIS (I

could present an overview to others).• 235093 if you have a thorough understanding of the CIS (I could

train others on implementation).

Submit response at http://PollEV.com/

Send to: 37607Text Code # to respond

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Rate your level of understanding! What is your comfort level and understanding

of Text Complexity?

• 235139 if you have never heard of text complexity (Scooby-Doo???).

• 235141 if you have a limited understanding of text complexity (I have heard of it!).

• 235144 if you have a partial understanding of text complexity (I could participate in a discussion).

• 235145 if you have an adequate understanding of text complexity (I could present an overview to others).

• 235176 if you have a thorough understanding of text complexity (I could train others on implementation).

Submit response at http://PollEV.com/

Send to: 37607Text Code # to respond

9

Parking Lot Questions

• A question you need to park (save) until the end of a presentation.

• It's a fancy way of saying, "Please hold all questions until the end of the presentation."

Digital Resources for the Common Core

• Apple

• http://itunes.apple.com/us/app/common-core-standards/id439424555

• Android

• https://play.google.com/store/apps/details?id=com.edutater.corestandards

• Common Core State Standards for

Mathematics

• http://www.corestandards.org/

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Shared Responsibility for Students’ Literacy Development – Instructional Shifts with Implementation of the Common Core State Standardsby Stuart Greenberg

Instructional Shifts Implementation of the Common Core State

Standards

College & Career Ready

Students

Data Driven Instruction

Common Core State Standards

Teacher/ Leader

Effectiveness

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Instructional Shifts Implementation of the Common Core State Standards

Shift 1 • K-5, Balancing Informational & Literary Texts • Students read a true balance of informational and literary texts. Elementary

school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational. A focus on the Foundational Skills.

Shift 2 • 6-12, Knowledge in the Disciplines • Content area teachers outside of the ELA classroom emphasize literacy

experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

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Instructional Shifts Implementation of the Common Core State Standards

Shift 3 • Staircase of Complexity • In order to prepare students for the complexity of college and career ready texts,

each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.

Shift 4 • Text-based Answers • Students have rich and rigorous conversations which are dependent on a common

text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

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Instructional Shifts Implementation of the Common Core State Standards

Shift 5 • Writing from Sources • Writing needs to emphasize use of evidence to inform or make an argument rather

than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

Shift 6 • Academic Vocabulary • Students constantly build the vocabulary they need to access grade level complex

texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

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THE STANDARDS

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What’s in a Title? – Everything!COMMON CORE STATE STANDARDS FOR

English Language Arts

&

Literacy in History/Social Studies, Science, and Technical Subjects

English Language Arts and Literacy Standards “Roadmap”

READING Strand WRITING Strand SPEAKING & LISTENING

StrandLANGUAGE

10 Anchor Standardsfor College and Career Readiness

10 Anchor Standardsfor College and Career

Readiness

6 Anchor Standards for CCR

6 Anchor Standards for CCR

ELA Standards

K-12

ELA Standards

K-12

ELA Standards

K-12

Literacy Standards

6-12

ELA Standards

K-12

Literacy Standards

6-12

Literary Text

Hist. / S.S.

Sci. / Tech Subj.

Inform Text

1K

2

3

4

5

6

7

8

9-10

11-12

9-10

11-12

6-8

9-10

11-12

6-8

11-12

1K

2

3

4

5

6

7

8

9-10 9-10

11-12

6-8

1K

2

3

4

5

6

7

8

9-10

11-12

1K

2

3

4

5

6

7

8

9-10

11-12

K1

2

3

4

5

9-10

11-12

6

7

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Found-ational Skills

1

2

3

4

5

K → → → → → → → → → → →→ → → → → → → → → → →→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →→ → → → → → → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

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Where in the World are theCommon Core Literacy Standards?

The Standards for Literacy in Social Studies, Science, and Technical Subjects begin on page 59 of the Common Core State Standards for English Language Arts document.

Handout #

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Florida’s Numbering ofthe Common Core State Standards

English Language Arts

LACC.1112.WHST.1.1

Subject Grade Strand Cluster Standard

For this example, Language Arts Common Core;Grades 11-12; Writing in History, Science, and TechnicalSubjects; Text Types and Purposes; Standard 1

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ANCHOR STANDARDS

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Reading Anchor Standards

Key Ideas and Details1. Read closely to determine what the text says explicitly and to

make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central idea or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and

interact over the course of a text.

Evidence Standard

Main Idea Standard

Interaction Standard

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Reading Anchor StandardsCraft and Structure4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Word/Phrase Interpretation Standard

Structure Standard

Point of View Standard

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Reading Anchor StandardsIntegration of Knowledge7. Integrate and evaluate content presented in diverse media and

formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts

independently and proficiently.

Multimedia Standard

Argument Standard

Multi-text Standard

Complexity Standard

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Rate Your Content Area’s Reading Top 4 List

Rank the top 4 of these reading standards presently used in your content area classroom.

• # 1 (Most used standard )• # 2 (Second most-used standard)• # 3 (Third most-used)• # 4 (Fourth most-used)

Text 176537 and your message to 37607.

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Writing Anchor Standards Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequences.

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Writing Anchor StandardsProduction and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology including the internet, to produce and publish writing and to interact and collaborate with others.

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Writing Anchor StandardsResearch to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused

questions, demonstrating understanding of the subject under investigation.8. Gather relevant information from multiple print and digital sources, assess

the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing10. Write routinely over extended time frames (time for research, reflection,

and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Parking Lot Questions

• A question you need to park (save) until the end of a presentation.

• It's a fancy way of saying, "Please hold all questions until the end of the presentation."

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COGNITIVE DEMANDAND RIGOR

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Webb’s Depth of Knowledge and Bloom’s Taxonomy

The CCSS standards incorporate Webb’s Depth of Knowledge and Bloom’s Taxonomy.

The cognitive demand of the standards rises across the grades.

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The “Demands” of the Standards

The cognitive demand of the standards incorporates Bloom’s Taxonomy and Webb’s Depth of Knowledge.

How is this accomplished?

The standards “ramp up” the demands made on student thinking.

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Kindergarten 1st Grade 2nd Grade 3rd Grade

READING STANDARDS FOR LITERATURE, Key Ideas and Details

2. With prompting and support, retell familiar stories, including key details.

2. Retell stories, including key details, and demonstrate understanding of their centralmessage or lesson.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2. Recount stories, including fables, folktales, andmyths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

How is the demand of this standard rising across the grades?

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3rd Grade 4th Grade 5th Grade 6th Grade2. Recount stories, including fables, folktales, andmyths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

2. Determine a theme of a story, drama, or poemfrom details in the text; summarize the text.

2. Determine a theme of a story, drama, or poemfrom details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

2. Determine a theme or central idea of a text and how it is conveyed through particular details;provide a summary of the text distinct from personal opinions or judgments.

How is the demand of this standard rising across the grades?

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7th Grade 8th Grade 2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

2. Determine a theme or central idea of a text andanalyze its development over the course of the text, including its relationship to the characters, setting,and plot; provide an objective summary of the text.

How is the demand of this standard rising across the grades?

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9th -10th Grade 11th -12th Grade 2. Determine a theme or central idea of a text and analyze in detail itsdevelopment over the course of the text, including how it emerges and isshaped and refined by specific details; provide an objective summary of thetext.

2. Determine two or more central ideas of a text and analyze their developmentover the course of the text, including how they interact and build on one anotherto provide a complex analysis; provide an objective summary of the text.

How is the demand of this standard rising across the grades?

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Sample Guiding Questionsfor the Assessment of Student Progress

6th Grade: • Does the student determine a theme or central idea of a text?• Does the student determine how the theme or central idea is conveyed through particular

details?• Does the student provide a summary of the text distinct from personal opinions or judgments?

7th Grade: • Does the student determine a theme or central idea of a text?• Does the student analyze the theme or central idea’s development over the course of the

text?• Does the student provide an objective summary of the text?

8th Grade: • Does the student determine a theme or central idea of a text?• Does the student analyze the theme or central idea’s development over the course of the

texto Does the student include the theme or central idea’s relationship to the characters ,

setting, and plot?• Does the student provide an objective summary of the text?

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Sample Guiding Questions for the Assessment of Student Progress

Grades 9-10: • Does the student determine a theme or central idea of a text?• Does the student analyze in detail the theme or central idea as it

develops over the course of the text?• Does the student include how the theme or central idea emerges

and is shaped and refined by specific details?• Does the student provide an objective summary of the text?

Grades 11-12:• Does the student determine two or more central ideas of a text?• Does the student analyze the development of these central ideas over the

course of the text?• Does the student include how the central ideas interact and build on one

another to provide a complex analysis?• Does the student provide an objective summary of the text?

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TEXT COMPLEXITY

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The equatorial heat warmed the precincts of Antarctica in the Southern Hemisphere instead, shrinking the fringing sea ice and changing the circumpolar winds. As a result—and for reasons that remain unexplained—the waters of the Southern Ocean may have begun to release carbon dioxide, enough to raise concentrations in the atmosphere by more than 100 parts per million over millennia—roughly equivalent to the rise in the last 200 years.

The heat at the equator warmed areas of Antarctica. This caused the sea ice to melt and changed the wind around the ice cap. Scientists are not sure why, but that caused the waters of the Southern Ocean to release carbon dioxide into the atmosphere. The concentrations increased by more than 0.01% over thousands of years. This is about the same as the past 200 years.

Complex Simple

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Herbicides that are applied before weedsgrow are made as liquids or watersoluble granules. When applying, a constant pressure shouldbe maintained to make sure that the spraygets through to the area you are intendingto spray. Too much pressure may result inthe herbicide getting on desirable plantsand damaging and/or killing plants otherthan the weeds. For best results, herbicides should bethoroughly mixed and spay nozzles shouldbe checked regularly and replaced whendamaged.

Preemergence herbicides are also formulated as liquid solutions (aqueous solutions, AS; emulsifiable concentrates, E, EC; flowable solutions, F) and dry, water-soluble formulations (dry flowable, DF; disperable granules, DG; water-dispersable granules, WDG; water-soluble bags, WSB; wettable powders, WP) for spray applications. Spray pressure should be constant and adequate to maintain proper spray pattern for uniformity and to ensure droplet penetration through the plant canopy. Excessive pressure can lead to drift and damage to nontarget plants. Spray volume should be sufficient for thorough coverage. Herbicides should be thoroughly mixed (agitated) in spray tanks to obtain uniform results, and spray nozzle openings (orifices) should be checked regularly and replaced when wear becomes evident.

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Let every nation know,whether it wishes us wellor ill, that we shall payany price, bear anyburden, meet anyhardship, support anyfriend, oppose any foe, inorder to assure thesurvival and the successof liberty.

All countries of the world should understand, whether they are our friend or our enemy, that the United States will do whatever is necessary, no matter what it takes, to be sure that our country and other democracies remain free.

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What is right with “simplified” text?

• Provides for scaffolding for ELL students, students with disabilities.

• They can become a foundation for understanding complex text as long as students have the opportunity to read complex texts as well.

• Gradated Text Collection – a collection of texts on a topic that advance in degrees of complexity. Some students may read simpler texts first, then move on to complex text (a form of instructional support).

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What’s wrong with the simplifiedtext approach?

• Simplified usually means limited, restricted, and thin in meaning.

• Academic vocabulary can only be learned from complex texts––by noticing how it works in texts, engaging with, thinking about, and discussing their more complex meanings with others.

• Mature language skills needed for success in school and life can only be gained by working with demanding materials.

• No evidence that struggling readers—especially at middle and high school--catch up by gradually increasing the complexity of simpler texts.

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Gradated Texts

Article: Breathing and Its True Role in Our Life, Health and Longevity

A collection of texts that increase in difficulty from simple to moderate to complex, around a common topic.

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Parking Lot Questions

• A question you need to park (save) until the end of a presentation.

• It's a fancy way of saying, "Please hold all questions until the end of the presentation."

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WHY TEXT COMPLEXITY MATTERS

Text Complexity - An ACT Study• Purpose: Determine what distinguished the

reading performance of students likely to succeed in college and not.

• Process:• Set benchmark score on the reading test

shown to be predictive of success in college (“21” on ACT composite score).

• Looked at results from a half million students.

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Performance on the ACT Reading Test by Comprehension Level

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Performance on the ACT Reading Test by Textual Element

(Averaged across Seven Forms)

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Text Complexity Matters

Texts used in the ACT Reading Test reflect three degrees of complexity:

Uncomplicated: __________

More Challenging: ________

Complex: ------------------------

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Performance on the ACT Reading Test by Degree of Text Complexity

(Averaged across Seven Forms)

In this figure, performance on questions associated with uncomplicated and morechallenging texts both above and below the ACT College Readiness Benchmark forReading follows a pattern similar to those in the previous analyses. Improvement on each of the two kinds of questions is gradual and fairly uniform.

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Recap of ACT FindingsQuestion type and level (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the benchmark.

The degree of text complexity in the passages acted as the “sorters” within ACT. The findings held true for both males and females, all racial groups and was steady regardless of family income level.

What students could read, in terms of its complexity - rather than what they could do with what they read - is greatest predictor of success. FCAT has complex passages and highly cognitive demanding questions.

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Guiding Question

How do we ensure the texts our students are reading are in the appropriate text complexity band?

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The Common Core Standards' three equally important components of text complexity.

Quantitative measures – readability and other scores of text complexity often best measured by computer software.

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

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.

Where do we find texts in the appropriate text complexity band?

Choose an excerpt of text from Appendix B as a starting place:

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We could….

or…

Use available resources such as the text complexity rubric and available quantitative measures to determine the text complexity of other materials on our own.

Determining Text Complexity

A Four-step Process:

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QuantitativeQuali

tativ

e

Reader and Task

4. Recommend placement in the appropriate text complexity band.

3. Reflect upon the reader and task considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

Step 1: Quantitative Measures

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Quantitative Measures

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Step 2: Qualitative Measures

Measures such as:• Structure• Language Demands and

Conventions• Knowledge Demands• Levels of

Meaning/Purpose

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Common Core StandardsQualitative Features of Text Complexity

Structure

• Simple Complex• Explicit Implicit• Conventional Unconventional• Events related in chronological order Events related out of

chronological order (chiefly literary texts)• Traits of a common genre or subgenre Traits specific to a

particular discipline (chiefly informational texts)• Simple graphics Sophisticated graphics• Graphics unnecessary or merely supplemental to understanding

the text Graphics essential to understanding the text and may provide information not elsewhere provided

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Common Core StandardsQualitative Features of Text Complexity

Language Demands: Conventionality and Clarity

• Literal Figurative or ironic• Clear Ambiguous or purposefully misleading• Contemporary, familiar Archaic or otherwise unfamiliar• Conversational General Academic and domain specific• Light vocabulary load: few unfamiliar or academic words Many words

unfamiliar and high academic vocabulary present• Sentence structure straightforward Complex and varied sentence

structures• Though vocabulary can be measured by quantifiable means, it is still a

feature for careful consideration when selecting texts • Though sentence length is measured by quantifiable means, sentence

complexity is still a feature for careful consideration when selecting texts

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Common Core StandardsQualitative Features of Text Complexity

Knowledge Demands: Life Experience • Simple theme Complex or sophisticated themes• Single theme Multiple themes• Common everyday experiences or clearly fantastical situations

Experiences distinctly different from one’s own• Single perspective Multiple perspectives• Perspective(s) like one’s own Perspective(s) unlike or in

opposition to one’s own• Everyday knowledge Cultural and literary knowledge• Few allusions to other texts Many allusions to other texts • Low intertextuality (few or no references to other texts) High intertextuality (many references or citations to other texts)

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Common Core StandardsQualitative Features of Text ComplexityLevels of Meaning (chiefly literary texts) or

purpose (chiefly informational texts)

• Single level of meaning Multiple levels of meaning

• Explicitly stated purpose Implicit purpose, may be hidden or obscure

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Common Core StandardsQualitative Features of Text Complexity

Structure

• Simple Complex• Explicit Implicit• Conventional Unconventional• Events related in chronological order Events related out of

chronological order (chiefly literary texts)• Traits of a common genre or subgenre Traits specific to a

particular discipline (chiefly informational texts)• Simple graphics Sophisticated graphics• Graphics unnecessary or merely supplemental to understanding

the text Graphics essential to understanding the text and may provide information not elsewhere provided

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Step 2: Qualitative Measures

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Because the factors for literary texts are different from information texts, the rubric contains slightly different content aimed at each that we have discussed. However, the formatting of each document is exactly the same.

Step 3: Reader and Task

Considerations such as:• Motivation• Knowledge and experience• Purpose for reading• Complexity of task assigned regarding

text• Complexity of questions asked

regarding text

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Vocabulary and SyntaxThe educational implications of the measures of text

difficulty include:

• Single biggest predictor of student achievement is vocabulary and syntax.

• Need to be addressed throughout schooling (kindergarten through 12th grade). Schools and districts should plan a coherent, intensive and systematic program for vocabulary and syntax.

• Syntax is one of the most powerful predictors of difficulty.

• Some features of text are more important than others—syntax and vocabulary are an example of two essential text features to pay particular attention to during instruction.

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What Complex Text Demands of Readers

•A Willingness to Pause and Probe• Students must be patient as they read complex texts and be willing to devote

time to contemplation of the text

•The Capacity for Uninterrupted Thinking• Time devoted to the text and thinking about the text exclusively - single-

tasking rather than multi-tasking

•A Receptivity to Deep Thinking• Contemplation of the meaning of the text and not a quick response voicing an

opinion based on a shallow interpretation(Mark Bauerlein, 2011)

Reader and TaskTen Guiding Principles

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1. Make close reading and rereading of texts central to lessons.

2. Provide scaffolding that does not preempt or replace text.

3. Ask text dependent questions from a range of question types.

4. Emphasize students supporting answers based upon evidence from the text.

5. Provide extensive research and writing opportunities (claims and evidence).

Reader and TaskTen Guiding Principles

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6. Offer regular opportunities for students to share ideas, evidence and research.

7. Offer systematic instruction in vocabulary.

8. Ensure wide reading from complex text that varies in length.

9. Provide explicit instruction in applied grammar and conventions.

10. Cultivate students’ independence.

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Shorter, Challenging Texts • The study of short texts is useful to enable students at a

wide range of reading levels to participate in the close analysis of more demanding text.

• Place a high priority on the close, sustained reading of complex text. Such reading emphasizes the particular over the general and strives to focus on what lies within the four corners of the text.

• Close reading often requires compact, short, self-contained texts that students can read and re-read deliberately and slowly to probe and ponder the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text.

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Parking Lot Questions

• A question you need to park (save) until the end of a presentation.

• It's a fancy way of saying, "Please hold all questions until the end of the presentation."

NEW COURSE DESCRIPTIONSALIGNED TO NGSSS AND CCSS

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COURSE DESCRIPTIONS

• 2000310 Biology• 2109310 World History• 8007110 Introduction to Environmental Water Technology

How do the literacy standards support the content of each course?

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Reflective JournalPlease take a moment to reflect on the instructional implications of text complexity.

What are the instructional implications of text complexity for your course(s)?

Looking Ahead atDay 2 – Session 7

Comprehension Instructional Sequence

Content Area Lesson:What Thawed the Last Ice Age?