March Mentor Meeting Central Region Martha Kaufeldt

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Possibilities

YESTERDAY

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TODAY

YESTERDAY’S CLASSROOM

TODAY’S CLASSROOM

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TOMORROW’S CLASSROOM

CHANGE: DANGER AND OPPORTUNITY

POSSIBILITIES: REFORM OR TRANSFORM

Reform Transform

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POTENTIAL

Establishing

Relevance

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Increasin

g Rigor

Creating

Interdisciplinary

connections

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Collaborating

Problem Solving

Inspiring Creativity

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HOW DO YOU EAT AN

ELEPHANT?

PURPOSE:

Provide an

overview of the

Common Core

State Standards-

English

Language Arts

for Reading

CCSS calls for 6 shifts

More informational texts

Shared responsibility for Literacy with Science, History/Social Studies, and Technical Subjects

Increased text complexity

Text-dependent questions

Argumentation with text-based evidence

Focus on academic vocabulary

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HOW ARE THE CCSS

ORGANIZED?

Anchor Standard 1: 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.

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

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Key Ideas

and Details

Anchor Standard 4: . 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.

Anchor Standard 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.

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

Craft &

Structure

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Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Anchor Standard 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.

Anchor Standard 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.

Integration of

Knowledge &

Ideas

Anchor Standard 10:

Read and

comprehend

complex literary and

informational texts

independently and

proficiently.

Range of

Reading &

Level of Text

Complexity

K:

With

prompting

and

support,

ask and

answer

questions

about key

details in a

text.

1:

Ask and

answer

questions

about key

details in a

text.

2:

Ask and

answer

such

questions

as who,

what,

where,

when, why,

and how to

demonstrat

e

understand

ing of key

details in a

text.

3:

Ask and

answer

questions to

demonstrate

understandi

ng of a text,

referring

explicitly to

the text as

the basis for

the answers.

4:

Refer to

details

and

examples

in a text

when

explainin

g what

the text

says

explicitly

and when

drawing

inference

s from the

text.

5:

Quote

accurately

from a text

when

explaining

what the

text says

explicitly

and when

drawing

inferences

from the

text.

ANCHOR STANDARD #1 (K-12): 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.

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text.

6:

Cite textual

evidence to

support analysis

of what the text

says explicitly as

well as

inferences drawn

from the text.

7:

Cite several

pieces of textual

evidence to

support analysis

of what the text

says explicitly as

well as

inferences drawn

from the text.

8:

Cite the textual

evidence that

most strongly

supports an

analysis of what

the text says

explicitly as well

as inferences

drawn from the

text.





text.

9-10

Cite strong and thorough

textual evidence to

support analysis of what

the text

says explicitly as well as

inferences drawn from

the text.

11-12

Cite strong and thorough

textual evidence to

support analysis of what

the text

says explicitly as well as

inferences drawn from

the text, including

determining

where the text leaves

matters uncertain.

INTEGRATED MODEL OF LITERACY 6-12TH GRADE

CRAFT & STRUCTURE: #6 – ASSESS HOW POINT OF VIEW OR

PURPOSE SHAPES THE CONTENT AND STYLE OF A TEXT.

Reading

English

Language

Arts

Determine an author’s point of view or

purpose in a text and analyze how an author

uses rhetoric to advance that point of view or

purpose

History/

Social Studies

Compare the point of view of two or more

authors for how they treat the same or similar

topics, including which details they include and

emphasize in their respective accounts.

Science and

Technical

Subjects

Analyze the author’s purpose in providing an

explanation, describing a procedure, or

discussing an experiment in a text, or defining

the question the author seeks to address.

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COMMON CORE ELA

STANDARDS

#1 New TEXTS

- Informational Texts

- More Complex Texts

#2 New TASKS

- Performance

Tasks/Assessments

#3 New STRATEGIES

- Close Reading

DISTRIBUTION OF TEXT TYPES ON

NAEP/CCSS READING

Grade Literary Information

4 50% 50%

8 45% 55%

12 30% 70%

COMMON CORE ELA

STANDARDS

#1 New TEXTS



#2 New TASKS

- Performance

Tasks/Assessments

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DETERMINING TEXT COMPLEXITY

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• Word length

• Word frequency

• Word difficulty

• Sentence length

• Text length

• Text cohesion

Text Complexity Grade Bands

Old LexileRange

Suggested LexileRange

K-1 N/A N/A

2-3 450-725 420-820

4-5 645-845 740-1010

6-8 860-1010 925-1185

9-10 960-1115 1050-1335

11-CCR 1070-1220 1185-1385

Text Complexity Grade Bands

.


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• Word length

• Word frequency

• Word difficulty

• Sentence length

• Text length

• Text cohesion

• Levels of meaning

• Structure

• Language convention and clarity

• Knowledge demands

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Step 2:Qualitative Values

• Background

• Prior

• Cultural

• Vocabulary

• Standard English

• Variations

• Register

• Genre

• Organization

• Narration

• Text Features

• Graphics

• Density and Complexity

• Figurative Language

• Purpose

Levels of Meaning

Structure

Knowledge Demands

Language Convention and Clarity


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• Word length

• Word frequency

• Word difficulty

• Sentence length

• Text length

• Text cohesion

• Levels of meaning

• Structure

• Language convention and clarity

• Knowledge demands

• Cognitive Capabilities

• Reading Skills

• Motivation & Engagement

with Task & Text

• Prior Knowledge & Experience

• Content and/or Theme

Concerns

• Complexity of Associated

Tasks

COMMON CORE ELA

STANDARDS

#1 New TEXTS



#2 New TASKS

- Performance

Tasks/Assessments

#3 New STRATEGIES

- Close Reading

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What’s New #2

Performance Tasks

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Students respond to tasks that:

Cover multiple objectives

Require multiple steps

Contain multiple connected questions

Demand close reading of multiple texts

Examples in Appendix B

COMMON CORE ELA

STANDARDS

#1 New TEXTS



#2 New TASKS

- Performance

Tasks/Assessments

#3 New STRATEGIES

- Close reading

Simply assigning hard books

will not ensure that students

learn at high levels!

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Creating a Close Reading


Short

passage


Short

passageComplex text

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Short

passageComplex text

Limited frontloading


Short

passageComplex text


Repeated readings


Short

passageComplex text


Repeated readings

Annotate

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Short

passageComplex text


Repeated readings

Annotate

Text-dependent

questions

SPEAKING & LISTENING

Blah!

Comprehension and Collaboration

CCSS.ELA-Literacy.CCRA.SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.CCSS.ELA-Literacy.CCRA.SL.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Speaking and Listening Anchor Standards

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Blah!

Blah!

Blah!

Blah!

FACT: 77% OF STUDENTS LEARN BEST BY TALKING TO OTHERS

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Students who understand can

• justify a claim,

• connect discrete facts on their own,

• apply their learning in new contexts,

• adapt to new circumstances, purposes or audiences

• criticize arguments made by others,

• explain how and why something is the case, etc.

Students who know can (only) recall, repeat, perform as practiced

or scripted, plug in, recognize, identify, etc. what they learned.

WHY SPEAKING AND LISTENING?

TO INSURE UNDERSTANDING NOT JUST KNOWING

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http://athenabridge.wordpress.com/

• That students as a group do not understand "understanding" is not their fault. Nor is it an indication of a problem with their brains - or a function of their race, ethnicity, or economic class.

• It is more likely that the adults in their lives simply do not model thinking processes for them. Such modeling has typically been done through sophisticated conversation at the dinner table and in school. However, such conversation is increasingly rare.

• A recent study found that couples average only four minutesof conversation with their children each day; the typical working parent averages just 30 seconds.

IT’S ALL ABOUT CONVERSATION

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CLASSROOM TALK

OFTEN a case of INTERROGATION

rather than

DISCUSSION….

STUDENTS TALK 6% OF THE TIME

In Fisher, Frey, and Rothenberg’s book

Content-Area Conversations (2008), they report

that when presenting difficult material:

The teacher spoke 190 words while

the students spoke 11, or only 6

percent of the discourse.

WHY DISCUSSIONS FAIL

• UNREALISTIC EXPECTATIONS

• UNPREPARED STUDENTS

• NO GROUND RULES

• REWARD SYSTEMS ASKEW

• NO TEACHER MODELING

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“It’s my way, or

the highway!”“I’m not changing my

mind!”“Can’t we all just get

along?”

A Simple Discussion Often

Goes No Where without

Protocols

USING PROTOCOLS WITH

STUDENTS GETS RESULTS!

-TEACH THEM HOW TO RESPOND

TO EACH OTHER …TEACH THEM

EVERYTHING FROM HOW TO

LISTEN TO EACH OTHER, TO HOW

TO TAKE TURNS….

TAKE THE TIME TO TEACH THEM!

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EACH VOICE IS NECESSARY IN A GROUP

DISCUSSION SET IT UP SO EVERYONE SPEAKS!

FreeDigitalPhotos.net

Julian Treasure (2011 TED Global)

TELL YOUR NEIGHBOR ABOUT A GOOD

EXPERIENCE YOU’VE HAD WITH

STUDENTS SPEAKING AND LISTENING…

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http://FreeDigitalPhotos.net/

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EVERYTHING STATED IN THE OTHER

STANDARDS SHOULD BE SIFTED

THROUGH THE VEHICLE OF SPEECH

AND ATTENTIVE LISTENING…

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WRITING ACROSS THE DISCIPLINES

Common Core: Anchor StandardsText 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 event sequences.

Production 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.

Research 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 Writing

10. 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.

• *These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

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C O P Y R I G H T 2 0 0 9

Why is there so little writing being done

across the disciplines in our schools?--turn to your neighbor and give him/her

a couple probable reasons….

C O P Y R I G H T 2 0 0 9

Why write?

• Makes thinking VISIBLE (to the student, to the

teacher)

• Provides a rich source of formative assessment

• Improves the student’s thinking skills

• Provides proof of progress

• Builds relationships—student and teacher, student

and peers

• Uncovers misunderstandings that traditional

testing can’t do

C O P Y R I G H T 2 0 0 9

When to write?• When reading—post-its, double entry sheets, questions

• Exit slips—to have a “say so” on the lesson, to ask a

question, to summarize main points of the lesson, etc.

• Before a discussion—an opportunity to see what you think

before you talk

• Analyzing materials—making claims then finding

support/evidence to later develop into a paper

• After a project/unit/activity—to reflect on the experience, to

self-judge performance

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How to write?• Teach them how to make a claim and pull out evidence

from texts• Teach them the difference between persuasive and

argumentative writing• Teach them to use complex sentences to help form

their thoughts—this is the best sign of intelligent writing-- so teach it, request it at every level of work

• If you don’t know how to teach these DEMAND that you’re given the opportunity to learn how!

• Remember that you are using WRITING AS A TOOL—you are not teaching writing, you are using writing to teach your subject better!

EXAMPLE: IN A CHEMISTRY CLASS

A lesson on the properties of hydrogen and oxygen could be followed by a worksheet that requires students to describe the elements with subordinating clauses—

Although… “hydrogen is explosive and oxygen supports combustion…, “a compound of them puts out fires.”

Unless… “hydrogen and oxygen form a compound, they are explosive and dangerous.”

If… “hydrogen and oxygen form a compound, they lose their original properties of being explosive and supporting combustion.”

THE ROLE OF WRITING IN THE PARCC FRAMEWORK

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WHAT ARE THE IMPLICATIONS OF WRITING ABOUT TEXTS?

Routine writing to develop understanding—writing is intended as a

learning tool, not just as an assessment.

Two types of analytical writing:

opinions/arguments

inform/explain (included analysis)

The focus of analytical writing is using evidence.

The length of writing assignment may vary from text-dependent short

answer questions to multi-paragraph papers.

Implications of the arrows—writing comes from reading—ideas or

synthesis—and translates into research

Consistent, routine writing should be part of instructional planning.

Research confirms that when students begin to write more complex sentences, their reading comprehension improves.

GO FOR BETTER SCAFFOLDING…

THIS TARGETED WRITING IS

VALID ACROSS DISCIPLINES…Have students write sentences across content areas

using the conjunctions but, because and so

however, since and therefore.

THIS CREATES DIFFERENT THOUGHT

PATTERNS, THINKING PATHS…and spills into

their reading comprehension….

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ANCHOR STANDARDS AREN’T JUST

ABOUT READING…

Rather they are about actively

DOING SOMETHING with the texts—

TALKING about them…

LISTENING to others…

WRITING about them…

CREATING products …

COLLABORATING WITH OTHERS…

CCSS LANGUAGE

STANDARDS

CCR ELA/LITERACY STRANDS

College and Career Readiness (CCR) Anchor

Standards are divided into four interrelated literacy

strands.

College & Career Readiness Anchor Standards

Reading Writing Speaking & Listening Language

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SUBHEADINGS IN THE

LANGUAGE STRAND

ConventionsStandards 1 & 2

Knowledge of LanguageStandards 3 & 4

Vocabulary Acquisition and

Use Standards 5 & 6

CONVENTION

S

Standard 1:

Demonstrate command of the

conventions of standard English

grammar and usage when writing or

speaking.

Standard 2:

Demonstrate command of the

conventions of standard English

capitalization, punctuation, and spelling

when writing.

CONVENTIONS

When needed, can you write and

speak using the conventions of

standard English grammar and

usage?

When needed, can you write

with conventional capitalization,

punctuation, and spelling?

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TURN AND TALK

How would the Conventions Standards

apply to Science, Social Studies and

Technical Subjects?

How could you integrate these standards

into instruction and content area activities?

KNOWLEDGE OF LANGUAGE

Standard 3:

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Standard 4:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

KNOWLEDGE OF LANGUAGE

Can you use language as a tool for conveying meaning effectively?

Can you use language well enough so that the language gets out of the way and the ideas get communicated?

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TURN AND TALK

How would the Knowledge of Language

Standards apply to Science, Social Studies and

Technical Subjects?

How could you integrate these standards into

instruction and content area activities?

VOCABULARY ACQUISITION AND USE

Standard 5:

Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

Standard 6:

Acquire and use accurately a range of general academic

and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and

career readiness level; demonstrate independence in

gathering vocabulary knowledge when encountering an

unknown term important to comprehension or expression.


Do you recognize when words have multiple

meanings?

Can you clarify how a particular word is being

used by an author or speaker?

Are you able to make sense of figurative language

and nuanced word meanings?

Do you habitually acquire and accurately use

vocabulary when it is used by an author or

speaker?

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In short, there are chances to practice L.CCR.5 in almost any text you put in front of students; the key is to do this work in the context of an actual text, either one being read or one being written, rather than via worksheets or banal exercises.


Essentially, this standard

envisions a high school graduate

who knows how to gain, use, and

grapple with words in any given

academic or domain-specific

setting.

TURN AND TALK

How would the Vocabulary Standards

apply to Science, Social Studies and

Technical Subjects?

How could you integrate these standards

into instruction and content area

activities?

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THE POWER OF THE LANGUAGE

ANCHOR STANDARDS

The language anchor standards make pure communication possible. Without them, our students will continuously run into frustration when they’re trying to communicate something in the workplace or in college.

Your students can practice the other strands without having the language standards in place, but its inarguable that these standards are necessary to allow students the greatest chance to flourish.

OVERVIEW OF THE C3

SOCIAL STUDIES

FRAMEWORK

C3 = COLLEGE, CAREER, AND CIVICS

A Curricular FRAMEWORK to use with

current curriculum or in designing

curriculum.

Aligned with ELA Common Core Anchor

Standards.

Led by NCSS, not Common Core

It is designed K-12, with focus on History,

Geography, Civics, and Economics

Thinking-Reasoning-Participating Concepts

and Skills.

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WHAT IT ISN’TA prescribed content curriculum

Going to be expanded

Fully implemented anywhere currently

Accompanied by any explicit assessments

at National or State Levels

Providing many

curricular/instructional/assessment

resources at this time.

C3 Foundations

SHIFTS C3 CALLS FOR

Framing all social studies experiences toward developing critical thinkers and practitioners – NOT –consumers of content.

Supports and aligns with the ELA Common Core efforts.

Provides opportunity for review/revision of scope/sequence and instruction/assessment of k-12 or 6-12 Social Studies learning that hasn’t been done in an unknown amount of time.

Allows us to clarify how we are creating critically thinking, and engaged, citizens for the 21st century.

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TURN AND TALK

Here’s what I think so far about the C3 Social Studies Framework.

Here’s what I want to know more about.

NEXT GENERATION SCIENCE STANDARDS

What are they?

How do they impact us?

EXAMPLES OF INQUIRY PROBLEMS IN SCIENCE

Does grain size affect the rate that sand erodes on a beach?

What materials produce the best reverberation time for a rock concert? A play? A symphony performance

Do plants grow better when watered with grey water or when watered with distilled water?

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Why can’t many students answer these questions?

CAUSE FOR CONCERN

• Approximately 2/3 of 8th graders read less than proficient

of NAEP. (Rampey, Dion & Donohue 2009).

• American eighth-graders ranked 11th worldwide in

scientific knowledge, with some subgroups, including

African-Americans and Hispanic/Latino, ranking even

lower. (Trends in International Mathematics and Science

Study Williams, et al., 2009)

• Seven thousand students per day drop out of school.

Most are reading 5 years below grade level. (Alliance for

Excellent Education, 2010)

WHAT DOES THE DATA SAY?

The Programme for International Student Assessment (PISA) (2012)

• The top performing 15 year olds scored at a level 5 or above on a 1 to 6 scale. Twenty-seven percent of students in Shanghai-China and 23 percent in Singapore fell into this top category. In the United States, 7 percent of 15 year olds scored at level 5 or above. This value approximated the OECD average of 8 percent.

• Level 2 is considered the baseline of science literacy by the OECD. In Shanghai-China, only 3 percent of 15-year-old students fell below level 2. In Estonia, only 5 percent were in this category. In the United Sates 18 percent of 15 year olds scored below level 2, which was similar to the OECD average of 18 percent.

The National Center for Educational Statistics(NCES)

• (2013b, http://nces.ed.gov/timss/results11_science11.asp) reports that on the Trends in International Mathematics and Science Study (TIMSS),scores have remained relatively flat since 2007. There was no measurable difference between the U.S. average science score at grade 8 in 2007 (520) and in 2011 (525).

http://nces.ed.gov/timss/results11_science11.asp

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SO…NEXT STEPS…

• Good News…analysis of test scores suggest our nation’s students, are holding steady—and in some grade levels improving their literal level understanding.

However…

• Next Steps… students need to learn to more deeply read and process text information. (analysis, synthesis, evaluation) as they read and process print in all its forms and content areas. (Alliance for Excellent Education, 2011).

• Students need to engage in inquiry and scientific and engineering practices….problem solving.

USE OF TIME IN 15 CLASSROOMS,

2475 MINUTES

(Lapp et al, 2012)

YOU CAN’T GET GOOD AT

SOMETHING YOU DON’T

DO!

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LET’S

LABEL THE BACK

OF OUR

FOLDABLE™

1) Scientific and

engineering practices,

2) Crosscutting

concepts,

3) Disciplinary core

ideas

4) Leave one corner and

the middle blank, for any

extra notes

THREE DIMENSIONS OF THE NGSS

1) Scientific and engineering practices,

2) Crosscutting concepts,

3) Disciplinary core ideas.

SCIENTIFIC AND ENGINEERING PRACTICES

The NRC (2012) chose to utilize the term “practices” in reference to the first dimension, instead of the alternative term “skills.”

This indicates that, “engaging in scientific inquiry requires coordination of both knowledge and skill simultaneously.”

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SCIENTIFIC AND ENGINEERING PRACTICES

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using many resources from math, technology, and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating findings

CROSSCUTTING CONCEPTS

The NRC (2012) defines crosscutting concepts

“concepts that bridge disciplinary boundaries, having explanatory value throughout much of science and engineering.”

patterns; cause and effect; scale, proportion, and quantity; systems and system models; energy and matter; flows, cycles, and conservation; structure and function; and stability and change;

A CORE IDEA FOR K-12 SCIENCE INSTRUCTION

SHOULD

Have broad importance across multiple sciences or engineering disciplines or be a

key organizing principle of a single discipline.

Provide a key tool for understanding or investigating more complex ideas and

solving problems.

Relate to the interests and life experiences of students or be connected to societal

or personal concerns that require scientific or technological knowledge.

Be teachable and learnable over multiple grades at increasing levels of depth and

sophistication. That is, the idea can be made accessible to younger students

but is broad enough to sustain continued investigation over years.

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STANDARDS

THREE DIMENSIONS FROM THE NGSS

PROMISE

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Explorers who value evidence

Readers who

understand complexity

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Independent thinkers who

collaborate and problem

solve

Global citizens who engage in

productive group work

Digital

Citizens

who use

media to

communicat

e

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Scholars

who trace

arguments,

critique, and

express

ideas

March Mentor Meeting Central Region Martha Kaufeldt

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