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RISING DEMAND

ANCHOR STANDARDS

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Guiding Question:

Which of the following anchor standards have you used before?

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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Craft 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

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Structure Standard

Point of View Standard

Reading Anchor Standards

Integration 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 Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.

Multimedia Standard

Argument Standard

Multi-text Standard

Complexity Standard

Reading Anchor Standards

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Challenging Text

All cognitive skills have to be executed within texts of a specified difficulty range.

More challenging than in the past

Emphasis on stretching students to meet the demands of reading harder text

Learn how to scaffold challenging reading.

Text Complexity: The Missing Standard

Step 1: Quantitative Measures

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

Brainstorm a list of quantitative measures

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Step 2: Qualitative Measures

Measures such as:• Structure• Language Demands

and Conventions• Knowledge Demands• Levels of

Meaning/Purpose

Step 2: Qualitative Measures

One hot summer's day a famished fox was strolling through an orchard until he came to clusters of grapes just ripening on a trellised vine. "Just the thing to quench my thirst," quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. His mouth was watering and he could feel gnawing hunger pains. Again and again he tried after the tempting morsel, but at last had to give up.

Once a fox walked through the woods. He came upon a grape orchard. There he found beautiful grapes hanging from a high branch. “Boy those sure would be tasty,” he thought to himself. He backed up and took a running start and jumped. He did not get high enough.

Complex

Simple

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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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Rate it!Word – Tools – Sp/Grammar – Readability Texts (Flesch Kincaid)ETS Source Rater (Google)

COMPLEXITY RUBRIC

Reflection and Paired SharingWhat might the implications be of using simplified text (positive and negative)?

Evaluating a text using the CCSS rubric and Qualitative Scale

K-2 - Text Exemplar: The Magic Crane, Wolves3-5 - Text Exemplar: Because of Winn-Dixie, 6-12 – Text Exemplar: JFK: Inaugural Address

Engaging the Adolescent Learner: Text – Dependent Questions

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.   22

http://www.youtube.com/watch?v=3fSreboq3hM

EXPLORE!

Check out the following sites for close reading resources:

Achievethecore.orgscience articles for kidslife science news for kidsTime for KidsNational Geographic Explorer

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 Standards

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.

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Writing Anchor Standards

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 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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Comprehension Instructional Sequence(CIS)

Step One

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Topic Question

Before reading:

What are our responsibilities as citizens regarding mankind’s impact on the environment?

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Predictive Writing

Before text reading: Use the Complex Text-Based Question Handout to record your answer to this question:

Predict which primary factors may cause global warming to occur.

Base your response on your current background knowledge.

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Vocabulary Front Loading

Words for Vocabulary Word Wall: Words introduced in this article: Circumpolar, Deglaciation, Paleoclimatologist Word introduced previously in text-reading: Sediment, Proxies, Albeit

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Text Marking

Listen as the facilitator reads the first few paragraphs of the following text:What Thawed the Last Ice Age?

Mark the text with the following codes:• F – this section of text shows a finding from research• O – this section of text shows a research observation• H – this section of text shows a scientific hypothesis

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Text Marking

After text marking:

In small groups, compare and discuss differences in text coding. Support your suggested answers from the text.

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First Writing Response After Reading

After the initial reading, answer the following question on your handout:

According to the text, what are the primary factors that may cause global warming to occur?

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Directed Note-taking

Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?

Natural CO2 increaseOrbital changeHuman ActivityOcean Current Shifts

Be sure to utilize the text features such as statistics, charts, graphs, photographs, and illustrations as you take notes.

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After Directed Note-taking

Compare notes in pairs or small groups.Place a star next to the most significant note in each

category:

Natural CO2 increaseOrbital changeHuman ActivityOcean Current Shifts

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After Directed Note-taking

Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on global warming. Use the text to justify all positions.

Natural CO2 increaseOrbital changeHuman ActivityOcean Current Shifts

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http://www.wordle.net/show/wrdl/5360414/Mathematical_Practice_Actions40

Abbott and Costello 13 x 7 = ?

http://www.youtube.com/watch?v=KVn0aksCzNE&feature=related

Use appropriate tools strategically5

Attend to precision6

Look for and make sense of structure7Look for and express regularity in repeated reasoning

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Standards for Mathematical Practice

Make sense of problems and persevere in solving them

1

Reason abstractly and quantitatively2

Construct viable arguments and critique the reasoning of others

3

Model with mathematics4

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MATCHING ACTIVITY

Expectations

Students understanding and using definitions. Students justifying and explaining their thinking and listening to arguments of others and deciding if they make sense..

3

Students planning solution pathways, monitoring and evaluating their progress and asking “Does this make sense?”

1

Students knowing and using different properties of operations and objects and creating a coherent representation of the problem at hand.

2

Students applying and using mathematics to solve problems connected to real-life situations. Students using models to represent, analyze and interpret results.

4

Expectations

Students being able to look closely to discern a pattern or structure. Students being able to shift perspectives. 7

Students communicating precisely to others. Students calculating accurately and efficiently, expressing numerical answers with a degree of precision appropriate for the problem context.

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Students evaluating the reasonableness of their results. Student Maintaining oversight of the process, while attending to the details.

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Students being familiar with tools appropriate for their grade or course and using technology tools to explore and deepen their understanding of concepts. Students being able to make sound decisions about when each of these tools might be helpful.

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"Think left and think right and think low and think high.  Oh, the thinks you can think up if only you try!" Theodor Seuss Geisel

THINK how the Standards for Mathematical Practice can be integrated across the curriculum.

The entire universe “is

written in the language of

mathematics”- Galileo (1623)

Standards for Mathematical Practice

Generate ideas for how teachers can integrate the Standards for Mathematical Practice in other content areas.

Content Area:

Standards for Mathematical Practice Ideas for Integration

1. Make sense of problems and persevere in solving them

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of others

4. Model with mathematics

5. Use appropriate tools strategically

6. Attend to precision

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

Technology

Guiding Question

Quickwrite

What skills do students need to master in order to be successful in college and careers in the 21st century?

“The illiterate of the 21st century will not bethose who cannot read and write, but thosewho cannot learn, unlearn, and relearn”

Alvin Toffler

“Teachers need to integrate technology seamlessly into the curriculum instead ofviewing it as an add-on, an afterthought or an event.”

Heidi-Hayes Jacobs

Rethinking Education

Changes of this magnitude require a complete rethinking of education….

….both in terms of the curriculum, and in the development of pedagogies that…

….ensure that every student acquires the high level of skills needed to thrive in the dynamic world of the 21st century.

21st Century Literacy

21st century literacy is about reading to learn and developing the capacity and motivation to identify, understand, interpret, create and communicate knowledge.

Six core skills embedded in Career and Technical Education

Critical thinking and problem solvingTeamwork and collaborationInformation technology application

Professionalism and work ethicWritten communication skillsOral communication skills

(Southern Regional Education Board, Quality Career/Technical Programs Prepare Students to Succeed in a New, More Challenging Economy, October 2008)

Enhance Employability

Some final thoughts…..“If we teach today as we taught yesterday, we rob our children of tomorrow.”

John Dewey

“When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened’

John Richardson

“For tomorrow belongs to the people who prepare for it today”

African Proverb

Unpack a Benchmark

STEP 1 Identify the standard

STEP 2 Skills (verbs and action phrases)

STEP 3 Knowledge and Concepts (nouns and noun phrases)

STEP 4 Implied 21st Century Skills

CLOSING ACTIVITY

Create a pictographic representation of Common Core

Standards