Reading

Report
Warm Up
 Find
the others with the
same number or face card
as you.
 Briefly
share with each
another some of the
ways your district
and/or school is
working toward the
transition of the CCSS.
Include your successes
and/or challenges.
Common Core State Standards
Our goals for today…
Participants will…
1.
2.
3.
4.
5.
6.
3
Briefly be reminded of content from the ELA CCSS session I
Briefly review the purpose and highlights of the Smarter
Balanced Assessment System
Deepen their understanding of the vertical articulation of
the standards
Deconstruct a standard and begin to evaluate its rigor as
defined by Hess’s Cognitive Rigor matrix
Engage in Vertical & Horizontal Alignment of Writing
Standard 1
Consider implications for their work
Current WA Standards (GLEs) – Grades K-10
Writing
Reading
Communication
(includes
Speaking and
Listening)
Common Core ELA Standards – Grades K-12
Reading
Writing
Speaking
and
Listening
Language
Media & Tech
ELA Common Core
Standards
4
CCSS for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
Standards
Standards
for
for
Reading
Writing
Key Ideas and Details
2.
3.
Craft and Structure
Integration of Knowledge and
Ideas
1.
Range of Reading and Level of Text
Complexity
Informative/Explanatory, Narrative
1.
Text Types and Purposes
2.
Production and Distribution of
1.
2.
Research to Build and Present
Range of Writing
Foundational Skills K-5)
1. Print Concepts
2.
Phonological Awareness
3. Phonics and word
Recognition
4. Fluency
5
Literacy in History/Social Studies, Science, and Technical
Subjects (Grades 6-12)
Comprehension and
Language
1.
Collaboration
Knowledge
4.
for
Speaking and Listening
Writing
3.
Standards
Language
Argumentative,
Literature and Informational Text
1.
Standards for
Speaking and
Listening
Conventions of Standard
English
Presentation of Knowledge
2.
Knowledge of Language
and Ideas
3.
Vocabulary Acquisition and
Use
The ELA Document Structure
Introduction 1-10
•
K-5 page 11
–

Reading
•
Foundational Skills
6-12 page 35

Reading

Writing
–
Writing

Speaking and Listening
–
Speaking and Listening

Language
–
Language

Literacy in History/Social Studies,
Science, and Technical Subjects
6
Appendices A, B, C
ELA Common Core Standards Framework
“What” students
should know and
be able to do at
each grade level
and band.
Grade
Level
Standards
Strands
The major areas or
disciplines of study
within each content
area.
Sub-headings
The main focus of the
content within each
strand.
Grade
Level
Standards
Grade
Level
Standards
Reading
Strand
Grade Levels
Sub-heading
8
Strand
Abbreviation
The ELA CCSS Code
Reading
Literature
RL.4.3
Grade 4
Standard
3
Smarter Balanced Assessment
Consortium
A Peek at the Assessment System
10
The Purpose of the Consortium
To develop a comprehensive and innovative
assessment system for grades 3-8 and high
school in English language arts and mathematics
aligned to the Common Core State Standards, so
that...
...students leave high school prepared for
postsecondary success in college or a career
through increased student learning and improved
teaching


[The assessments shall be operational across Consortium
states in the 2014-15 school year]
11
A National Consortium of States



28 states
representing
48% of K-12
students
21 governing,
7 advisory
states
Washington
state is fiscal
agent
12
A Balanced Assessment System
Common
Core State
Standards
specify
K-12
expectations
for college
and career
readiness
Summative
assessments
Benchmarked to
college and career
readiness
Teachers and
schools have
information and
tools they need
to improve
teaching and
Teacher resources for
learning
Interim assessments
formative
assessment
practices
to improve instruction
13
Flexible, open, used
for actionable
feedback
All students
leave
high school
college
and career
ready
System Highlights
English Language Arts and Mathematics, Grades 3–8 and High School
BEGINNING
OF YEAR
END
OF YEAR
Last 12 weeks of year*
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks;
model curriculum units; educator training; professional development tools and resources; scorer
training modules; and teacher collaboration tools.
INTERIM
ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
INTERIM
ASSESSMENT
Computer Adaptive
Assessment and
Performance Tasks
PERFORMANCE
TASKS
• Reading
• Writing
• Math
Scope, sequence, number, and timing of interim assessments locally
determined
Optional Interim
assessment system—
Re-take option
Summative assessment
for accountability
* Time windows may be adjusted based on results from the research agenda and final
implementation decisions.
Source: http://www.ets.org
14
END OF YEAR
ADAPTIVE
ASSESSMENT
The Four Claims – Students can . . .
Read closely and analytically to comprehend a range
of increasingly complex literacy and informational
texts.
Produce effective and well-grounded writing for a
range of purposes and audiences.
Employ effective speaking and listening skills for a
range of purposes and audiences.
Engage appropriately research/inquiry to investigate
topics, and to analyze, integrate, and present
information.
1.
2.
3.
4.
15
Next Generation Assessments
 More
rigorous tests
measuring student progress
toward “college and career
readiness”
 Grades
 Have
3-8 and High School
common, comparable
scores across member
states, and across consortia
16
Next Generation Assessments
 Provide
achievement and growth
information to help make better
educational decisions and
professional development
opportunities
 Assess all students, except those
with “significant cognitive
disabilities”
 Administer online, with timely
results
 Use multiple measures
17
http://www.smarterbalanced.org/
Common Core State Standards in
English Language Arts
Vertical Articulation and Cognitive Rigor
18
Vertical Articulation Asks:

How are the content standards/objectives related from
one year/grade to the next?
Deepening of the cognitive processes for the
same content
 Knowledge or skills extend to a wider range of
content
 New content or skills are introduced
 Level of scaffolding/teacher support is
decreased

19
Example of Grade-Level Progression in
Reading
CCSS Reading Standard 3: Analyze how and why individuals,
events, and ideas develop and interact over the course of a text.
20
Discuss at your tables where you see:



Deepening of the cognitive processes for
the same content
Knowledge or skills extend to a wider
range of content
New content or skills are introduced
 Level of scaffolding/teacher support is
decreased
21
Break
22
Bloom’s Taxonomy (1956)
Labels the type of thinking (verbs) needed to complete a
task; tracing the verbs reveals a deepening of the cognitive
processes through a standard from K-12.
23
Bloom’s Revised Taxonomy






Taxonomy of cognitive objectives
1950s- developed by Benjamin Bloom
Means of qualitatively expressing different kinds of thinking
Adapted for classroom use as a planning tool and continues to be one
of the most universally applied models
Provides a way to organize thinking skills into six levels, from the most
basic to the higher order levels of thinking
In 2001- Lorin Anderson (former student of Bloom) revisited the
taxonomy, and as a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
A Comparison
Original
Revised

Evaluation
•Creating

Synthesis
•Evaluating

Analysis
•Analyzing

Application
•Applying

Comprehension
•Understanding

Knowledge
•Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Bloom’s Taxonomy Levels
Cognitive process
26
Verbs Associated with Level/Process
1. Remembering:
Retrieving, recognizing, and recalling
relevant knowledge from long-term
memory
2. Understanding: Constructing meaning
from oral, written, and graphic messages
through interpreting, exemplifying,
classifying, summarizing, inferring,
comparing, and explaining.
choose, define describe, find, identify, label, list, locate,
match, name, recall, recite, recognize, record, relate,
retrieve, say, select, show, sort, tell
3. Applying: Carrying out or using a
procedure through executing, or
implementing.
apply, carry out, construct, develop, display, execute,
illustrate, implement, model, solve, use
4. Analyzing: Breaking material into
constituent parts, determining how the
parts relate to one another and to an
overall structure or purpose through
differentiating, organizing, and
attributing.
analyze, ascertain, attribute, connect, deconstruct,
determine, differentiate, discriminate, dissect,
distinguish, divide, examine, experiment, focus, infer,
inspect, integrate, investigate, organize, outline, reduce,
solve (a problem), test for
5. Evaluating: Making judgments based
on criteria and standards through
checking and critiquing.
appraise, assess, award, check, conclude, convince,
coordinate, criticize, critique, defend, detect,
discriminate, evaluate, judge, justify, monitor, prioritize,
rank, recommend, support, test, value
6. Creating: Putting elements together
to form a coherent or functional whole;
reorganizing elements into a new pattern
or structure through generating,
planning, or producing.
adapt, build, compose, construct, create, design,
develop, elaborate, extend, formulate, generate,
hypothesize, invent, make, modify, plan, produce,
originate, refine, transform
categorize, clarify, classify, compare, conclude,
construct, contrast, demonstrate, distinguish, explain,
illustrate, interpret, match, paraphrase, predict,
represent, reorganize, summarize, translate, understand
College and Career Readiness Anchor
Standards for ELA
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
ELA strands that are further
defined by grade-specific
standards
•
Reading - 10
•
Writing - 10
•
Speaking and
Listening - 6
•
Language - 6
27
DoK Levels
DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or
perform a routine procedure
DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual
knowledge, select appropriate procedures for a task, two or more steps with
decision points along the way, routine problems, organize/display
data, interpret/use simple graphs
DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence
of steps to approach problem; requires some decision making and justification;
abstract, complex, or non-routine; often more than one possible answer
DOK-4 - Extended Thinking - An investigation or application to real world; requires
time to research, problem solve, and process multiple conditions of the problem or
task; non-routine manipulations, across disciplines/content areas/ multiple sources
Cognitive Rigor Matrix
by Karin Hess

Combines Bloom’s Taxonomy with Webb’s Depth of
Knowledge framework.

A tool for:


Designing units of study that have a range of cognitive
demand.
Assessing tasks for the thinking they require of a student
Webb’s DOK Levels



Provide an important perspective of cognitive complexity
Name four different and deeper ways a student might
interact with content
Are used by states in test specifications to include both
the content assessed in a test item and the intended
cognitive demand


30
Complexity of content (e.g., interpreting literal vs.
figurative language)
Task required (e.g., summarizing in your own words vs.
using evidence from various sources to support your
summary)
Source: Hess, Karin, K.; et al.,
The Cognitive Rigor Matrix
Depth +
thinking
Level 1
Recall &
Reproduction
Remember
- Recall, locate basic facts,
details, events
Understand
Level 2
Skills & Concepts
Level 3
- Select appropriate words
to use when intended
meaning is clearly evident
- Specify, explain
relationships
- summarize
– identify main ideas
- Explain, generalize, or
connect ideas using
supporting evidence
(quote, example…)
- Explain how concepts or
ideas specifically relate to
other content domains or
concepts
Apply
- Use language structure
(pre/suffix) or word
relationships
(synonym/antonym) to
determine meaning
– Use context to identify
meaning of word
- Obtain and interpret
information using text
features
- Use concepts to solve
non-routine problems
- Devise an approach
among many alternatives
to research a novel
problem
Analyze
- Identify whether
information is contained in
a graph, table, etc.
– Compare literary
elements, terms, facts,
events
– analyze format,
organization, & text
structures
- Analyze or interpret
author’s craft (literary
devices, viewpoint, or
potential bias) to critique
a text
– Analyze multiple sources
- Analyze
complex/abstract themes
– Cite evidence and
develop a logical
argument for conjectures
- Evaluate relevancy,
accuracy, & completeness
of information
- Synthesize information
within one source or text
- Synthesize information
across multiple sources or
texts
Evaluate
Create
- Brainstorm ideas about a
topic
- Generate conjectures
based on observations or
prior knowledge
Strategic Thinking/
Reasoning
Level 4
Extended
Thinking
This is important because…
Task Predicts Performance
CONTENT
Elevate the cognitive
demand of the task,
and you elevate the
performance.
TASK
TEACHER
STUDENT
CCSS Key Changes and Their Evidence
David Coleman
Susan Pimentel
ELA CCSS Team Coordinators
Q: How do the key changes relate to cognitive rigor?
33
The Spiral Staircase
Using CCR Anchor Standard for Reading #1
 Start
at Kindergarten and work up to grades 11-12
highlighting the additions and deletions of the grade level
standard as it progresses toward the College and Career
Readiness Anchor Standards (CCRS)
-----------------------------------------------------------------Then go back and . . .
 Underline the key concepts (important nouns or
noun phrases)
 Circle
34
the verbs describing skills required of students
Analyzing the Standards
READING STANDARDS FOR LITERATURE
Key Ideas and Details
College and Career Ready Anchor Standards #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.
Grade 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.
Grade 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.
Grade 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.
Grade 7
Cite several pieces of textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
Grade 6
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Grade 5
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
Grade 4
Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text.
Grade 3
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.
Grade 2
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
Grade 1
Ask and answer questions about key details in a text.
Grade K
With prompting and support, ask and answer questions about key details in a text.
35
Implications

What statements can you make regarding the vertical
articulation of the standard you just analyzed?

36
Use the cognitive rigor matrix to assist you.
5 Minute Rest
37
Let’s shift to Writing . . .
Example:
 College and Career Readiness (CCR) Anchor Standard
for Writing number 1 is about argumentative writing and
the components needed in a logical argument.
 It



emphasizes:
Writing sound arguments
Sufficient supporting evidence
Valid reasoning
 The

38
need to read critically
Analysis of substantive topics/text
Going Deeper
Use the template provided
to take a deeper look at
Writing Standard #1.
What questions do you have
about the standard?
What will be your next steps?
39
Considerations for transition and
implementation
As a result of your learning and work today, what can you
bring back to your school and/or district to support the
transition to the ELA CCSS and the implementation plan?
40
Common Core State Standards
Our goals for today…
How well did we?
1.
2.
3.
4.
5.
6.
41
Briefly go over content from the ELA CCSS session I
Briefly review the purpose and highlights of the Smarter
Balanced Assessment System
Deepen your understanding of the vertical articulation of the
standards
Deconstruct a standard and begin to evaluate its rigor as
defined by Hess’s Cognitive Rigor matrix
Engage in Vertical & Horizontal Alignment of Writing
Standard 1
Consider implications for your work
Resources for Implementation

ELA overview documents (one-pagers) as connected with WA
standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel

Publisher’s Criteria in ELA and Literacy:
http://k12.wa.us/CoreStandards/Resources.aspx

Alignments cross-walk documents:
http://k12.wa.us/CoreStandards/Transition.aspx#Analyses

Parent Resource Guides:
http://www.pta.org/4446.htm
42
Thank you.
[email protected]

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