-CCRS Awareness Information -(Highlights from 2012-13

Quarterly Sessions)

Go to http://alex.state.al.us/ccrs/node/220 for additional resources from the 2012-13 CCRS Implementation Quarterly Sessions

Outcomes

Participants will: • Review highlights from the 2012-13 CCRS

Implementation Team Quarterly Sessions.• Define a prepared graduate.• Be knowledgeable of Plan 2020 Strategies for Learners.• Understand that during 2012-13 all grades K-12 started

implementation for mathematics standards and during 2013-14 all grades K-12 started implementation for ELA standards and Literacy standards in history, science and technical subjects.

Implementation Timeline

August 2012 – The 2010 Math Course of Study (CCRS) implemented for all Grades K-12.August 2013 – The 2010 ELA Course of Study (CCRS) implemented for all Grades K-12 and Literacy Standards in History, Science & Technical Subjects

School Year

Grades K-2

Grades 3-8

Grades 8-12

QualityCore End-of-Course Assessments

College- and Career- Ready Assessments

2012-13

Formative/Interim/Benchmark Assessments(LEA Determined)

ARMT+ (Grades 3-8)

English 9English 10Algebra IGeometry(AHSGE Grades 11-12)

EXPLORE (Grade 8)PLAN (Grade 10)

2013-14

Formative/Interim/Benchmark Assessments(LEA Determined)

ACT Aspire (Grades 3-8) Reading and MathARMT+ (Grades 5 and 7) Science

Above assessments plusEnglish 11Algebra II(AHSGE Grade 12)

EXPLORE (Grade 8)PLAN (Grade 10)ACT Plus Writing (Grade 11)

2014-15

Formative/Interim/Benchmark Assessments(LEA Determined)

ACT Aspire (Grades 3-8) Reading and MathARMT+ (Grades 5 and 7) Science

Above assessments plusEnglish 12Pre-CalculusU. S. History

EXPLORE (Grade 8) PLAN (Grade 10)ACT Plus Writing (Grade 11) WorkKeys (Grade 12)

2015-16

Formative/Interim/Benchmark Assessments(LEA Determined)

ACT Aspire (Grades 3-8) Reading and MathACT Aspire (Grades 5 and 7) Science

Above assessments plusBiologyChemistryPhysics

ACT Aspire (Grade 10)ACT Plus Writing (Grade 11) WorkKeys (Grade 12)

Alabama College- and Career-Ready Assessment System

Timeline for Implementation

NOTES: Revised alternate assessments to be administered in Grades 3-12 in English language arts and mathematics in 2014-15 and in science in 2015-16. State-provided formative/interim/benchmark assessments aligned to college- and career-ready standards are available for Grades K-12 at no cost to L

Prepared Graduate Defined Possesses the

knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year college, trade school, technical school, without the need for remediation.

Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.

Where We Want To Be

Students who are college and career ready …• Demonstrate independence • Build strong content knowledge• Respond to varying demands of audience, task,

purpose, and discipline• Comprehend as well as critique• Use technology and digital media strategically and

capably• Understand other perspectives and cultures• Value Evidence

Alabama State Board of Education

PLAN 2020

Plan 2020 STRATEGIES for Learners

Develop and implement a unified PreK through college and career readiness plan.

Develop and adopt college- and career-ready aligned standards in all subject areas.

Create and implement a balanced and meaningful assessment and accountability system.

ARMT and ACT

• If scores on the ACT will be the determinant of college/career readiness, what is the correlation between ARMT scores and the ACT?

• If we correlate ACT and ARMT Level III and IV the correlation is less than .5

ACT BenchmarksSubject Area Test ACT Benchmark

English 18Reading 21Mathematics 22Science 24

ACT College Readiness Benchmarks are scores on the ACT subject area tests that represent the level of achievement required for students to have a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or

higher in corresponding credit-bearing first-year college courses.

Alabama’s Students18% of 2012 ACT-Tested High School

Graduates met College Readiness Benchmarks in all four subject areas.

3% of Minority Students met the College Readiness Benchmarks in all four subject areas.

“The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important ‘processes and proficiencies’ with longstanding importance in mathematics education.”

(CCSS, 2010)

Standards for Mathematical Practice

“The Mathematical Practices are unique in that the standards describe how teachers need to teach to ensure their students become mathematically proficient.”

“We were purposeful in calling them standards because then they won’t be ignored.”

Bill McCallum

Components of an Exemplary Math Lesson

• The lesson targets grade level mathematics standards and identifies specific standards?

• Selected standard(s) for mathematical practice relate directly to the learning target.

• Includes multiple forms of assessment for learning. • The lesson presents a balance of mathematical

procedures and deeper conceptual understanding of mathematical ideas and concepts.

Three Key Shifts in ELA/Literacy

1. Building knowledge through content-rich nonfiction and informational texts.

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

Shift #1: Content-Rich NonfictionGrades Literary Informational

K-5 50% 50%

6-8 45% 55%

9-12 30% 70%

• Students learning to read should exercise their ability to comprehend complex text through read-aloud texts.

• In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension.

• Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

17

Increased quantity of materials and instructional time devoted

to informational text

English Language ArtsLiteraturefiction, drama,

poetry

Literary Nonfiction

Social Studies, Science, Technical Subjects

Other informational Text

18

Balance of text

Literary

Social Studies

Science& Tech

Building Knowledge Through Content-Rich Nonfiction: Why?

• Nonfiction makes up the vast majority of required reading in college/workplace.

• Informational text is harder for students to comprehend than narrative text.

• Students are required to read very little informational text in elementary and middle school.

• Supports students learning how to read different types of informational text.

Content Shift #1

Sequencing Texts to Build Knowledge

• Not random reading

• Literacy in social studies/history, science, technical subjects, and the arts is embedded

ResourcesPage 33 in the CCSS for ELA/Literacy – The Human Body

Reading, Writing and Speaking Grounded in Evidence from Text: Why?

• Most college and workplace writing requires evidence.

• Ability to cite evidence differentiates strong from weak student performance on NAEP

• Evidence is a major emphasis of the ELA Anchor Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text.

• Being able to locate and deploy evidence are hallmarks of strong readers and writers.

Content Shift #2

•In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

•In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

•In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

Text-Dependent Questions

Regular Practice With Complex text and Its Academic Language: Why?

• Gap between complexity of college and high school texts is huge.

• What students can read, in terms of complexity is the greatest predictor of success in college (ACT study).

• Too many students are reading at too low a level.(<50% of graduates can read sufficiently complex texts).

• Standards include a staircase of increasing text complexity from elementary through high school.

• Standards also focus on building general academic vocabulary so critical to comprehension.

Measuring Text Complexity

Qualitative Quantitative

Reader and Text

• Levels of meaning• Structure• Language conventionality and

clarity• Knowledge demands

• Readability measures• Other scores of complexity

• Reader variables such as motivation, knowledge, and experience• Task variables such as purpose and the complexity generated by the task assigned and

the questions posed

1. 50:50 info text to lit (K-5)

2. 70:30 info text to lit (6-12)

3. Appropriately complex text

4. Text-dependent questions

5. Writing to inform/argue based on evidence

6. Academic vocabulary vs. domain-specific vocabulary

ELA & Literacy: 6 Shifts Condensed into 3 Shifts

1. Building knowledge through content-rich nonfiction and informational texts.

2. Reading and writing grounded in evidence from text.

3. Regular practice with complex text and its academic vocabulary.

GOAL

Strands

26 Alabama-added Standards

+=

Anchor Standards Were Developed for…

• Reading (10) • Writing (10)

• Speaking and Listening (6)

• Language (6)

Understanding Text Exemplars

www.corestandards.org/assets/Appendix_B.pdf

Understanding Samples of Student Writing

www.corestandards.org/assets/Appendix_C.pdf

English LanguageLiteracy

Speaking & Listening

Writing

Reading

Language

Reading Literature

Foundational Skills (K-5)

Reading Informational

TextFoundational Skills (K-5)

Reading Informational

Text

Informational Text

subgenres

expositorytext

argument

functional text

literary nonfiction

A Balance of Text K-5Informational

Text Literature

Short StoriesMyths

LegendsPoetryDrama

Biographies, History, Social

Studies, Science, the arts, directions,

forms, graphs, charts, maps, digital

sources, etc.

Close Reading“Close Reading – an intensive analysis of a text in order to come to terms with what it says, how it says it, and what it means.”

Tim Shanahan

Where does Close Reading appear in the College and Career Ready Standards?

Anchor Standards for Reading

R.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.

“Deep reading,” or slow reading, is a sophisticated process in which people can critically think, reflect, and understand the words they are looking at. With most, that means slowing down – even stopping and rereading a page or paragraph if it doesn’t sink in – to really capture what the author is trying to say. Experts warn that without reading and really understanding what’s being said, it is impossible to be an educated citizen of the world, a knowledgeable voter or even an imaginative thinker.

-Laura CaseyContra Costa Timesmercurynews.com

International Reading Association: http://www.reading.org/general/publications

How To Do a Close Reading

1. Read with a pencil in hand; annotate the text. Mark the big ideas and skills.

2. Reread to look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities. Find the commonalities.

3. Ask and/or answer questions about the patterns you’ve noticed – how and why are these patterns important to the overall text?

How To Do a Close Reading

1. Read with a pencil in hand; annotate the text. Mark the big ideas and skills.

2. Reread to look for patterns in the things you’ve noticed about the text – repetitions, contradictions, similarities. Find the commonalities.

3. Ask and/or answer questions about the patterns you’ve noticed – how and why are these patterns important to the overall text?

“K-12 Schooling: Declining Complexity of Texts and a Lack of Reading of Complex Texts Independently”

1. Read closely and highlight key ideas.2. Re-read the first two sentences in the

second paragraph. Then read the footnote at the bottom of the page.

3. What clarifying information does the footnote provide the reader? Why is it important?

4. Discuss at your table.

R e a d in g

“If young readers do the work of the first three anchor standards well— comprehending,

inferring, synthesizing —then they’ll move rapidly up levels to the

kinds of stories where paying attention to craft, structure, and language will become an

essential part of their everyday reading work.”

-Calkins, Ehrenworth, & Lehman, 2012

Text Complexity Grade Bands

Text Complexity Grade Bands in the Standards

Old Lexile Range

Lexile Ranges Aligned to CCR Expectations

K – 1 N/A N/A

2 – 3 450 - 725 450 – 790

4 – 5 645 - 845 770 – 980

6 – 8 860 – 1010 955 – 1155

9 – 10 960 - 1115 1080 – 1305

11 - CCR 1070 – 1220 1215 - 1355

.

Don’t try to walk through the exit: you’ll only end up with a bruised nose!

Layer the Text

Webinar

Tim Shanahan hosts an informative webinar on the CCRS Instructional Shifts that can be found at:

http://youtube/3ir257Dfvas

Making Science Relevant with Current Events

.

• https://www.teachingchannel.org/videos/teaching-science-with-current-events

• Students using note-taking organizers, question charts, prompt sheets;

• Teachers explicitly teaching discipline-specific as well as generic comprehension strategies;

• An emphasis on subject-area reading strategies for students struggling with reading;

• Teachers collaboratively planning and preparing text and materials;

• Task-based accountability built into every lesson task.

– More at K-12 Teachers: Building Comprehension in the Common Core

47

Classroom snapshot: You would see

Teachers modeling generic as well as discipline-specific comprehension strategies;

Teachers modeling discipline-specific reasoning by thinking out loud;

Students expressing opinions with explained positions and reasoning;

Students and teachers using content-specific vocabulary during text-based discussions; and

Students and teachers summarizing a discussion when it closes.

– More at K-12 Teachers: Building Comprehension in the Common Core

48

Classroom snapshot: You would hear

Reflections

1. Discuss the AL State Board of Education PLAN 2020. (Include the prepared graduate in your discussion).

2. What are the most important components of an exemplary math lesson?

3. Give details to explain the 3 key instructional shifts in ELA/ Literacy.

4. Explain how to do a Close Reading. 5. How can educators connect CCRS PD with personal PLPs

(Educate AL)?6. What questions, concerns, or wonders do you have in

moving forward with implementing the CCRS?

Professional Development Option

• At the conclusion of this PowerPoint, email the following activities to nbulger@chilton.k12.al.us to earn 3 CEU hours:

1. Respond to the 6 Reflections on slide #49.2. Provide a copy of a Lesson Plan for Close Reading or an

Exemplary Math Lesson.