Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment...
-
Upload
oswin-cook -
Category
Documents
-
view
219 -
download
0
Transcript of Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment...
![Page 1: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/1.jpg)
Smarter Balanced 203: CCSS Across the CurriculumRachel AazzerahScience/Social Sciences Assessment SpecialistEmail:[email protected]
![Page 2: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/2.jpg)
Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects
![Page 3: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/3.jpg)
Key Instructional Shifts in
ELA/Literacy
*Reading: Shift away from literature-focused standards to a balance of literature and informational texts.
*Writing: Strong emphasis on argument and informative/explanatory writing, use of sources (using evidence) to inform an argument.
*Speaking and Listening: Focus on formal and Informal talk (speech).
*Language Standards: Stress on both general academic and domain-specific vocabulary
***The Common Core also address reading, writing and literacy across the curriculum (science, social sciences, and technical subjects).
![Page 4: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/4.jpg)
Common Core State Standards for English Language Arts and Literacy in History/Social Studies, and Technical Subjects
College and Career Readiness (CCR) Standards
Overarching standards for each strand that are further defined by grade-specific standards
Grade-Level Standards in English Language Arts
K-8, grade-by-grade
9-10 and 11-12 grade bands for high school
Four strands: Reading, Writing, Speaking and Listening, and Language
***Standards for Literacy in History/Social Studies, Science, and Technical SubjectsStandards are embedded at grades K-5Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12
![Page 5: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/5.jpg)
Overview of Reading Strand
*Progressive development of reading comprehension
*Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated
Standards for Reading Foundational Skills (K-5)
Reading Standards for Literature (K-12)
Reading Standards for Informational Text (K-12)
Reading Standards for Literacy in History/Social Studies (6-12)
Reading Standards for Literacy in Science and Technical Subjects (6-12)
![Page 6: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/6.jpg)
Overview of Text Complexity
Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade
Text complexity is defined by:
Qualita
tiv
e
1. Qualitative measures
Quan
titativ
e
2. Quantitative measures
Reader and Task
3. ***Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
![Page 7: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/7.jpg)
Overview of Writing Strand Compose arguments and opinions,
informative/explanatory pieces, and narrative texts
Use of reason and evidence to substantiate an argument or claim
Conduct research – short projects and sustained inquiry
Require students to incorporate technology as they create, refine, and collaborate on writing
Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)
![Page 8: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/8.jpg)
8
Overview of Speaking and Listening and Language Strands
Speaking and Listening Focus on speaking and listening in a range of settings, both formal
and informal – academic, small-group, whole-class discussions
Emphasize effective communication practices
Require interpretation and analysis of message as presented through oral, visual, or multimodal formats
Language Include conventions for writing and speaking
Importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading
To be addressed in context of reading, writing, speaking and listening
**Media and Technology are integrated throughout the CCSS
![Page 9: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/9.jpg)
9
Overview of Standards for History/Social Studies, Science and Technical Subjects
Reading Standards for History/Social Studies, Science, and Technical Subjects
Knowledge of domain-specific vocabulary Analyze, evaluate, and differentiate primary and secondary
sources Synthesize quantitative and technical information, including facts
presented in maps, timelines, flowcharts, or diagrams
Writing Standards for History/Social Studies, Science, and Technical Subjects
Write arguments on discipline-specific content and informative/explanatory texts
Use of data, evidence, and reason to support arguments and claims
Use of domain-specific vocabulary
![Page 10: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/10.jpg)
Common Core State Standards for Mathematics
![Page 11: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/11.jpg)
Key Instructional Shifts in Mathematics:
*Coherence at each grade level
*Focus on key topics
*Fluency
*Standards for Mathematical Practice: Habits of Mind
*Deep conceptual understanding (Real World Application)
![Page 12: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/12.jpg)
Organization of Common Core State Standards for Mathematics
12
Grade-Level Standards K-8 grade-by-grade standards organized by domain
9-12 high school standards organized by conceptual categories
Standards for Mathematical PracticeDescribe mathematical “habits of mind”
Connect with content standards in each grade
![Page 13: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/13.jpg)
Standards for Mathematical Practice
13
Eight Standards for Mathematical PracticeMake sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the understanding of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
![Page 14: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/14.jpg)
14
The K- 8 standards:The K-5 standards provide students with a solid foundation in whole
numbers, addition, subtraction, multiplication, division, fractions and decimals
The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics
Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content
Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after
Overview of K-8 Mathematics Standards
![Page 15: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/15.jpg)
Overview of High School Mathematics Standards
15
The High School mathematics standards:Call on students to practice applying mathematical ways of thinking to real world issues and challenges
Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do
Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions
Identify the mathematics that all students should study in order to be college and career ready
![Page 16: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/16.jpg)
Format of High School Mathematics Standards
High school standards are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability
Modeling standards are distributed under the five major headings and are indicated with a () symbol
Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics.
Standards with a (+) may still be found in courses (Chemistry, Physics, CTE, Economics) expected for all students
![Page 17: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/17.jpg)
Sample Smarter Balanced Items with Science and Social Sciences Context
![Page 18: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/18.jpg)
![Page 19: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/19.jpg)
![Page 20: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/20.jpg)
![Page 21: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/21.jpg)
![Page 22: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/22.jpg)
![Page 23: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/23.jpg)
![Page 24: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/24.jpg)
![Page 25: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/25.jpg)
![Page 26: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/26.jpg)
![Page 27: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/27.jpg)
![Page 28: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/28.jpg)
![Page 29: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/29.jpg)
Sample Smarter Balanced Performance Tasks with Science and Social Sciences Context
![Page 30: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/30.jpg)
Grade 4 ELA Performance Task
Animal Defenses 1. Be introduced to the concept of animal defenses. 2. Be engaged in a compare and contrast group classroom activity (Venn Diagram)3. Video stimulus—"Animal Defenses"—used in the writing assessment. The teacher will lead a whole class discussion about animal defenses using examples from the video. Students may take notes based on their ideas and the ideas of their classmates. 4. Be reminded of the qualities of an explanatory article or essay.
Writing Prompt:Your class is preparing a museum display that will include photos of a variety of animals and interesting facts about them. You have been asked to write an article for the museum display explaining about animal defenses.
![Page 31: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/31.jpg)
Grade 11 ELA Performance Task
Nuclear Power: Friend or Foe?
Classroom Activity (20 minutes) Using visual stimuli (chart and photo), the teacher invites students to share prior knowledge of nuclear power. By way of class discussion, and in order to contextualize the examination of stimuli in Part 1, students are reminded of two basic understandings about nuclear power: 1) that it is one among several ways that societies produce electricity and 2) that its use is controversial.
Part 1 (50 minutes) Students examine and take notes on the stimuli, a series of Internet sources that present both sides of the nuclear debate. Constructed-response questions call upon the students to summarize and evaluate the presented sources.
![Page 32: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/32.jpg)
Part 2 (70 minutes) Students refer to their notes as needed to compose a full-length argumentative essay. Students are allowed access to the stimuli they examined in Part 1. Pre-writing, drafting, and revisions are involved.
Scored Products Student responses to the constructed-response research questions at the end of Part 1 and the essay completed in Part 2 will be scored. Notes completed in Part 1 and pre-writing and drafting in Part 2 will not be scored.
Grade 11 ELA Performance Task
Nuclear Power: Friend or Foe?
![Page 33: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/33.jpg)
Grade 11 ELA Performance Task Nuclear Power: Friend or Foe? Student Prompt (Real World Application):Back in the congresswoman’s office, you start to hand her your notes on the pros and cons of nuclear energy, but she waves away your papers.
“Some emergency meetings have come up and I don’t have time to review your research notes,” she says. “Instead, go ahead and make a recommendation for our position on this nuclear power plant. Should we support the building of this nuclear plant in our state, or should we oppose the power company’s plan? Be sure that your recommendation acknowledges both sides of the issue so that people know that we have considered the issue carefully. I’ll review your report tonight and use it for the press conference tomorrow morning.”
Write an argumentative report that recommends the position that your congresswoman should take on the plan to build a nuclear power plant in your state. Support your claim with evidence from the Internet sources you have read and viewed. You do not need to use all the sources, only the ones that most effectively and credibly support your position and your consideration of the opposing point of view.
![Page 34: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/34.jpg)
Grade 11 Math Performance Task Thermometer Crickets
*Use available online resources to explore crickets chirping (e.g., counting chirps in sound clips or using apps designed to perform the calculations).
*Ask students to determine how converting to Celsius would affect the interpretations.
*Collect all of the different formulas available for predicting temperature based on the number of cricket chirps.
*Discuss similarities and differences. For which values of the independent variable are the different formulas more and less discrepant? (assumes the same variables and measurement units)
*Seek global understanding of why data can lead to different formulas for the same phenomenon.
![Page 35: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/35.jpg)
Grade 11 Math Performance Task Thermometer Crickets
Using a Model
Amos Dolbear developed an equation in 1897 called Dolbear’s law. He arrived at the relationship between number of chirps per minute of a snowy tree cricket and temperature. You can use this law to approximate the temperature, in degrees Fahrenheit, based on the number of chirps heard in one minute.
Dolbear’s Law:
T= 50 + N-404
![Page 36: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/36.jpg)
Grade 11 Math Performance Task Thermometer Crickets
Plot the line that represents Dolbear’s Law on the same graph as your line of best fit.
What are the differences between this model and the one you developed earlier? (Include a discussion of their slopes and y-intercepts in your answer.) Interpret what these differences mean in the context of chirping rates and temperature.
Explain the differences between the results of Dolbear’s formula and what you see in the observation data for determining the temperature depending on the number of times a cricket chirps.
Support your conclusion using four data points. Why do you think these differences could occur?
![Page 37: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/37.jpg)
CCSS Literacy in ScienceLearn how your colleagues in Oregon are infusing CCSS for Literacy into science classrooms and gain experience with the tools and strategies that are working to improve student achievement. Video
PowerPoint
Literacy in Science Video 1Literacy in Science Video 2
Facilitator's Guide for Videos
PowerPoint from Summer Assessment Institute
http://www.ode.state.or.us/search/page/?id=3750
![Page 38: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/38.jpg)
Smarter Balanced 301: Interim Assessments and Formative Tools
April 9, 20133:30 p.m.-4:30 p.m.
http://www.ode.state.or.us/news/events/ Introduction to the Smarter Balanced Interim
Assessments and Formative Tools (Digital Library)
Best Practices how to Incorporate Smarter Balanced Performance Tasks into the Classroom
as Formative Assessments Smarter Balanced Score Reporting
Recap of Oregon’s Smarter Balanced Item Development Process (2012-2013)
![Page 39: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/39.jpg)
Resources
www.ode.state.or.us/go/assessment
Smarter Balanced Website http://www.smarterbalanced.org/
Smarter Sample Items and Performance Tasks http://www.smarterbalanced.org/smarterbalanced-
assessments/#item
Smarter Item Writing and Review Materialshttp://www.smarterbalanced.org/smarter-balanced-assessments/
item-writing-and-review/
Common Core State Standards Toolkithttp://www.ode.state.or.us/search/page/?id=3430
Common Core State Standards Assessment Resources
http://www.ode.state.or.us/search/page/?id=3298
Thank You!!!
![Page 40: Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us.](https://reader035.fdocuments.us/reader035/viewer/2022081519/56649e215503460f94b0dd0b/html5/thumbnails/40.jpg)
www.ode.state.or.us/go/assessment
Thank you!Please send additional input, questions, or anecdotes to:
Rachel Aazzerah (Math/Smarter Balanced)
Derek Brown (Essential Skills)
Mark Freed (Math)[email protected]
Ken Hermens (English/Language Arts)[email protected]