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 StandardsOur goals for today…
Participants will…
1. Briefly be reminded of content from the ELA CCSS session I2. Briefly review the purpose and highlights of the Smarter
Balanced Assessment System3. Deepen their understanding of the vertical articulation of
the standards4. Deconstruct a standard and begin to evaluate its rigor as
defined by Hess’s Cognitive Rigor matrix5. Engage in Vertical & Horizontal Alignment of Writing
Standard 16. Consider implications for their work
3
Current WA Standards (GLEs) – Grades K-10
Common Core ELA Standards – Grades K-12
Reading Writing
Communication
(includes Speaking and
Listening)
ELA Common Core Standards
Speaking and
Listening
Reading
Writing
Language
Media & Tech
4
5
CCSS for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
Standards
for
Writing
Standards for Speaking and
Listening
Standards
for
Language
Standards
for
Reading
Literature and Informational Text
1. Key Ideas and Details
2. Craft and Structure 3. Integration of Knowledge and
Ideas
4. Range of Reading and Level of Text Complexity
Argumentative,
Informative/Explanatory, Narrative
1. Text Types and Purposes
2. Production and Distribution of
Writing
3. Research to Build and Present
Knowledge
4. Range of Writing
Speaking and Listening
1. Comprehension and
Collaboration
2. Presentation of Knowledge
and Ideas
Language
1. Conventions of Standard
English
2. Knowledge of Language
3. Vocabulary Acquisition and
Use
Foundational Skills K-5)
1. Print Concepts
2. Phonological Awareness
3. Phonics and word
Recognition
4. Fluency
Literacy in History/Social Studies, Science, and Technical
Subjects (Grades 6-12)
The ELA Document Structure
• K-5 page 11
– Reading
• Foundational Skills
– Writing
– Speaking and
Listening
– Language
6-12 page 35
Reading
Writing
Speaking and Listening
Language
Literacy in History/Social
Studies, Science, and
Technical SubjectsAppendices A, B, C
Introduction 1-10
6
Strands
Strands
Sub-headings
Sub-headings
Grade Level
Standards
Grade Level
Standards
Grade Level
Standards
Grade Level
Standards
Grade Level
Standards
Grade Level
Standards
“What” students
should know and be able to
do at each grade level and band.
The main focus of the content within
each strand.
The major areas or disciplines of
study within each content area.
ELA Common Core Standards Framework
Reading
Grade LevelsStrand
StrandAbbreviation
Sub-heading
8
RL.4.3
The ELA CCSS Code
Standard 3
Grade 4
Reading Literature
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
All students leave
high school college
and career ready
Teachers and schools have
information and tools they need
to improve teaching and
learning Interim assessments
Flexible, open, used for actionable
feedback
Summative assessments
Benchmarked to college and career
readiness
Teacher resources for formative
assessment practices
to improve instruction
13
System Highlights
Re-take option
Optional Interim assessment system—
Summative assessment for accountability
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.
Scope, sequence, number, and timing of interim assessments locally determined
PERFORMANCETASKS
• Reading• Writing• Math
END OF YEARADAPTIVE
ASSESSMENT
* Time windows may be adjusted based on results from the research agenda and final implementation decisions.
English Language Arts and Mathematics, Grades 3–8 and High School
Computer AdaptiveAssessment andPerformance Tasks
BEGINNING OF YEAR
END OF YEAR
Source: http://www.ets.org
INTERIM ASSESSMENT
Computer AdaptiveAssessment andPerformance Tasks
INTERIM ASSESSMENT
14
The Four Claims – Students can . . . 1. Read closely and analytically to comprehend a range
of increasingly complex literacy and informational texts.
2. Produce effective and well-grounded writing for a range of purposes and audiences.
3. Employ effective speaking and listening skills for a range of purposes and audiences.
4. Engage appropriately research/inquiry to investigate topics, and to analyze, integrate, and present information.
15
Next Generation Assessments
More rigorous tests measuring student progress toward “college and career readiness”
Grades 3-8 and High School
Have 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 introducedLevel 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 ComparisonOriginal Revised
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
• Creating
• Evaluating
• Analyzing
• Applying
• Understanding
• Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
Bloom’s Taxonomy LevelsCognitive process Verbs Associated with Level/Process
1. Remembering:Retrieving, recognizing, and recalling relevant knowledge from long-term memory
choose, define describe, find, identify, label, list, locate, match, name, recall, recite, recognize, record, relate, retrieve, say, select, show, sort, tell
2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
categorize, clarify, classify, compare, conclude, construct, contrast, demonstrate, distinguish, explain, illustrate, interpret, match, paraphrase, predict, represent, reorganize, summarize, translate, understand
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
26
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/displaydata, 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 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)
30 Source: Hess, Karin, K.; et al.,
Depth + thinking
Level 1Recall & Reproduction
Level 2Skills & Concepts
Level 3Strategic Thinking/ Reasoning
Level 4Extended Thinking
Remember - Recall, locate basic facts, details, events
Understand - 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
Evaluate – Cite evidence and develop a logical argument for conjectures
- Evaluate relevancy, accuracy, & completeness of information
Create - Brainstorm ideas about a topic
- Generate conjectures based on observations or prior knowledge
- Synthesize information within one source or text
- Synthesize information across multiple sources or texts
The Cognitive Rigor Matrix
This is important because…
Task Predicts Performance
TEACHER STUDENT
CONTENT
TASK
Elevate the cognitive
demand of the task, and you elevate the
performance.
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 StaircaseUsing 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 the verbs describing skills required of students
34
Analyzing the Standards
35
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.
Implications
What statements can you make regarding the vertical articulation of the standard you just analyzed? Use the cognitive rigor matrix to assist you.
36
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 need to read critically Analysis of substantive topics/text
38
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 StandardsOur goals for today…
How well did we?
1. Briefly go over content from the ELA CCSS session I2. Briefly review the purpose and highlights of the Smarter
Balanced Assessment System3. Deepen your understanding of the vertical articulation of
the standards4. Deconstruct a standard and begin to evaluate its rigor as
defined by Hess’s Cognitive Rigor matrix5. Engage in Vertical & Horizontal Alignment of Writing
Standard 16. Consider implications for your work
41
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.
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