Presentation to Secondary Sites 2012. Outcomes: 1.Understand the background and rationale of the...

Presentation to Secondary Sites2012

Outcomes:

1. Understand the background and rationale of the CCSS.

2. Understand the shifts and implications for students and teachers.

Part 1

Part 21. Examine the balance of literature with

informational text

Part 1Part 1 1. Understand the background and rationale of the CCSS.

2. Understand the shifts and implications for students and teachers.

As described by the CCSS initiative, standards…

• Are aligned with college and career expectations;

• Are clear, understandable and consistent;

• Include rigorous content and application of knowledge through high-order skills;

As described by the CCSS initiative, standards…

• Build upon strengths and lessons of current state standards;

• Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and

• Are evidence-based.

Key Points:

• Development of CCSS was a voluntary, state-led effort utilizing private funding convening in 2009.

• CA standards were one of the key set of state standards that were foundational for the Common Core.

• States must adopt CCSS word for word, but they may add 15%. (CA signifies this with underlining bold text.)

Organization/Format Shifts

1. Organization of standards:K-5, 6-12

2. Consistent numbering, K-12

• Using the Writing #1 handout, review the standards that are listed by underlining or highlighting shifts in complexity and language as one progresses through the grade levels.

Vertical Trace to Examine K-12 Consistency – Writing #1

Content Shifts in ELA/Literacy

1. Increase reading of informational texts2. Increased text complexity of reading texts as

measured by lexile level3. Focus on academic vocabulary within context of

texts4. Emphasis on text dependent questions and

performance tasks 5. Connect writing to reading with frequent

opportunities to research information6. Provide literacy instruction in all content areas

10

Part 2Part 2 1.Examine the balance of literature with informational text

One Shift: Text Complexity Bands

• Defined by lexile (discussed on next slide)

• Increased due to the “backwards mapping” approach to college and career readiness (CCR)

What is a “lexile”?

These two factors are similar to the “Frye Readability” formula. More info can be found at

http://www.lexile.com/about-lexile/lexile-overview/

2 Factors:Word FrequencySentence Length

Lexile is the unit used to report text complexity.

Lexile Framework® for Reading Study Summary of Text Lexile Measures

600

800

1000

1400

1600

1200

Text

Lex

ile M

easu

re (L

)

HighSchool

Lit.

CollegeLit.

HighSchoolTexts

CollegeTexts

Military PersonalUse

Entry-Level

Occupa-tions

SAT 1,ACT,AP*

* Source of National Test Data: MetaMetrics

Interquartile Ranges Shown (25% - 75%)

14

Currently Assessed Standards Lexile Expectations

CCSS Lexile Expectations

CCSS Lexile Bands

Excerpted from CCSS Introduction, p. 4: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Balance Between Lit. and Info. Text

Activity: Side-by-Side ComparisonAfter highlighting the verb(s) and key content words, consider the parallel nature of the standard.

What “label” would you give each standard?

Debrief• What inference might be drawn about the lexile levels

between high school/college literature and high school/college expository texts?

• What implications does this have for our selected texts?• What implications does this have for our work moving

forward?