Day 1 Common Core State Standardscommoncore.dadeschools.net/docs/CTE/Overview Day 1... · Common Core (CC) Literacy Standards for Science, Social Studies, and Career/Technical subjects?

Day 1Common Core State Standards

Session 7Session 76-12 Social Studies, Science, & CTE

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Day 1 – Session 72:45‐4:45OUTCOMESOUTCOMES

Participants will increase their knowledge of:

h f h C C S1. The structure of the Common Core State Standards (CCSS);

2. The implications of the CCSS Anchor Standards;

3. Text complexity; andp y;

4. The new Course Descriptions.

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Pre‐AssessmentPlease answer the following questionsPlease answer the following questions

via PollEverywhere Survey!

1. What is your comfort level and understanding of the Common Core (CC) Literacy Standards for ( ) yScience, Social Studies, and Career/Technical subjects?

2. What is your comfort level and understanding of the Comprehension Instructional Sequence (CIS)?p q ( )

3. What is your comfort level and understanding of Text Complexity?p y

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Rate your level of understanding!What is your comfort level and understanding of the y gCommon Core (CC) Literacy Standards for Science, Social Studies, and Career/Technical subjects?

Send to: 37607 and text Code # to respond

• 233824 I have never heard of the CC Literacy Standards (Scooby‐Doo???).

• 233867 I have a limited understanding of the CC Literacy Standards(I have heard of them!).

• 233868 I have a partial understanding of the CC Literacy Standards (I could participate in a discussion)(I could participate in a discussion).

• 233924 I have an adequate understanding of the CC Literacy Standards (I could present an overview to others).

• 233929 I have a thorough understanding of the CC Literacy• 233929 I have a thorough understanding of the CC Literacy Standards (I could train others on implementation).

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Rate your level of understanding!Wh t i f t l l d d t di f thWhat is your comfort level and understanding of the

Comprehension Instructional Sequence (CIS)?


• 235073 I have never heard of the CIS (Scooby‐Doo???). • 235088 I have a limited understanding of the CIS• 235088 I have a limited understanding of the CIS

(I have heard of them!).• 235089 I have a partial understanding of the CIS

(I could participate in a discussion)(I could participate in a discussion).• 235092 I have an adequate understanding of the CIS

(I could present an overview to others).• 235093 I have a thorough understanding of the CIS• 235093 I have a thorough understanding of the CIS

(I could train others on implementation).7

Rate your level of understanding!Wh t i f t l l d d t diWhat is your comfort level and understanding

of Text Complexity?


• 235139 I have never heard of text complexity (Scooby‐Doo???). 235141 I h li it d d t di f t t l it• 235141 I have a limited understanding of text complexity (I have heard of it!).

• 235144 I have a partial understanding of text complexity (I could participate in a discussion).

• 235145 I have an adequate understanding of text complexity (I could present an overview to others).( p )

• 235176 I have a thorough understanding of text complexity (I could train others on implementation). 8

Parking Lot QuestionsParking Lot Questions

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Digital Resources for the Common Corefor the Common Core

• Apple• http://itunes.apple.com/us/app/common-

core-standards/id439424555

• Android• https://play google com/store/apps/details?i• https://play.google.com/store/apps/details?i

d=com.edutater.corestandards

• Common Core State Standards for Mathematics• http://www.corestandards.org/

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Shared Responsibility for Students’ Literacy D l t I t ti l Shift ithDevelopment – Instructional Shifts with Implementation of the Common Core State St d dStandardsby Stuart Greenberg

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Instructional Shifts Implementation of the Common CoreImplementation of the Common Core

State Standards

Data DrivenData Driven Instruction

College & Career R dReady

StudentsCommon Core State Standards

Teacher/ Leader

Effectiveness

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Instructional Shifts Implementation of the Common Core State StandardsImplementation of the Common Core State Standards

Shift 1 ‐K‐5, Balancing Informational & Literary Texts

• Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world science social studies thewhere students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational. A focus on the Foundational Skills.

Shift 2 ‐6‐12, Knowledge in the Disciplines

• Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction Students learn through domain‐specific texts ininstruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read. 13

Instructional Shifts Implementation of the Common Core State Standards

Shift 3 ‐Staircase of Complexity

• In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it p pp p y g ppis possible for students reading below grade level.

Shift 4 ‐Text‐based Answers

St d t h i h d i ti hi h d d t• Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

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Instructional Shifts I l t ti f th C C St t St d dImplementation of the Common Core State Standards

Shift 5 ‐Writing from SourcesShift 5 Writing from Sources • Writing needs to emphasize use of evidence to inform or make

an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an p pimportant role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

h f d b lShift 6 ‐Academic Vocabulary • Students constantly build the vocabulary they need to access

grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such ascomprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more y ycomplex texts across the content areas.

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THE STANDARDS

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What’s in a Title? – Everything!What s in a Title? Everything!

COMMON CORE STATE STANDARDS FORCO O CO S S S O

English Language ArtsEnglish Language Arts

&

Literacy ini / i l diHistory/Social Studies,

Science, and Technical Subjects

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English Language Arts and Literacy Standards “Roadmap”

READING Strand WRITING Strand SPEAKING & LISTENING

Strand

LANGUAGE

10 Anchor Standardsfor College and Career Readiness

10 Anchor Standardsfor College and Career

6 Anchor Standards for CCR

6 Anchor Standards for CCRfor College and Career Readiness

Readiness Standards for CCR Standards for CCR

ELA Standards

ELA Standards

ELA Standards

Literacy Standards

ELA Standards

K‐12

Literacy Standards

6‐12Found‐ationalSkill K‐12K‐12K‐12 6‐12

Literary Text

Hist. / S.S.

Sci. / Tech Subj.

Inform Text

K1K

1K KK

Skills

K → → → → → → → → → → → → → → → → →

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → → → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

→ → → → → →

5

6

7

8

6‐8 6‐8

5

6

7

8

6‐8

5

6

7

8

5

6

7

8

4

5

6

7

8

4

5→ → → → → → → → → → → → → → → → →

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9‐10

11‐12

9‐10

11‐12

9‐10

11‐12 11‐12

9‐10 9‐10

11‐12

9‐10

11‐12

8

9‐10

11‐12

9‐10

11‐12

8

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Where in the World are thed d ?Common Core Literacy Standards?

• The Standards for Literacy in Social StudiesThe Standards for Literacy in Social Studies, Science, and Technical Subjects begin on page 59 of the Common Core State Standards for59 of the Common Core State Standards for English Language Arts document.

Handout #19

Florida’s Numbering ofh d dthe Common Core State Standards

English Language Artsg g g

LACC.1112.WHST.1.1LACC.1112.WHST.1.1

Subject Grade Strand Cluster StandardSubject Grade Strand Cluster Standard

For this example Language Arts Common Core;For this example, Language Arts Common Core;Grades 11‐12; Writing in History, Science, and TechnicalSubjects; Text Types and Purposes; Standard 1Subjects; Text Types and Purposes; Standard 1

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ANCHOR STANDARDSANCHOR STANDARDS

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Reading Anchor Standardsd d lKey Ideas and Details

1. Read closely to determine what the text says explicitly d t k l i l i f f it it ifiand to make logical inferences from it; cite specific

textual evidence when writing or speaking to support conclusions drawn from the textconclusions drawn from the text.

2 Determine central idea or themes of a text and2. Determine central idea or themes of a text and analyze their development; summarize the key supporting details and ideas.pp g

3. Analyze how and why individuals, events, and ideas3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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Reading Anchor StandardsReading Anchor StandardsCraft and Structure4. Interpret words and phrases as they are used in a text,4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tonemeaning or tone.

5. Analyze the structure of texts, including how specific h d l f h (sentences, paragraphs, and larger portions of the text (e.g., a

section, chapter, scene, or stanza) relate to each other and the whole. Structure Standard

6. Assess how point of view or purpose shapes the content and style of a text Point of View Standardstyle of a text. Point of View Standard

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Reading Anchor StandardsIntegration of Knowledge7. Integrate and evaluate content presented in diverse media and

f t i l di i ll d tit ti l ll iformats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a g ptext, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9 A l h dd i il h i9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts

independently and proficiently.

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Writing Anchor Standards Text Types and Purposes

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidencerelevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3 Write narratives to develop real or imagined3. Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured sequences.

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Writing Anchor StandardsWriting Anchor StandardsProduction and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are p g yappropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by l i i i diti iti t iplanning, revising, editing, rewriting, or trying a

new approach.6 Use technology including the internet to produce6. Use technology including the internet, to produce

and publish writing and to interact and collaborate with others.

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Writing Anchor StandardsWriting Anchor StandardsResearch to Build and Present KnowledgeResearch to Build and Present Knowledge 7. Conduct short as well as more sustained research projects

based on focused questions, demonstrating understanding of the subject under investigation.of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.g g p g

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

f i iRange of Writing10. Write routinely over extended time frames (time for

research, reflection, and revision) and shorter time frames ( i l itti d t ) f f t k(a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Send to: 37607 and in the message line text Code #Send to: 37607 and in the message line text Code # 83374 and your response.Example: 83374 I would like some additional

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COGNITIVE DEMANDCOGNITIVE DEMANDAND RIGORAND RIGOR

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Webb’s Depth of Knowledge and Bloom’s TaxonomyBloom’s Taxonomy

The CCSS standardsincorporateWebb’s Depth of Knowledge and Bloom’s Taxonomy.

The cognitive demand of the standards risesof the standards rises across the grades.

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The “Demands” of the StandardsThe Demands of the Standards

The cognitive demand of the standardsThe cognitive demand of the standards incorporates Bloom’s Taxonomy and Webb’s Depth of KnowledgeDepth of Knowledge.

H i hi li h d?How is this accomplished?

The standards “ramp up” the demands made on student thinking.g

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Kindergarten 1st Grade 2nd Grade 3rd Grade

READING STANDARDS FOR LITERATURE K Id d D t ilREADING STANDARDS FOR LITERATURE, Key Ideas and Details

2. With prompting and support, retell familiar stories

2. Retell stories, including key details, and demonstrate

2. Recount stories, including fables and folktales from diverse

2. Recount stories, including fables, folktales andfamiliar stories,

including key details.

and demonstrate understanding of their centralmessage or lesson.

folktales from diverse cultures, and determine their central message, lesson, or moral.

folktales, andmyths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in thekey details in the text.

How is the demand of this standardrising across the grades?

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3rd Grade 4th Grade 5th Grade 6th Grade

2 Recount stories 2 Determine a 2 Determine a theme 2 Determine a2. Recount stories, including fables, folktales, andmyths from diverse

2. Determine a theme of a story, drama, or poemfrom details in the

2. Determine a theme of a story, drama, or poemfrom details in the

2. Determine a theme or central idea of a text and how it is conveyed through

cultures; determine the central message, lesson, or moral and explain how it is

text; summarize the text.

text, including how characters in a story or drama respond to challenges or how the

particular details;provide a summary of the text distinct from personalexplain how it is

conveyed through key details in the text.

challenges or how the speaker in a poem reflects upon a topic; summarize the text.

from personal opinions or judgments.

How is the demand of this standardrising across the grades?rising across the grades?

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7th G d 8th G d7th Grade 8th Grade

2. Determine a theme or central idea of a text and

2. Determine a theme or central idea of a text and

analyze its development over the course of the text; provide an objective summary of the text

analyze its development over the course of the text, including its relationship to the characters settingsummary of the text. the characters, setting,and plot; provide an objective summary of the text.

H i h d d f hi d dH i h d d f hi d dHow is the demand of this standardHow is the demand of this standardrising across the grades?rising across the grades?

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9th ‐10th Grade 11th ‐12th Grade 2. Determine a theme or central idea of a text and

2. Determine two or more central ideas of a text and

analyze in detail itsdevelopment over the course of the text, including how it emerges and is

analyze their developmentover the course of the text, including how they interact and build on one anotherhow it emerges and is

shaped and refined by specific details; provide an objective summary of the

and build on one anotherto provide a complex analysis; provide an objective summary of the

text. text.

H i h d d f hi d dHow is the demand of this standardrising across the grades?

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Sample Guiding Questionsf h f dfor the Assessment of Student Progress

6th Grade: • Does the student determine a theme or central idea of a text?

D h d d i h h h l id i d h h• Does the student determine how the theme or central idea is conveyed through particular details?

• Does the student provide a summary of the text distinct from personal opinions or judgments?

7th Grade: • Does the student determine a theme or central idea of a text?• Does the student analyze the theme or central idea’s development over the y p

course of the text?• Does the student provide an objective summary of the text?

8th Grade:8 Grade: • Does the student determine a theme or central idea of a text?• Does the student analyze the theme or central idea’s development over the

course of the textDoes the student include the theme or central idea’s relationship to theo Does the student include the theme or central idea’s relationship to the characters , setting, and plot?

• Does the student provide an objective summary of the text?36

Sample Guiding Questions

for the Assessment of Student ProgressGrades 9‐10: • Does the student determine a theme or central idea of a text?• Does the student analyze in detail the theme or central idea as it

develops over the course of the text?• Does the student include how the theme or central idea emerges g

and is shaped and refined by specific details?• Does the student provide an objective summary of the text?

Grades 11‐12:• Does the student determine two or more central ideas of a text?• Does the student analyze the development of these central ideasDoes the student analyze the development of these central ideas

over the course of the text?• Does the student include how the central ideas interact and build

on one another to provide a complex analysis?p p y• Does the student provide an objective summary of the text?

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TEXT COMPLEXITYTEXT COMPLEXITY

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The equatorial heat warmed the precincts of Antarctica in

The heat at the equator warmed areas of Antarctica.p

the Southern Hemisphere instead, shrinking the fringing sea ice and changing the

warmed areas of Antarctica. This caused the sea ice to melt and changed the wind around the ice cap Scientistsg g

circumpolar winds. As a result—and for reasons that remain unexplained—the

around the ice cap. Scientists are not sure why, but that caused the waters of the p

waters of the Southern Ocean may have begun to release carbon dioxide, enough to

Southern Ocean to release carbon dioxide into the atmosphere. Thecarbon dioxide, enough to

raise concentrations in the atmosphere by more than 100 parts per million over

atmosphere. The concentrations increased by more than 0.01% over thousands of years This is100 parts per million over

millennia—roughly equivalent to the rise in the last 200 years.

thousands of years. This is about the same as the past 200 years.years.

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Herbicides that are applied before weeds

grow are made as liquids or water

Preemergence herbicides are also formulated as liquid solutions (aqueous l i AS l ifi bl soluble granules.

When applying, a constant pressure should

be maintained to make sure that the spray

solutions, AS; emulsifiable concentrates, E, EC; flowable solutions, F) and dry, water‐soluble formulations (dry flowable, DF; disperable granules, DG;

gets through to the area you are intending

to spray. Too much pressure may result in

the herbicide getting on desirable plants

, ; p g , ;water‐dispersable granules, WDG; water‐soluble bags, WSB; wettable powders, WP) for spray applications. Spray pressure should be constant and

and damaging and/or killing plants other

than the weeds.

For best results, herbicides should be

Spray pressure should be constant and adequate to maintain proper spray pattern for uniformity and to ensure droplet penetration through the plant

thoroughly mixed and spay nozzles should

be checked regularly and replaced when

damaged.

canopy. Excessive pressure can lead to drift and damage to nontarget plants. Spray volume should be sufficient for thorough coverage Herbicides shouldthorough coverage. Herbicides should be thoroughly mixed (agitated) in spray tanks to obtain uniform results, and spray nozzle openings (orifices) should be checked regularly and replaced when wear becomes evident.

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Let every nation know,

h h h ll

All countries of the world should understandwhether it wishes us well

or ill, that we shall pay

should understand, whether they are our friend or our enemy, that

any price, bear any

burden, meet any

friend or our enemy, that the United States will do whatever is necessary,

hardship, support any

friend, oppose any foe, in

no matter what it takes, to be sure that our

t d th, pp y ,

order to assure the

survival and the success

country and other democracies remain freesurvival and the success

of liberty. free.

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What is right with “simplified” text?What is right with simplified text?

• Provides for scaffolding for ELL students, studentsProvides for scaffolding for ELL students, students with disabilities

• They can become a foundation for understanding y gcomplex text as long as students have the opportunity to read complex texts as well.

• Gradated Text Collection – a collection of texts on a topic that advance in degrees of complexity. Some

d d l f hstudents may read simpler texts first, then move on to complex text (a form of instructional support).

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What’s wrong with the simplifiedt t h?text approach?

• Simplified usually means limited, restricted, and thin in imeaning.

• Academic vocabulary can only be learned from complex texts––by noticing how it works in texts, engaging with, thinking about, and discussing their more complex meanings with others.

• Mature language skills needed for success in school and g glife can only be gained by working with demanding materials.

• No evidence that struggling readers—especially at• No evidence that struggling readers—especially at middle and high school‐‐catch up by gradually increasing the complexity of simpler texts.

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Gradated TextsGradated Texts

Article: Breathing and Its True Role in Our LifeTrue Role in Our Life, Health and Longevity

A collection of texts thatA collection of texts that increase in difficulty from simple to moderate to

l dcomplex, around a common topic.

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WHY TEXT COMPLEXITY MATTERS

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Text Complexity ‐ An ACT StudyText Complexity ‐ An ACT Study

• Purpose: Determine what distinguished the reading p g gperformance of students likely to succeed in college and not.

• Process:• Set benchmark score on the reading test shown• Set benchmark score on the reading test shown to be predictive of success in college (“21” on ACT composite score). p )

• Looked at results from a half million students.

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Performance on the ACT Reading Test by Comprehension Levelby Comprehension Level

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Performance on the ACT Reading Test by Textual Element ( d )(Averaged across Seven Forms)

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Text Complexity Matters

Texts used in the ACT Reading Test reflect gthree degrees of complexity:

Uncomplicated: __________

More Challenging: ________

Complex: ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐

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Performance on the ACT Reading Test by Degree of Text Complexityby Degree of Text Complexity

(Averaged across Seven Forms)

In this figure performance on questions associated with uncomplicated and more

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In this figure, performance on questions associated with uncomplicated and morechallenging texts both above and below the ACT College Readiness Benchmark forReading follows a pattern similar to those in the previous analyses. Improvement on each of the two kinds of questions is gradual and fairly uniform.

5151

Recap of ACT FindingsQuestion type and level (main idea, word meanings, details) is NOTthe chief differentiator between student scoring above and below the benchmarkthe benchmark.

The degree of text complexity in the passages acted as the “sorters” within ACT. The findings held true for both males and females, all racial groups and was steady regardless of family income level.

What students could read, in terms of its complexity‐‐rather than what they could do with what they read—israther than what they could do with what they read isgreatest predictor of success. FCAT has complex passages and highly cognitive demanding questions.

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Guiding Question

H d th t tHow do we ensure the texts our students are reading are in the gappropriate text complexity band?

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The Common Core Standards' three equally important q y pcomponents of text complexity.

Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by anknowledge demands often best measured by an attentive human reader.

Reader and Task considerations – backgroundReader and Task considerations background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional y p y g pjudgment.

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Where do we find texts in the appropriate t t l it b d?text complexity band?

We could….Choose an excerpt of text from Appendix B as a starting place:

Use available resources such as the text complexity rubric and available quantitative measures to determine th t t l it f thstarting place:

or…

the text complexity of other materials on our own.

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Determining Text Complexity

A Four‐step Process:

1. Determine the quantitative measures of the text.

2. Analyze the qualitative measures of the text.

Reader and Task3. Reflect upon the reader and task considerations.

4. Recommend placement in the appropriate text complexity band.

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Step 1: Quantitative Measures

Measures such as:

Quantitative Measures

• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

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Step 2: Qualitative Measuresp Q

Measures such as:• Structure• Language Demands andLanguage Demands and

Conventions• Knowledge Demands• Levels of Meaning/Purpose

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Qualitative Features of Text Complexity Structure

Simple ComplexExplicit ImplicitConventional UnconventionalEvents related in chronological order Events related out of chronological order (chiefly literary texts)g ( y y )Traits of a common genre or subgenre Traits specific to a particular discipline (chiefly informational texts)Simple graphics sophisticated graphicsSimple graphics sophisticated graphicsGraphics unnecessary or merely supplemental to understanding the text Graphics essential to understanding the text and may provide information not elsewhere providedthe text and may provide information not elsewhere provided

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Common Core StandardsQualitative Features of Text ComplexityQualitative Features of Text Complexity

Language Demands: Conventionality and Clarity

Literal Figurative or ironicClear Ambiguous or purposefully misleadingContemporary, familiar Archaic or otherwise unfamiliarC ti l G l A d i d d i ifiConversational General Academic and domain specificLight vocabulary load: few unfamiliar or academic words Many words unfamiliar and high academic vocabulary presentSentence structure straightforward Complex and varied sentence structuresg pThough vocabulary can be measured by quantifiable means, it is still a feature for careful consideration when selecting texts Though sentence length is measured by quantifiable means, sentence complexity is still a feature for careful consideration when selecting textscomplexity is still a feature for careful consideration when selecting texts

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Common Core StandardsQualitative Features of Text ComplexityQ p y

Knowledge Demands: Life Experience • Simple theme Complex or sophisticated themes• Single theme Multiple themes• Common everyday experiences or clearly fantastical situations

Experiences distinctly different from one’s ownExperiences distinctly different from one s own• Single perspective Multiple perspectives• Perspective(s) like one’s own Perspective(s) unlike or in

opposition to one’s own• Everyday knowledge cultural and literary knowledge• Few allusions to other texts many allusions to other texts• Few allusions to other texts many allusions to other texts • Low intertextuality (few or no references to other texts)

high intertextuality (many references or citations to other texts)

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Levels of Meaning (chiefly literary texts) or

purpose (chiefly informational texts)

• Single level of meaning Multiple levels ofSingle level of meaning Multiple levels of meaning

• Explicitly stated purpose Implicit purpose• Explicitly stated purpose Implicit purpose, may be hidden or obscure

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Structure

Simple ComplexExplicit ImplicitConventional UnconventionalEvents related in chronological order Events related out of chronological order (chiefly literary texts)g ( y y )Traits of a common genre or subgenre Traits specific to a particular discipline (chiefly informational texts)Simple graphics sophisticated graphicsSimple graphics sophisticated graphicsGraphics unnecessary or merely supplemental to understanding the text Graphics essential to understanding the text and may provide information not elsewhere providedthe text and may provide information not elsewhere provided

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Step 2: Qualitative Measures

Because the factors for literary texts are different from information texts, the rubric contains slightly different content aimed at each that we have discussed. However, the formatting of each document is exactly the same.g y

65

Step 3: Reader and Taskp

Considerations such as:Considerations such as:• Motivation• Knowledge and experience• Purpose for reading• Complexity of task assigned regarding

text• Complexity of questions asked

regarding textregarding text

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Vocabulary and SyntaxVocabulary and SyntaxThe educational implications of the measures of text difficulty include:difficulty include:

• Single biggest predictor of student achievement is vocabulary and syntaxsyntax.

• Need to be addressed throughout schooling (kindergarten through 12th grade). Schools and districts should plan a coherent, intensive g ) p ,and systematic program for vocabulary and syntax.

• Syntax is one of the most powerful predictors of difficulty.y p p y

• Some features of text are more important than others—syntax and vocabulary are an example of two essential text features to pay

l dparticular attention to during instruction.

67

What Complex Text Demands of ReadersWhat Complex Text Demands of Readers

•A Willingness to Pause and Probe•Students must be patient as they read complex texts and be willing to devote time to contemplation of the text

•The Capacity for Uninterrupted Thinking•The Capacity for Uninterrupted Thinking•Time devoted to the text and thinking about the text exclusively ‐ single‐tasking rather than multi‐tasking

•A Receptivity to Deep Thinking•Contemplation of the meaning of the text and not a quick response voicing an opinion based on a shallow interpretationan opinion based on a shallow interpretation

(Mark Bauerlein, 2011)

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Reader and TaskTen Guiding PrinciplesTen Guiding Principles

1. Make close reading and rereading of texts central to lessons.

2. Provide scaffolding that does not preempt or replace text.

3. Ask text dependent questions from a range of question types.

4. Emphasize students supporting answers based upon evidence from the text.

5. Provide extensive research and writing opportunities (claims and evidence).

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Reader and TaskTen Guiding PrinciplesTen Guiding Principles

6 Offer regular opportunities for students to share ideas evidence6. Offer regular opportunities for students to share ideas, evidence and research.

7 Off t ti i t ti i b l7. Offer systematic instruction in vocabulary.

8. Ensure wide reading from complex text that varies in length.

9. Provide explicit instruction in applied grammar and conventions.

10. Cultivate students’ independence.

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Shorter, Challenging Texts

• The study of short texts is useful to enable students at a wide range of reading levels to participate in the close analysis of more demanding text.

• Place a high priority on the close, sustained reading of Place a high priority on the close, sustained reading ofcomplex text. Such reading emphasizes the particular over the general and strives to focus on what lies within the four corners of the textcorners of the text.

• Close reading often requires compact, short, self‐contained texts that students can read and re‐read deliberately and slowly to probe and ponder the meanings of individual words, the order in which sentences unfold, and the , ,development of ideas over the course of the text.

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Send to: 37607 and in the message line text Code #Send to: 37607 and in the message line text Code # 83374 and your response.Example: 83374 I am confused about... Would you


please clarify what you mean by...?



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NEW COURSE DESCRIPTIONSALIGNED TO NGSSS AND CCSS

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COURSE DESCRIPTIONSCOURSE DESCRIPTIONS

• 2000310 Biology2000310 Biology

• 2109310 World History

800 0 d i i l• 8007110 Introduction to Environmental Water

Technology

How do the literacy standards support the content of each course?

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Reflective JournalReflective JournalPlease take a moment to reflect onPlease take a moment to reflect on the instructional implications of text complexitycomplexity.

• What are the instructional implications of text complexity forimplications of text complexity for your course(s)?

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Looking Ahead at2 S iDay 2 – Session 7

Comprehension Instructional Sequence

Content Area Lesson:Content Area Lesson:What Thawed the Last Ice Age?

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Documents

Day 1 Common Core State Standardscommoncore.dadeschools.net/docs/CTE/Overview Day 1... · Common Core (CC) Literacy Standards for Science, Social Studies, and Career/Technical subjects?