instructional shifts: addressing rigor in the sat and ela common core standards
DESCRIPTION
Instructional Shifts: Addressing Rigor in the SAT and ELA Common Core Standards. Mary Roberds ELA ISS. Description. Provide participants a general overview of the how SAT measures our current standards and the proposed common core state standards. - PowerPoint PPT PresentationTRANSCRIPT
Instructional Shifts: Addressing Rigor in the SAT and ELA Common
Core Standards
Mary RoberdsELA ISS
Description• Provide participants a general
overview of the how SAT measures our current standards and the proposed common core state standards.
• Discuss shifts in instruction that will need to occur in order to meet the rigor of the revised SAT and the Common Core State Standards.
Objectives• Compare and contrast the Common Core State
Standards (CCSS) with the DoDEA ELA standards.
• Compare and contrast the Common Core State Standards (CCSS) with the current and revised SAT
• Discuss instructional shifts that need to occur in
order to meet the rigor of the revised SAT and the Common Core State Standards.
Objective 1• Compare and contrast the Common
Core State Standards (CCSS) with the DoDEA ELA standards
Activity 1• Using your set of cards, match the
CCSS ELA anchor standards with the DoDEA ELA “anchor” standards.
Objective 2• Compare and contrast the Common
Core State Standards (CCSS) with the current and revised SAT
ELA Strands in the CCSS
• Reading
• Writing
• Speaking and Listening
• Language
ELA Strands Measured on the current and revised SAT
• Reading
• Writing
• Speaking and Listening
• Language
Author’s Craft
Determining the Meaning of Words
Facility in the Use of Language and Vocabulary
Grammar, Usage and Mechanics
Manage Grammatical Structures Used to Modify or Compare
Manage Order and Relationships of Sentences and Paragraphs
Manage Phrases and Clauses in a Sentence
Manage Word Choice and Grammatical Relationships Between Words
Organization and Focus
Point of View/Position
Reasoning and Inferencing
Understanding Literary Elements
Use of Evidence and Examples
0 2 4 6 8 10 12 14 16
Number of Times Skill on the current SAT is Addressed in CCSS
Number of Times SAT Skill is Addressed in CCSS
SAT Skills most commonly addressed in the Common Core State Standards
1. Determining the Meaning of Words
2. Manage Word Choice and Grammatical Relationships Between Words
3. Point of View/Position
4. Reasoning and Inferencing
5. Manage Order and Relationships of Sentences and Paragraphs
• How does the revised SAT address the Common Core State Standards?
oMany of the same skills addressed
oSkills addressed at a higher level on Blooms Taxonomy.
oWriting more rigorous
Note: Writing is optional on the revised SAT. Colleges determine requirement.
Skills addressed at a higher level on
Blooms Taxonomy.
2015 2016Determining the Meaning of
Words
RememberComprehend/Understand
Analyze
Apply
Evaluate
CreateSynthesize
Comprehend Meaning
Determine Meaning
2015 2016Manage Word Choice and
Grammatical Relationships Between Words
RememberComprehend/Understand
Analyze
Apply
Evaluate
CreateSynthesize
Manage
Assess Impact
2015 2016Point of View / Position
RememberComprehend/Understand
Analyze
Apply
Evaluate
CreateSynthesize
Comprehend text
Analyze Impact of POV /Position
2015 2016Reasoning and Inferencing
RememberComprehend/Understand
Analyze
Apply
Evaluate
CreateSynthesize
Comprehend text
Cite & Infer meaning from Text and Graphics
2015 2016Reasoning and Inferencing
RememberComprehend/Understand
Analyze
Apply
Evaluate
CreateSynthesize
Cite & Infer meaning from Text and Graphics
Cite & Infer meaning from Text and Graphics
Synthesize across topically related text
2015 2016Writing
RememberComprehend/Understand
Analyze
Apply
Evaluate
CreateSynthesize
Construct Argumentative EssayCite and
Evaluate Sources
Analyze Sources
Analyze Audience
Apply Word Knowedge
Synthesize task, purpose, and audience into a well
organized essay
Objective 3oDiscuss instructional shifts that
need to occur in order to meet the rigor of the revised SAT and the Common Core State Standards.
Shifts in ELA/ Literacy1. Regular practice with complex texts and their
academic language
2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational
3. Building knowledge through content-rich nonfiction
Shift 1• Regular practice with complex texts
and their academic language
Shift 1• Regular practice with complex texts
and their academic language
Three-Part Model for Measuring Text
Complexity
• Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands
• Quantitative evaluation of the text: Readability measures and other scores of text complexity
• Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
CCSS does not have a required book list.
Direct ImpactText Complexity GradeBand in the Standards
Old Lexile Ranges
Lexile Ranges AlignedtoCCR 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
Three-Part Model for Measuring Text Complexity
• Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands
• Quantitative evaluation of the text: Readability measures and other scores of text complexity
• Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)
CCSS does not have a required book list.
Resources• http://
www.corestandards.org/assets/Appendix_B.pdf
• http://www3.cde.ca.gov/reclitlist/search.aspx
• http://ccbc.education.wisc.edu/books/detailListBooks.asp?idBookLists=549
Strategies for teaching complex text
• Encourage use of context clues and structural analysis of vocabulary.
• Encourage independent reading outside the classroom to increase comprehension and vocabulary.
• Model and teach critical thinking skills to understand complex text.
Shift 1• Regular practice with complex texts and their
academic language
General Academic Words
• High utility for mature language users
• Found across a variety
of domains
• Appear frequently in written texts (but uncommonly in oral language)
• Appear across a wide range of subjects.
SAT Focus – Defining Words in Context
• Use context clues from a sentence and/or larger section of text
• Use knowledge of root words, prefixes, and suffixes
• Use sentence structure (syntax)
• Study sophisticated and specialized vocabulary
• Understand nuances and infer connotations
What the research says…
• Frequent exposure to targeted vocabulary words
o Explicitly or directly teach the vocabulary words
o Read the text that includes the vocabulary words
o Engage students in dialogue about the words
o Play an interactive game using the words (in class or online)
Shift 2• Reading, writing and speaking grounded in
evidence from the text, both literary and informational.
Close Reading• Traits
o Examines meaning thoroughly and analyticallyo Directs attention to the text, central ideas, and supporting
detailso Reflects on meanings of individual words and sentences; and
developing ideas over the course of the text.
• Practiceso Use Short Textso Aim for Independence using Text-Based Questionso Teach Students to Ask the Questions
• What is the author telling me here?• Are there any hard or important words?• What does the author want me to understand?• How does the author play with language to add to
meaning?
“Re-read it, think it, talk it, write it”
Text-Dependent Questions
Three types of Text-Dependent Questions:
• Questions that assess themes and central ideas
• Questions that assess knowledge of vocabulary
• Questions that assess syntax and structure
Text-Based QuestionsNot Text-Dependent Text-Dependent
• 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?
Model Close Reading:Think Aloud and Read Aloud Strategies
Teachers and/or skilled readers model for students how skilled readers construct meaning from a text.
“Re-read it, think it, talk it, write it”
Shift 3• Building knowledge through content-
rich nonfiction
Content-Rich Nonfiction
• 50/50 balance K-5 (nonfiction/fiction)• 70/30 in grades 9-12(nonfiction/fiction)• 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.
Curriculum Resources,
etc.
6th Grade Reading StreetsNonfiction FictionA Dog’s Life Old YellerThe Harlem Renaissance Mother Fletcher’s GiftVisiting Another Country Viva New JerseyDrip, Dry? Saving the Rain ForestsThey’ve got Personality When Crowbar Came
Oceans: Dolphins, sharks, penguins, and more! Johnna Rizzohttp://articles.baltimoresun.com/keyword/oysters
The Black Pearl (Summer Reading)
Novels
Reading Streets alone does not meet 6th grade needs for CCSS. 50/50 ratio is OK for K-5, however, for 6th Grade teachers will need to find one more non-fiction piece to make a 70/30 ratio.
9th Grade HoltInformational Text Literary TextRomeo and Juliet in Bosnia Dear Juliet
Romeo and Juliet
Where I find My Heroes Heroes with Solid Feet
The Odyssey - Homer
http://law2.umkc.edu/faculty/projects/FTrials/scottsboro/SB_lett.html
To Kill a Mockingbird
http://www.rsc.org.uk/explore/shakespeare/plays/romeo-and-juliet/ A True-Life Epic – Mandelahttp://www.anc.org.za/show.php?id=47
Novels
Discussion
1. Regular practice with complex texts and their academic language
2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational
3. Building knowledge through content-rich nonfiction
----------------------------------------------------------------------------------• How do these shifts impact instruction at your
school?
• How do these shifts impact SAT preparation?
• What do your teachers need to learn to prepare for these shifts?