presentation to secondary sites 2012. outcomes: 1.understand the background and rationale of the...
DESCRIPTION
Part 1 1.Understand the background and rationale of the CCSS. 2.Understand the shifts and implications for students and teachers.TRANSCRIPT
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?