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Welcome. Please sign in. . Common Core/FCAT 2.0 Reading/Language Arts February 2012. This morning: - Overview of Current Initiatives and Implications for the Classroom - A Presentation on Close Reading - Laurie Lee - Just Read Florida This afternoon:

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Common core fcat 2 0 reading language arts february 2012 l.jpg

Welcome.

Please sign in.

Common Core/FCAT 2.0 Reading/Language ArtsFebruary 2012


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This morning:

-Overview of Current Initiatives and Implications for the Classroom

-A Presentation on Close Reading - Laurie Lee - Just Read Florida

This afternoon:

-Working with the FCAT 2.0 - Cara Zatoris, Lincoln High School

Today’s Agenda



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What groups are most affected by the State Board of Education’s recent decision to change the FCAT Reading Achievement Levels?


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New FCAT Reading 2.0 Achievement Levels Education’s recent decision to change the FCAT Reading Achievement Levels?


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Students (grades 6-12) who scored Level 3 on the 2011 FCAT Reading who would be 2’s Under the New Achievement Levels

  • Chiles – 3 Deerlake – 44

  • Godby – 4 Fairview - 81

  • Lincoln – 3 Ft. Braden - 34

  • Rickards – 1 Griffin - 52

  • Cobb – 56 Montford - 84

  • Nims – 52 Raa – 76

  • Swift Creek - 52


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What is the Common Core State Standards Initiative and where did it originate?

  • knowledge and skills students should have within their K-12 education so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs

  • a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).

  • English-language arts and math were the first subjects chosen for the common core state standards because these two subjects are skills, upon which students build skill sets in other subject areas.

  • The Common Core State Standards Initiative was and will remain a state-led effort


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What is the Common Core State Standards Initiative and where did it originate?

  • The Common Core Initiative also includes 6–12 literacy standards in history/social studies, science, and technical subjects.

  • States may incorporate these standards into their content courses or adopt them as content area literacy standards.

  • Florida’s adoption of Common Core includes implementation of the content area literacy standards.

  • Florida Statute includes Next Generational Content Area Professional Development (NGCARPD) for content area teachers.


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Correlation Between Sunshine State Standards and Common Core Standards

Focus: Literary Elements

Informational Text


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How are the Common Core Standards different from the Next Generation Sunshine State Standards?


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Comparing FCAT 2.0 and Common Corefor your Grade Level


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Comparing FCAT 2.0 and Common Corefor your Grade Level


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  • The Partnership for Assessment of Readiness for College and Careers (PARCC) is a 24-state consortium working together to develop a common set of K-12 assessments in English and math.

  • The PARCC assessments will be ready for states to administer during the 2014-15 school year.

  • PARCC is contracting with two research universitiestodevelop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. These prototypes will include both assessment and classroom-based tasks.

What are the PARCC Assessments?


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  • Review the Performance Items provided for you. Careers (PARCC) is a 24-state consortium working together to develop a

  • Select the literary standards from Common Core you identified earlier.

  • Locate the corresponding literature performance task.

  • What challenges will this present for teachers of language arts/reading?

  • How will it impact our teaching?

Working with Common Core Performance Items


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Determining Complexity of Text Careers (PARCC) is a 24-state consortium working together to develop a

Why does text complexity matter?

What factors determine complexity of text?

How can I determine if a text is appropriate for my class?

Are there resources to help me?


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

    • Process:

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

      • Looked at results from a half million students.

      • Divided texts into three levels of complexity: uncomplicated, more challenging, and complex.

Text Complexity - ACT Study


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ACT Study Findings


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Question type and level (main idea, word meanings, details) is NOT the chief differentiator between student scoring above and below the 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—is greatest predictor of success. FCAT has complex passages and highly cognitive demanding questions.

Recap of ACT Findings


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Text Complexity is NOT the chief differentiator between student scoring above and below the benchmark.

  • Text complexity is defined by:

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

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

Quantitative

Qualitative

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

Reader and Task


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A Four-step Process: is NOT the chief differentiator between student scoring above and below the benchmark.

Determine the quantitative measures of the text.

Quantitative

Qualitative

Analyze the qualitative measures of the text.

Reader and Task

Reflect upon the reader and task considerations.

Recommend placement in the appropriate text complexity band.

Determining Text Complexity


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Quantitative Measures is NOT the chief differentiator between student scoring above and below the benchmark.

  • Measures such as:

    • Word length

    • Word frequency

    • Word difficulty

    • Sentence length

    • Text length

    • Text cohesion

Step 1: Quantitative Measures


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  • Read and discuss the article entitled “ is NOT the chief differentiator between student scoring above and below the benchmark.Lexile-to-Grade Correspondence.” As you read, consider the following questions:

  • What is the purpose of Lexile Measures?

  • For what purposes should teachers NOT use Lexile Measures?

  • What is IQR? What function does it serve?

  • What is a stretch text?

  • What other considerations exist for text selection in a classroom?

Quantitative Measures


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Remember, however, that the quantitative measures is only the first of three “legs” of the text complexity triangle.

Our final recommendation may be validated, influenced, or even over-ruled by our examination of qualitative measures and the reader and task considerations.

Quantitative Measures


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  • Additional Resources the first of three “legs” of the text complexity triangle.

  • Lexile Measures and the Common Core State Standards

  • http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/

  • Accelerated reader and the Common Core State Standards

  • http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

  • Coh-Metrix

  • http://cohmetrix.memphis.edu/cohmetrixpr/index.html

  • Coh-Metrix calculates the coherence of texts on a wide range of measures. It replaces common readability formulas by applying the latest in computational linguistics and linking this to the latest research in psycholinguistics.

Quantitative Measures


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Step 2: Qualitative Measures the first of three “legs” of the text complexity triangle.

  • Measures such as:

    • Structure

    • Language Demands and Conventions

    • Knowledge Demands

    • Levels of Meaning/Purpose

At your table, provide one or two examples of the four components that are considered in qualitative measures. When possible, cite a piece of text that illustrates your example. The Declaration of Independent has a cause-effect structure/organization, which is more challenging than a simple narrative.


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Step 3: Reader and Task the first of three “legs” of the text complexity triangle.

  • Considerations such as:

  • Motivation

  • Knowledge and experience

  • Purpose for reading

  • Complexity of task assigned regarding text

  • Complexity of questions asked regarding text


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A Four-step Process: the first of three “legs” of the text complexity triangle.

Determine the quantitative measures of the text.

Quantitative

Qualitative

Analyze the qualitative measures of the text.

Reader and Task

Reflect upon the reader and task considerations.

Recommend placement in the appropriate text complexity band.

Determining Text Complexity


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Choose an excerpt of text from Appendix B as a starting place:

We could….

Use available resources to determine the text complexity of other materials on our own.

or…

Where do we find texts in the appropriate text complexity band?


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Common Core Lesson Plans by Grade place:

Common Core Curriculum Maps

http://www.commoncore.org/free/


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Review the texts for your particular grade and subject. See CCSS Appendix Table of Contents.

Discuss with your colleagues the appropriateness of documents in the Appendix for your standards and students. Also discuss the question: “How can we ensure that the documents we use in our classes are appropriately complex?”

Be prepared to share with the group.

The Common Core Standards also focus on Performance Tasks that include written response to complex texts.


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Lunch Time CCSS Appendix Table of Contents.


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2012 FCAT 2.0 CCSS Appendix Table of Contents.

Please answer questions on pretest to the best of your knowledge.


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False

Each FCAT 2.0 question must be written to address only one benchmark.

False

FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test

True

Words used in vocabulary questions may be two grade levels above the tested grade.

True


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False

In multiple choice items, one-word answer choices are always arranged alphabetically; longer answer choices are always arranged by length.

True

FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


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  • Low Complexity questions for your grade level? – may require a student to solve a one-step problem

  • Moderate Complexity – may require multiple steps

  • High Complexity – may require a student to analyze and synthesize information

  • The complexity of a question can be affected by the complexity of its answer choices!

FCAT 2.0 Pre-Test


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If you’ve got the time, check the specs! questions for your grade level?


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Test Prep: The Elephant in the Room


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M/HS Content Focus & Sample Item Crosswalk help prepare students for FCAT.


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M/HS Content Focus & Sample Item Crosswalk


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Comprehension increases when all teachers implement the following 5 practices:

  • Making close reading and rereading of texts and complex questions central to lessons,

  • Providing scaffolding that does not preempt or replace text,

  • Asking text dependent questions from a range of question types

  • . Emphasizing students supporting answers based upon evidence from the text

  • Providing extensive research and writing opportunities (claims and evidence).

Beyond Test Prep

-Just Read, Florida!


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