Welcome. Please sign in. . Common Core/FCAT 2.0 Reading/Language Arts February 2012. Our goals for today: Provide update on Common Core Standards in Florida. Analyze organization and content of Common Core Standards.
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
Please sign in.Common Core/FCAT 2.0 Reading/Language ArtsFebruary 2012
Identify the standard: RL.9-10.7.
Identify the standard of this: RL.9-10.7. departure from the Next Generation Sunshine State Standards?
Analyze how an author draws on and transforms source material in a specific work (e.g. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare.Go to page 36 – Reading Standards for Literature 6-12.
RL. 7.2 departure from the Next Generation Sunshine State Standards?
Standard 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.At your table, locate the following Reading standards:
RI.8.8 departure from the Next Generation Sunshine State Standards?
RI.11-12.8Now let’s try locating standards for Informational Text. Locate the following standards.
RI.8.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
RI.11-12.8 – Delineate and evaluate the reasoning in seminal US texts, including the application of constitutional principles and use of legal reasoning.
For each of the pages referenced above: claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
Take a few minutes to review the information for writing, speaking and listening, and language strands.See pages 41 (writing), 48 (speaking and listening, and 51 (language).
Text Complexity text complexity.
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.
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
Quantitative Measures text complexity.
Step 2: Qualitative Measures text complexity.
Step 3: Reader and Task text complexity.
A Four-step Process: text complexity.
Determine the quantitative measures of the text.
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
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?
Common Core Curriculum Maps
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.
What strategies can you incorporate in your teaching that addresses the types of texts and tasks required in Common Core while continuing to teach benchmarks assessed on FCAT 2.0?
Please answer questions on pretest to the best of your knowledge.
Each FCAT 2.0 question must be written to address only one benchmark.
FalseFCAT 2.0 Pre-Test
FCAT 2.0 Pre-Test
Words used in vocabulary questions may be two grade levels above the tested grade.
In multiple choice items, one-word answer choices are always arranged alphabetically; longer answer choices are always arranged by length.
TrueFCAT 2.0 Pre-Test
Comprehension increases when all teachers implement the following 5 practices:
-Just Read, Florida!