Smarter Balanced 203: CCSS Across the Curriculum

1. Smarter Balanced 203: CCSS Across the Curriculum Rachel Aazzerah Science/Social Sciences Assessment Specialist Email: Rachel.aazzerah@state.or.us

2. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects

3. Key Instructional Shifts in ELA/Literacy *Reading: Shift away from literature-focused standards to a balance of literature and informational texts. *Writing: Strong emphasis on argument and informative/explanatory writing, use of sources (using evidence) to inform an argument. *Speaking and Listening: Focus on formal and Informal talk (speech). *Language Standards: Stress on both general academic and domain-specific vocabulary ***The Common Core also address reading, writing and literacy across the curriculum (science, social sciences, and technical subjects).

4. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, and Technical Subjects College and Career Readiness (CCR) Standards • Overarching standards for each strand that are further defined by grade-specific standards Grade-Level Standards in English Language Arts • K-8, grade-by-grade • 9-10 and 11-12 grade bands for high school • Four strands: Reading, Writing, Speaking and Listening, and Language ***Standards for Literacy in History/Social Studies, Science, and Technical Subjects • Standards are embedded at grades K-5 • Content-specific literacy standards are provided for grades 6-8, 9-10, and 11-12

5. Overview of Reading Strand *Progressive development of reading comprehension *Emphasize the importance of grade-level texts that are of appropriate difficulty and are increasingly sophisticated • Standards for Reading Foundational Skills (K-5) • Reading Standards for Literature (K-12) • Reading Standards for Informational Text (K-12) • Reading Standards for Literacy in History/Social Studies (6-12) • Reading Standards for Literacy in Science and Technical Subjects (6-12)

6. Overview of Text Complexity • Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade • Text complexity is defined by: Qualitative measures Quantitative measures Qualitative Quantitative ***Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

7. Overview of Writing Strand • Compose arguments and opinions, informative/explanatory pieces, and narrative texts • Use of reason and evidence to substantiate an argument or claim • Conduct research– short projects and sustained inquiry • Require students to incorporate technology as they create, refine, and collaborate on writing • Include student writing samples that illustrate the criteria required to meet the standards (See standards’ appendices for writing samples)

8. Overview of Speaking and Listening and Language Strands Speaking and Listening • Focus on speaking and listening in a range of settings, both formal and informal – academic, small-group, whole-class discussions • Emphasize effective communication practices • Require interpretation and analysis of message as presented through oral, visual, or multimodal formats Language • Include conventions for writing and speaking • Importance of vocabulary acquisition through a mix of conversation, direct instruction, and reading • To be addressed in context of reading, writing, speaking and listening **Media and Technology are integrated throughout the CCSS

9. Overview of Standards for History/Social Studies, Science and Technical Subjects • Reading Standards for History/Social Studies, Science, and Technical Subjects • Knowledge of domain-specific vocabulary • Analyze, evaluate, and differentiate primary and secondary sources • Synthesize quantitative and technical information, including facts presented in maps, timelines, flowcharts, or diagrams • Writing Standards for History/Social Studies, Science, and Technical Subjects • Writearguments on discipline-specific content and informative/explanatory texts • Use of data, evidence, and reason to support arguments and claims • Use of domain-specific vocabulary

10. Common Core State Standards for Mathematics

11. Key Instructional Shifts in Mathematics: *Coherence at each grade level *Focus on key topics *Fluency *Standards for Mathematical Practice: Habits of Mind *Deep conceptual understanding (Real World Application)

12. Organization of Common Core State Standards for Mathematics Grade-Level Standards • K-8 grade-by-grade standards organized by domain • 9-12 high school standards organized by conceptual categories Standards for Mathematical Practice • Describe mathematical “habits of mind” • Connect with content standards in each grade

13. Standards for Mathematical Practice Eight Standards for Mathematical Practice • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the understanding of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

14. Overview of K-8 Mathematics Standards • The K- 8 standards: • The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication, division, fractions and decimals • The 6-8 standards describe robust learning in geometry, algebra, and probability and statistics • Modeled after the focus of standards from high-performing nations, the standards for grades 7 and 8 include significant algebra and geometry content • Students who have completed 7th grade and mastered the content and skills will be prepared for algebra, in 8th grade or after

15. Overview of High School Mathematics Standards The High School mathematics standards: • Call on students to practice applying mathematical ways of thinking to real world issues and challenges • Require students to develop a depth of understanding and ability to apply mathematics to novel situations, as college students and employees regularly are called to do • Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions • Identify the mathematics that all students should study in order to be college and career ready

16. Format of High School Mathematics Standards • High school standards are organized around five conceptual categories: Number and Quantity, Algebra, Functions, Geometry, and Statistics and Probability • Modeling standards are distributed under the five major headings and are indicated with a () symbol • Standards indicated as (+) are beyond the college and career readiness level but are necessary for advanced mathematics courses, such as calculus, discrete mathematics, and advanced statistics. • Standards with a (+) may still be found in courses (Chemistry, Physics, CTE, Economics) expected for all students

17. Sample Smarter Balanced Items with Science and Social Sciences Context

29. Sample Smarter Balanced Performance Tasks with Science and Social Sciences Context

30. Grade 4 ELA Performance Task Animal Defenses 1. Be introduced to the concept of animal defenses. 2. Be engaged in a compare and contrast group classroom activity (Venn Diagram) 3. Video stimulus—"Animal Defenses"—used in the writing assessment. The teacher will lead a whole class discussion about animal defenses using examples from the video. Students may take notes based on their ideas and the ideas of their classmates. 4. Be reminded of the qualities of an explanatory article or essay. Writing Prompt: Your class is preparing a museum display that will include photos of a variety of animals and interesting facts about them. You have been asked to write an article for the museum display explaining about animal defenses.

31. Grade 11 ELA Performance Task Nuclear Power: Friend or Foe? Classroom Activity (20 minutes) Using visual stimuli (chart and photo), the teacher invites students to share prior knowledge of nuclear power. By way of class discussion, and in order to contextualize the examination of stimuli in Part 1, students are reminded of two basic understandings about nuclear power: 1) that it is one among several ways that societies produce electricity and 2) that its use is controversial. Part 1 (50 minutes) Students examine and take notes on the stimuli, a series of Internet sources that present both sides of the nuclear debate. Constructed-response questions call upon the students to summarize and evaluate the presented sources.

32. Grade 11 ELA Performance Task Nuclear Power: Friend or Foe? Part 2 (70 minutes) Students refer to their notes as needed to compose a full-length argumentative essay. Students are allowed access to the stimuli they examined in Part 1. Pre-writing, drafting, and revisions are involved. Scored Products Student responses to the constructed-response research questions at the end of Part 1 and the essay completed in Part 2 will be scored. Notes completed in Part 1 and pre-writing and drafting in Part 2 will not be scored.

33. Grade 11 ELA Performance Task • Nuclear Power: Friend or Foe? • Student Prompt (Real World Application): • Back in the congresswoman’s office, you start to hand her your notes on the pros and cons of nuclear energy, but she waves away your papers. • “Some emergency meetings have come up and I don’t have time to review your research notes,” she says. “Instead, go ahead and make a recommendation for our position on this nuclear power plant. Should we support the building of this nuclear plant in our state, or should we oppose the power company’s plan? Be sure that your recommendation acknowledges both sides of the issue so that people know that we have considered the issue carefully. I’ll review your report tonight and use it for the press conference tomorrow morning.” • Write an argumentative report that recommends the position that your congresswoman should take on the plan to build a nuclear power plant in your state. Support your claim with evidence from the Internet sources you have read and viewed. You do not need to use all the sources, only the ones that most effectively and credibly support your position and your consideration of the opposing point of view.

34. Grade 11 Math Performance Task Thermometer Crickets *Use available online resources to explore crickets chirping (e.g., counting chirps in sound clips or using apps designed to perform the calculations). *Ask students to determine how converting to Celsius would affect the interpretations. *Collect all of the different formulas available for predicting temperature based on the number of cricket chirps. *Discuss similarities and differences. For which values of the independent variable are the different formulas more and less discrepant? (assumes the same variables and measurement units) *Seek global understanding of why data can lead to different formulas for the same phenomenon.

35. Grade 11 Math Performance Task Thermometer Crickets Using a Model Amos Dolbear developed an equation in 1897 called Dolbear’s law. He arrived at the relationship between number of chirps per minute of a snowy tree cricket and temperature. You can use this law to approximate the temperature, in degrees Fahrenheit, based on the number of chirps heard in one minute. Dolbear’s Law: T= 50 + N-40 4

36. Grade 11 Math Performance Task Thermometer Crickets Plot the line that represents Dolbear’s Law on the same graph as your line of best fit. What are the differences between this model and the one you developed earlier? (Include a discussion of their slopes and y-intercepts in your answer.) Interpret what these differences mean in the context of chirping rates and temperature. Explain the differences between the results of Dolbear’s formula and what you see in the observation data for determining the temperature depending on the number of times a cricket chirps. Support your conclusion using four data points. Why do you think these differences could occur?

37. CCSS Literacy in ScienceLearn how your colleagues in Oregon are infusing CCSS for Literacy into science classrooms and gain experience with the tools and strategies that are working to improve student achievement. Video PowerPoint Literacy in Science Video 1 Literacy in Science Video 2 Facilitator's Guide for Videos PowerPoint from Summer Assessment Institute http://www.ode.state.or.us/search/page/?id=3750

38. Smarter Balanced 301: Interim Assessments and Formative Tools April 9, 2013 3:30 p.m.-4:30 p.m. http://www.ode.state.or.us/news/events/ • Introduction to the Smarter Balanced Interim Assessments and Formative Tools (Digital Library) • Best Practices how to Incorporate Smarter Balanced Performance Tasks into the Classroom as Formative Assessments • Smarter Balanced Score Reporting • Recap of Oregon’s Smarter Balanced Item Development Process (2012-2013)

39. Resources • Smarter Balanced Website • http://www.smarterbalanced.org/ • Smarter Sample Items and Performance Tasks • http://www.smarterbalanced.org/smarterbalanced-assessments/#item • Smarter Item Writing and Review Materials • http://www.smarterbalanced.org/smarter-balanced-assessments/item-writing-and-review/ • Common Core State Standards Toolkit • http://www.ode.state.or.us/search/page/?id=3430 • Common Core State Standards Assessment Resources • http://www.ode.state.or.us/search/page/?id=3298 • Thank You!!! www.ode.state.or.us/go/assessment

40. Thank you! Please send additional input, questions, or anecdotes to: Rachel Aazzerah (Math/Smarter Balanced) Rachel.Aazzerah@state.or.us Derek Brown (Essential Skills) Derek.Brown@state.or.us Mark Freed (Math) Mark.Freed@state.or.us Ken Hermens (English/Language Arts) Ken.Hermens@state.or.us www.ode.state.or.us/go/assessment