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The CCSS Seven Literacy Competencies in the 21st Century Classroom

The CCSS Seven Literacy Competencies in the 21st Century Classroom. Jennifer Nehl, M.Ed. Stand up if…. Formatively assessing my audience to determine instructional approach to best meet academic needs.

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The CCSS Seven Literacy Competencies in the 21st Century Classroom

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  1. The CCSS Seven Literacy Competencies in the 21st Century Classroom Jennifer Nehl, M.Ed.

  2. Stand up if… Formatively assessing my audience to determine instructional approach to best meet academic needs.

  3. Content literacy is defined as the degree to which individuals have the capacity to obtain, process and understand information needed to evaluate, comprehend and apply content specific information.

  4. 7 Literacy Competencies They demonstrate independence. They build strong content knowledge. They respond to the varying demands of audience, task, purpose, and discipline. They comprehend as well as critique. They value evidence. They use technology and digital media strategically and capably. They come to understand other perspectives and cultures

  5. 8 Standards for Mathematical Practice • Make sense of problems and persevere in solving them. • Reason abstractly and quantitatively. • Construct viable arguments and critique the reasoning 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.

  6. Making a commitment to a literacy Adolescent readers need support in seven specific areas: 1. access to a wide variety of reading material that appeals to their interests; 2. instruction that builds skills and the desire to read increasingly complex materials; 3. assessment that shows strengths as well as needs; 4. expert teachers who model and provide explicit instruction across the curriculum; 5. reading specialists who assist students having difficulty learning how to read; 6. teachers who understand the complexities of individual adolescent readers; and 7. homes and communities that support the needs of adolescent learners.

  7. Definition Functional text is used for everyday information. It is called functional because it helps you function in your day-to-day life.

  8. Everyday Examples • If I wanted to make chocolate chip cookies, I would read and follow a recipe. • If I wanted to know my friend's phone number, I might search for it online (DEX online). • If my English teacher gave a test, I would need to know how to read and follow the directions carefully.

  9. Everyday examples cont. • If you were going on a road trip and needed to know how to get there, you would use a … • If you were registering for classes through City of Chandler, you would need … • If you were going to see a movie and wanted to know when it started, you would look …

  10. Academic and Everyday Examples • Internet • Atlas • Almanac • Dictionary • Phone Book • Encyclopedia • Newspaper • Magazine • Thesaurus • Menu • Recipes • Road maps

  11. Content Standards Progression

  12. The SMARTER Balanced Assessment Consortium (SBAC) • SMARTER Balanced released a draft document outlining the content specifications that are intended to ensure that the assessment system accurately assesses the full range of the standards (including the Practice Standards). • Include a variety of question types: • selected response, • short constructed response, • extended constructed response, • technology enhanced, and • performance tasks

  13. Assessing Levels of Expertise Level 1: Demonstrating basic procedural skills AND conceptual understanding. Level 2: Assessing knowledge in a context where their work on complex tasks is scaffolded. Level 3: Unscaffolded situations that call on substantial chains of reasoning.

  14. Claims & Evidence for CCSS Mathematics Assessments Claim #1—Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency.

  15. Claim #1 Sample

  16. Smarter Balanced (SBAC)

  17. Sample Task--Grade 8from Smarter Balanced Assessment Consortium A Claim #1, Level 1 example • Claim #1—Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. • Level 1—Demonstrating basic procedural skills AND conceptual understanding.

  18. Water Tank Problem:A water tank has shape and dimensions as shown in the diagram below. At the beginning the tank is empty. Then it is filled with water at the rate of one liter per second. Water Tank

  19. Claims & Evidence for CCSS Mathematics Assessments Claim #1—Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. Claim #2—Students can frame and solve a range of complex problems in pure and applied mathematics.

  20. Claim #2 Sample

  21. Claim #2 Sample (Cont.)

  22. Contact Information Jennifer Nehl jnehl@tie.net 605-721-4642 Ext. 310

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