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BREAKOUT SESSION #1 Deepened Understanding of the Big Ideas in the CCSS

Common Core State Standards for English Language Arts and Literacy in History/ Social Studies, Science, and Technical Subjects. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. BREAKOUT SESSION #1

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BREAKOUT SESSION #1 Deepened Understanding of the Big Ideas in the CCSS

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

  2. Common Core State Standards forEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects BREAKOUT SESSION #1 Deepened Understanding of the Big Ideas in the CCSS

  3. Common Core State Standards forEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects TWO VERY BIG IDEAS • 1. TEXT COMPLEXITY • 2. NONFICTION WRITING: THE ARGUMENT

  4. Overview of Text Complexity • Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Quantitative Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

  5. TEXT COMPLEXITY: QUALITATIVE MEASURES: A DEEPER LOOK • Read PAGES 5-6 in APPENDIX A: • Annotate: Take notes in the margins of the text as you read. • After each paragraph on page 5 summarize/paraphrase important information in your own words. • Find a partner: take turns sharing your paraphrasing/summarizing of each paragraph of page 5.

  6. TEXT COMPLEXITY: QUALITATIVE MEASURES: A DEEPER LOOK Form a team of four. Number yourselves 1-4. Analyze and discuss the difficulty of The Narrative of the Life of Fredrick Douglas pg 11. in terms of the following factors (refer to page 6 Appendix A for support) • Levels of Meaning: (person 1) • Structure: (person 2) • Language Conventionality and Clarity (person 3) • Knowledge Demands (person 4) *

  7. Overview of Text Complexity • Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade • Text complexity is defined by: Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Quantitative measures – readability and other scores of text complexity Quantitative Qualitative Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned Reader and Task

  8. TEXT COMPLEXITY: QUANTITATIVE MEASURES: A DEEPER LOOK Numerous formulas exist for measuring the readability of various types of texts. • Coh-Metrix (cohesiveness of a text-60 different indices) • Flesch-Kincaid Grade Level Test (word length and sentence length) • Dale-Chall Readability Formula (word frequency and sentence length) • ATOS* (Accelerated Reader) (word difficulty, word length and sentence length, text length) • The Lexile Framework* (word frequency and sentence length) • Achieve 3000 • DSI (passages only) • HSA * Both reader and text are placed on the same scale

  9. TEXT COMPLEXITY: QUANTITATIVE MEASURES: A DEEPER LOOK “The tools for measuring text complexity are at once useful and imperfect.” • Especially difficult to measure: • Poetry , song lyrics, recipes, lists • Texts for k and grade 1 • Complex narrative fiction where ideas are often expressed in relatively commonplace language, especially dialogue that mimics everyday speech (i.e., Grapes of Wrath)

  10. MEASURES MUST BE ALIGNED WITH COLLEGE AND • CAREER READINESS EXPECTATIONS

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  13. Common Core State Standards forEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects TWO VERY BIG IDEAS • 1. TEXT COMPLEXITY • 2. NONFICTION WRITING: THE ARGUMENT

  14. NONFICTION WRITING: THE ARGUMENT As part of their attempt to explain to new college students the major differences between good high school and college writing, Williams and McEnerney define argument not as “wrangling” but as “a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively”:

  15. NONFICTION WRITNG: THE ARGUMENNT: A DEEPER LOOK

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  17. TEXT COMPLEXITY: QUANTATIATIVE MEASURES: A DEEPER LOOK Select the sample writing that is closest to your grade level: Consider: How does this sample match the CCSS Writing Standards. Underline where you see evidence of each of the standards in the student sample .

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  19. Common Core State Standards forEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects BREAKOUT SESSION #2 HCPS III/CCSS Crosswalk Analysis

  20. Common Core State Standards forEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects BREAKOUT SESSION #2 HCPS III/CCSS Crosswalk Analysis New Content (highlighted) Eliminated Content Opportunities for Innovation and Promoting Student Achievement

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