Day 1 Common Core State Standards

1. Day 1 Common Core State Standards Session 7 6-12 Social Studies, Science, & CTE

2. Day 1 – Session 72:45-4:45 OUTCOMES Participants will increase their knowledge of: • The structure of the Common Core State Standards (CCSS); • The implications of the CCSS Anchor Standards; • Text complexity; and • The new Course Descriptions.

3. Tech Check  EXAMPLE Get out your SmartPhone! • PollEverywhere.com Live audience polling application • Smart Phone • Text TO: 37607 • Message line: 141010 • Tweet @poll and 141010 37607 # Code # code for the selection “red” # code for the selection “blue” # code for the selection “green”

4. Pre-AssessmentPlease answer the following questions via PollEverywhere Survey! • What is your comfort level and understanding of the Common Core (CC) Literacy Standards for Science, Social Studies, and Career/Technical subjects? • What is your comfort level and understanding of the Comprehension Instructional Sequence (CIS)? • What is your comfort level and understanding of Text Complexity?

5. Rate your level of understanding!What is your comfort level and understanding of the Common Core (CC) Literacy Standards for Science, Social Studies, and Career/Technical subjects? • 233824 I have never heard of the CC Literacy Standards (Scooby-Doo???). • 233867 I have a limited understanding of the CC Literacy Standards(I have heard of them!). • 233868 I have a partial understanding of the CC Literacy Standards (I could participate in a discussion). • 233924 I have an adequate understanding of the CC Literacy Standards (I could present an overview to others). • 233929 I have a thorough understanding of the CC Literacy Standards (I could train others on implementation). Send to: 37607 and text Code # to respond

6. Rate your level of understanding! What is your comfort level and understanding of the Comprehension Instructional Sequence (CIS)? • 235073 I have never heard of the CIS (Scooby-Doo???). • 235088 I have a limited understanding of the CIS (I have heard of them!). • 235089 I have a partial understanding of the CIS (I could participate in a discussion). • 235092 I have an adequate understanding of the CIS (I could present an overview to others). • 235093 I have a thorough understanding of the CIS (I could train others on implementation). Send to: 37607 and text Code # to respond

7. Rate your level of understanding!What is your comfort level and understanding of Text Complexity? • 235139 I have never heard of text complexity (Scooby-Doo???). • 235141 I have a limited understanding of text complexity (I have heard of it!). • 235144 I have a partial understanding of text complexity (I could participate in a discussion). • 235145 I have an adequate understanding of text complexity (I could present an overview to others). • 235176 I have a thorough understanding of text complexity (I could train others on implementation). Send to: 37607 and text Code # to respond

8. Parking Lot Questions • A question you need to park (save) until the end of a presentation. • It's a fancy way of saying, "Please hold all questions until the end of the presentation." Send to: 37607 and in the message line text Code # 83374 and your response. Example: 83374 How does this all fit together?

9. Digital Resources for the Common Core • Apple • http://itunes.apple.com/us/app/common-core-standards/id439424555 • Android • https://play.google.com/store/apps/details?id=com.edutater.corestandards • Common Core State Standards for Mathematics • http://www.corestandards.org/

10. Shared Responsibility for Students’ Literacy Development – Instructional Shifts with Implementation of the Common Core State Standards by Stuart Greenberg

11. Instructional Shifts Implementation of the Common Core State Standards

12. Instructional Shifts Implementation of the Common Core State Standards Shift 1 -K-5, Balancing Informational & Literary Texts • Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational. A focus on the Foundational Skills. Shift 2 -6-12, Knowledge in the Disciplines • Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

13. Instructional Shifts Implementation of the Common Core State Standards Shift 3 -Staircase of Complexity • In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level. Shift 4 -Text-based Answers • Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

14. Instructional Shifts Implementation of the Common Core State Standards Shift 5 -Writing from Sources • Writing needs to emphasize use of evidenceto inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read. Shift 6 -Academic Vocabulary • Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.

15. THE STANDARDS

16. What’s in a Title? – Everything! COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

17. READING Strand SPEAKING & LISTENING Strand LANGUAGE WRITING Strand 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR 6 Anchor Standards for CCR English Language Arts and Literacy Standards “Roadmap” ELA Standards K-12 Literacy Standards 6-12 Literacy Standards 6-12 ELA Standards K-12 ELA Standards K-12 ELA Standards K-12 Found-ational Skills Inform Text Literary Text Hist. / S.S. Sci. / Tech Subj. K K K → → → → → → → → → → → → → → → → → K K K 1 1 1 → → → → → → → → → → → → → → → → → 1 1 1 2 2 2 → → → → → → → → → → → → → → → → → 2 2 2 3 3 3 → → → → → → 3 3 3 → → → → → → → → → → → 4 4 4 → → → → → → 4 → → → → → → → → → → → 4 4 5 5 5 → → → → → → 5 → → → → → → → → → → → 5 5 6 6 6 6 6 7 7 7 6-8 6-8 6-8 7 7 8 8 8 8 8 9-10 9-10 9-10 9-10 9-10 9-10 9-10 9-10 11-12 11-12 11-12 11-12 11-12 11-12 11-12 11-12

18. Where in the World are theCommon Core Literacy Standards? • The Standards for Literacy in Social Studies, Science, and Technical Subjects begin on page 59 of the Common Core State Standards for English Language Arts document. Handout #

19. Florida’s Numbering ofthe Common Core State Standards English Language Arts LACC.1112.WHST.1.1 Subject Grade Strand Cluster Standard For this example, Language Arts Common Core; Grades 11-12; Writing in History, Science, and Technical Subjects; Text Types and Purposes; Standard 1

20. Anchor Standards

21. Reading Anchor Standards Key Ideas and Details • Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • Determine central idea or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Evidence Standard Main Idea Standard Interaction Standard

22. Reading Anchor Standards Craft and Structure 4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Structure Standard 6. Assess how point of view or purpose shapes the content and style of a text. Point of View Standard Word/Phrase Interpretation Standard

23. Reading Anchor Standards Integration of Knowledge 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. Multimedia Standard Argument Standard Multi-text Standard Complexity Standard

24. Writing Anchor Standards Text Types and Purposes • Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequences.

25. Writing Anchor Standards Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology including the internet, to produce and publish writing and to interact and collaborate with others.

26. Writing Anchor Standards Research to Build and Present Knowledge • Conductshort as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • Gatherrelevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • Draw evidence from literary or informational texts to supportanalysis, reflection, andresearch. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

27. Parking Lot Questions • A question you need to park (save) until the end of a presentation. • It's a fancy way of saying, "Please hold all questions until the end of the presentation." Send to: 37607 and in the message line text Code # 83374 and your response. Example: 83374 I would like some additional information about the anchor standards...

28. Cognitive Demandand Rigor

29. Webb’s Depth of Knowledge and Bloom’s Taxonomy The CCSS standards incorporate Webb’s Depth of Knowledge and Bloom’s Taxonomy. The cognitive demand of the standards rises across the grades.

30. The “Demands” of the Standards The cognitive demand of the standards incorporates Bloom’s Taxonomy and Webb’s Depth of Knowledge. How is this accomplished? The standards “ramp up” the demands made on student thinking.

31. How is the demand of this standard rising across the grades?

32. How is the demand of this standard rising across the grades?

33. How is the demand of this standard rising across the grades?

34. How is the demand of this standard rising across the grades?

35. Sample Guiding Questionsfor the Assessment of Student Progress 6th Grade: • Does the student determine a theme or central idea of a text? • Does the student determine how the theme or central idea is conveyed through particular details? • Does the student provide a summary of the text distinct from personal opinions or judgments? 7th Grade: • Does the student determine a theme or central idea of a text? • Does the student analyze the theme or central idea’s development over the course of the text? • Does the student provide an objective summary of the text? 8th Grade: • Does the student determine a theme or central idea of a text? • Does the student analyze the theme or central idea’s development over the course of the text • Does the student include the theme or central idea’s relationship to the characters , setting, and plot? • Does the student provide an objective summary of the text?

36. Sample Guiding Questions for the Assessment of Student Progress Grades 9-10: • Does the student determine a theme or central idea of a text? • Does the student analyze in detail the theme or central idea as it develops over the course of the text? • Does the student include how the theme or central idea emerges and is shaped and refined by specific details? • Does the student provide an objective summary of the text? Grades 11-12: • Does the student determine two or more central ideas of a text? • Does the student analyze the development of these central ideas over the course of the text? • Does the student include how the central ideas interact and build on one another to provide a complex analysis? • Does the student provide an objective summary of the text?

37. Text complexity

38. The equatorial heat warmed the precincts of Antarctica in the Southern Hemisphere instead, shrinking the fringing sea ice and changing the circumpolar winds. As a result—and for reasons that remain unexplained—the waters of the Southern Ocean may have begun to release carbon dioxide, enough to raise concentrations in the atmosphere by more than 100 parts per million over millennia—roughly equivalent to the rise in the last 200 years. The heat at the equator warmed areas of Antarctica. This caused the sea ice to melt and changed the wind around the ice cap. Scientists are not sure why, but that caused the waters of the Southern Ocean to release carbon dioxide into the atmosphere. The concentrations increased by more than 0.01% over thousands of years. This is about the same as the past 200 years. Simple Complex

39. Preemergence herbicides are also formulated as liquid solutions (aqueous solutions, AS; emulsifiable concentrates, E, EC; flowable solutions, F) and dry, water-soluble formulations (dry flowable, DF; disperable granules, DG; water-dispersable granules, WDG; water-soluble bags, WSB; wettable powders, WP) for spray applications. Spray pressure should be constant and adequate to maintain proper spray pattern for uniformity and to ensure droplet penetration through the plant canopy. Excessive pressure can lead to drift and damage to nontarget plants. Spray volume should be sufficient for thorough coverage. Herbicides should be thoroughly mixed (agitated) in spray tanks to obtain uniform results, and spray nozzle openings (orifices) should be checked regularly and replaced when wear becomes evident. Herbicides that are applied before weeds grow are made as liquids or water soluble granules. When applying, a constant pressure should be maintained to make sure that the spray gets through to the area you are intending to spray. Too much pressure may result in the herbicide getting on desirable plants and damaging and/or killing plants other than the weeds. For best results, herbicides should be thoroughly mixed and spay nozzles should be checked regularly and replaced when damaged.

40. Let every nation know, whether it wishes us well or ill, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe, in order to assure the survival and the success of liberty. All countries of the world should understand, whether they are our friend or our enemy, that the United States will do whatever is necessary, no matter what it takes, to be sure that our country and other democracies remain free.

41. What is right with “simplified” text? • Provides for scaffolding for ELL students, students with disabilities • They can become a foundation for understanding complex text as long as students have the opportunity to read complex texts as well. • Gradated Text Collection – a collection of texts on a topic that advance in degrees of complexity. Some students may read simpler texts first, then move on to complex text (a form of instructional support).

42. What’s wrong with the simplifiedtext approach? • Simplified usually means limited, restricted, and thin in meaning. • Academic vocabulary can only be learned from complex texts––by noticing how it works in texts, engaging with, thinking about, and discussing their more complex meanings with others. • Mature language skills needed for success in school and life can only be gained by working with demanding materials. • No evidence that struggling readers—especially at middle and high school--catch up by gradually increasing the complexity of simpler texts.

43. Gradated Texts Article: Breathing and Its True Role in Our Life, Health and Longevity A collection of texts that increase in difficulty from simple to moderate to complex, around a common topic.

44. Parking Lot Questions • A question you need to park (save) until the end of a presentation. • It's a fancy way of saying, "Please hold all questions until the end of the presentation." Send to: 37607 and in the message line text Code # 83374 and your response. Example: 83374 I would like some additional information about the text complexity...

45. Why Text complexity Matters

46. Text Complexity - An ACT Study • 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.

47. Performance on the ACT Reading Test by Comprehension Level

48. Performance on the ACT Reading Test by Textual Element (Averaged across Seven Forms)

49. Text Complexity Matters Texts used in the ACT Reading Test reflect three degrees of complexity: Uncomplicated: __________ More Challenging:________ Complex: ------------------------

50. Performance on the ACT Reading Test by Degree of Text Complexity (Averaged across Seven Forms) In this figure, performance on questions associated with uncomplicated and more challenging texts both above and below the ACT College Readiness Benchmark for Reading follows a pattern similar to those in the previous analyses. Improvement on each of the two kinds of questions is gradual and fairly uniform. 51 51