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Designed to help educators understand critical components to work more efficiently when implementing Common Core. The critical components include the instructional shifts, text complexity, Standards for Mathematical Practice, Anchor Standards for Reading, and Webb's DOK. Contact me if you can't get the voice over for this PPT show.
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1
Making Connections in Common Core
Elaine J. Roberts, Ph.D.ejroberts@p20partners.com
2
Making Connection in the Common Core
• Review– Literacy instructional shifts– Text complexity
• Discuss implications of literacy instructional shifts and text complexity
• Apply discussion to an activity• Review
– Standards for Mathematical Practice– Anchor Standards for Reading– Webb’s DOK
• Discuss implications of each of these Common Core-related elements
• Apply discussion to an activity
3
Literacy Instructional Shifts
Increase Reading of Informational Text
Literacy Instruction in Content Areas
Text-based Answers
Grade-level Text Complexity
Writing from Sources
Academic Vocabulary
4
Literacy Instructional Shifts
Increase reading of informational texts
Students have the opportunity to read both informational and literary texts throughout the school day
Literacy in the content areas
Students are able to read, write, and build content knowledge in each domain
Text-based answers
Students are able to engage in rich, relevant, and rigorous conversations about text
Grade-level text complexity
Students are able to read at grade level and, through student-focused instruction, are exposed to opportunity to achieve proficiency and build towards mastery in all components of text complexity
Writing from sources
Students learn to use evidence from sources to inform, explain, support a position or craft an argument
Academic vocabulary
Students have opportunity to learn and practice academic vocabulary, and grasp application across content areas
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Text complexity is defined by:
Qua
litat
ive
1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative
2.Quantitative measures – readability and other scores of text complexity (word length or frequency, sentence length, text cohesion)
Reader and Task
3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
What is text complexity?
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6
Text complexity is defined by:
Qua
litat
ive
1.Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands
Quantitative
2.Quantitative measures – readability and other scores of text complexity (word length or frequency, sentence length, text cohesion)
Reader and Task
3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned
What is text complexity?
7
Literacy Instructional Shifts
Increase reading of informational texts
Students have the opportunity to read both informational and literary texts throughout the school day
Literacy in the content areas
Students are able to read, write, and build content knowledge in each domain
Text-based answers
Students are able to engage in rich, relevant, and rigorous conversations about text
Grade-level text complexity
Students are able to read at grade level and, through student-focused instruction, are exposed to opportunity to achieve proficiency and build towards mastery in all components of text complexity
Writing from sources
Students learn to use evidence from sources to inform, explain, support a position or craft an argument
Academic vocabulary
Students have opportunity to learn and practice academic vocabulary, and grasp application across content areas
8
An accountable talk strategy
• Ideally, groups of 4; no less than 3 and no more than 4 in a group
• Count off at each table• Each group– Discuss identified shifts– Come up with 3 implications for one or all of the
highlighted shifts– Think about the challenges for students and the
challenges for teachers– Think, too, about how the shifts can work
integratively• When I call TIME. . .
9
x
Implication #1
Content area literacy All teachers need literacy development strategies
Text-based answers Ss need to be able to write and speak their answers, which means familiarity and comfort with domain content & vocabulary
Text complexity Tasks need to support Ss content area literacy which can then supports Ss ability to provide text-based answers
10
Literacy Instructional Shifts
Increase reading of informational texts
Students have the opportunity to read both informational and literary texts throughout the school day
Literacy in the content areas
Students are able to read, write, and build content knowledge in each domain
Text-based answers
Students are able to engage in rich, relevant, and rigorous conversations about text
Grade-level text complexity
Students are able to read at grade level and, through student-focused instruction, are exposed to opportunity to achieve proficiency and build towards mastery in all components of text complexity
Writing from sources
Students learn to use evidence from sources to inform, explain, support a position or craft an argument
Academic vocabulary
Students have opportunity to learn and practice academic vocabulary, and grasp application across content areas
11Write down 1 or 2 text-dependent questions based on this graphic
121. What economic factors contribute to a country’s literacy rates?2. What are the economic implications of a low literacy rate?
13How might students approach answering the questions? How might your questions best leverage student learning in context of the shifts?
LEARNING OBJECTIVES
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SMPs, Anchor Standards, Webb’s DOK
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Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the
reasoning of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated
reasoning.
16
Anchor Standards for Reading
Key Ideas & Details1. 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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.Craft & 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.
6. Assess how point of view or purpose shapes the content and style of a text.
17
Integration of Knowledge & Ideas 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 & Level of Text Complexity 10.Read and comprehend complex literary and informational texts
independently and proficiently.
18
x
C2ready.org
19
Webb’s Depth of KnowledgeRecall &
Reproduction(DOK 1)
Skills and Concepts/Basic Reasoning
(DOK 2)
Strategic Thinking/Complex Reasoning
(DOK 3)
Extended Thinking/Reasoning(DOK 4)
Recall or recognize a fact, information or procedure
Perform a simple algorithm
Follow a set procedure
Answer item automatically
Use a routine method
Recognize patterns
Retrieve information from a graph
Make some decisions to approach a problem
Application of a skill or concept
Classify Organize Estimate Make
observations Compare data Imply more than
one step
Apply reasoning, planning using evidence and a higher level of thinking
Make conjectures Justify Draw conclusions
from observations Cite evidence and
develop logical arguments for concepts
Explain phenomena in terms of concepts
Use concepts to solve problems
Performance tasks
Authentic writing Project-based
assessment Complex
reasoning, planning, & developing
Make connections within the content area or among content areas
Select one approach among alternatives
Design and conduct experiments
20
x
21
x
Implication #1
Content area literacy All teachers need literacy development strategies
Text-based answers Ss need to be able to write and speak their answers, which means familiarity and comfort with domain content & vocabulary
Text complexity Tasks need to support Ss content area literacy which can then supports Ss ability to provide text-based answers
22Write down 1 or 2 text-dependent questions based on this graphic
231. What economic factors contribute to a country’s literacy rates?2. What are the economic implications of a low literacy rate?
24
What economic factors contribute to literacy rates
Content area literacy Economic factorsLiteracy ratesPercentagesChart/legendMap: countries/continents
Text-based answers The graphic itselfResources available to students or that they need to find to support their answers for specific tasks and clear learning objectives
Text complexity Tasks of a graduated level to support learning objectives
SMPs 1, 2, 3, [4], 5
Anchor Stds/Reading 1, 4, 6, 7, 8, 9
Webb’s DOK 1, 2, [3]
LEARNING OBJECTIVES
25How might students approach answering the questions? How might your questions best leverage student learning in context of the shifts?
26
x
Farmer Fred
SOLVE THE PROBLEM
27
x
Farmer Fred
28
x
Farmer Fred
Examine the problem and your approaches to solving the problem in context of. . .
29
Literacy Instructional Shifts
Increase reading of informational texts
Students have the opportunity to read both informational and literary texts throughout the school day
Literacy in the content areas
Students are able to read, write, and build content knowledge in each domain
Text-based answers
Students are able to engage in rich, relevant, and rigorous conversations about text
Grade-level text complexity
Students are able to read at grade level and, through student-focused instruction, are exposed to opportunity to achieve proficiency and build towards mastery in all components of text complexity
Writing from sources
Students learn to use evidence from sources to inform, explain, support a position or craft an argument
Academic vocabulary
Students have opportunity to learn and practice academic vocabulary, and grasp application across content areas
30
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the
reasoning of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated
reasoning.
31
Anchor Standards for Reading
Key Ideas & Details1. 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.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, or ideas develop and interact
over the course of a text.Craft & 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.
6. Assess how point of view or purpose shapes the content and style of a text.
32
Integration of Knowledge & Ideas 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 & Level of Text Complexity 10.Read and comprehend complex literary and informational texts
independently and proficiently.
33
Webb’s Depth of KnowledgeRecall &
Reproduction(DOK 1)
Skills and Concepts/Basic Reasoning
(DOK 2)
Strategic Thinking/Complex Reasoning
(DOK 3)
Extended Thinking/Reasoning(DOK 4)
Recall or recognize a fact, information or procedure
Perform a simple algorithm
Follow a set procedure
Answer item automatically
Use a routine method
Recognize patterns
Retrieve information from a graph
Make some decisions to approach a problem
Application of a skill or concept
Classify Organize Estimate Make
observations Compare data Imply more than
one step
Apply reasoning, planning using evidence and a higher level of thinking
Make conjectures Justify Draw conclusions
from observations Cite evidence and
develop logical arguments for concepts
Explain phenomena in terms of concepts
Use concepts to solve problems
Performance tasks
Authentic writing Project-based
assessment Complex
reasoning, planning, & developing
Make connections within the content area or among content areas
Select one approach among alternatives
Design and conduct experiments
34
Making Connections in Common Core
35
Elaine J. Roberts, Ph.D.ejroberts@p20partners.comTwitter: elainejSkype: ej_robertsBlog: www.irreverent-learning.com
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