Making Connections in Common Core

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Making Connections in Common Core

Elaine J. Roberts, [email protected]

mailto:[email protected]

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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

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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

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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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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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Text-based answers






Academic vocabulary


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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. . .

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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

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Text-based answers






Academic vocabulary


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.

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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.

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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.

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x

C2ready.org

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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

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x

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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?

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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?

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x

Farmer Fred

SOLVE THE PROBLEM

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x

Farmer Fred

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x

Farmer Fred

Examine the problem and your approaches to solving the problem in context of. . .

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Text-based answers






Academic vocabulary


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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.

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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.

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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.

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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

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Making Connections in Common Core

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Elaine J. Roberts, [email protected]: elainejSkype: ej_robertsBlog: www.irreverent-learning.com

mailto:[email protected]

Education

Making Connections in Common Core