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Welcome. Please sign in. . Common Core/FCAT 2.0 Reading/Language Arts February 2012. Our goals for today: Provide update on Common Core Standards in Florida. Analyze organization and content of Common Core Standards.

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Common core fcat 2 0 reading language arts february 2012 l.jpg

Welcome.

Please sign in.

Common Core/FCAT 2.0 Reading/Language ArtsFebruary 2012


Essential question how do we teach in a time of transition from fcat 2 0 to common core l.jpg

Our goals for today:

  • Provide update on Common Core Standards in Florida.

  • Analyze organization and content of Common Core Standards.

  • Discuss text complexity and its implications for students’ close reading of text.

  • Participate in a close reading exercise.

  • Review FCAT 2.0.

  • Discuss with colleagues best practices for instruction and assessment.

Essential Question: How do we teach in a time of transition from FCAT 2.0 to Common Core?


What is common core l.jpg

  • knowledge and skills students should have within their K-12 education so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs

  • a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO).

  • English-language arts and math were the first subjects chosen for the common core state standards.

  • The Common Core State Standards Initiative was and will remain a state-led effort

What is Common Core?


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  • CCSS are “fewer education so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs, deeper, clearer.”

  • Students will be assessed on the FCAT 2.0 (based on NGSS) through the spring of 2014.

  • Florida’s adoption of Common Core includes implementation of the content area literacy standards.

  • Florida Statute includes Next Generational Content Area Professional Development (NGCARPD) for content area teachers which sets the stage for Common Core content area literacy standards.

  • Level 2 students must be served in a reading class with reading endorsed/certified teacher or a content class with an NGCARPD trained teacher.

Updates on Common Core


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  • The Partnership for Assessment of Readiness for College and Careers (PARCC) is a 24-state consortium working together to develop a common set of K-12 assessments in English and math.

  • The PARCC assessments will be ready for states to administer during the 2014-15 school year.

  • PARCC is contracting with two research universities to develop models of innovative, online-delivered items and rich performance tasks proposed for use in the PARCC assessments. These prototypes will include both assessment and classroom-based tasks.

What are the PARCC Assessments?


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Let’s take a look at the English Language Arts standards. Careers (PARCC) is a 24-state consortium working together to develop a


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Organization of Common Core Standards for English Language Arts Grade 6-12


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College and Career Readiness Anchor Standards for Reading Strand – page 35


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  • Read “Note on range and content of student reading.” what are anchor standards?

  • Highlight words and phrases that describe the types of texts students should be reading to become college and career ready.

  • Underline the words and phrases that show the outcomes of using these types of text.

College and Career Readiness Anchor Standards for Reading – page 35


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Discuss at your table. Be prepared to share.


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Organization of Reading Standards


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  • Reading Strand (R) departure from the Next Generation Sunshine State Standards?

  • Literature (L)

  • Grade (6, 7, 8, 9/10, 11/12)

  • Standards (1-10)

    Identify the standard: RL.9-10.7.

Go to page 36 – Reading Standards for Literature 6-12.


Go to page 36 reading standards for literature 6 1213 l.jpg

Identify the standard of this: RL.9-10.7. departure from the Next Generation Sunshine State Standards?

Analyze how an author draws on and transforms source material in a specific work (e.g. how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare.

Go to page 36 – Reading Standards for Literature 6-12.


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RL. 7.2 departure from the Next Generation Sunshine State Standards?

Reading

Literature

Grade 7

Standard 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

At your table, locate the following Reading standards:


Now let s try locating standards for informational text locate the following standards l.jpg

RI.8.8 departure from the Next Generation Sunshine State Standards?

RI.11-12.8

Now let’s try locating standards for Informational Text. Locate the following standards.


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RI.8.8 - Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

RI.11-12.8 – Delineate and evaluate the reasoning in seminal US texts, including the application of constitutional principles and use of legal reasoning.


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For each of the pages referenced above: claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

  • Read the “Note on range and content….” in the right margin. Highlight elements that are a departure from Sunshine State Standards.

  • Review categories and anchor standards. Highlight elements that are a departure from Sunshine State Standards.

  • Be prepared to share with whole group.

Take a few minutes to review the information for writing, speaking and listening, and language strands.See pages 41 (writing), 48 (speaking and listening, and 51 (language).


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  • Review the Performance Items provided for you. claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

  • Select a couple of the literary standards from Common Core we identified earlier.

  • Locate the corresponding literature performance task.

  • What challenges will this present for teachers of language arts/reading?

  • How will it impact our teaching?

Discuss at your table.Be prepared to share.



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Text Complexity text complexity.

  • Text complexity is defined by:

Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.

Quantitative measures – readability and other scores of text complexity often best measured by computer software.

Quantitative

Qualitative

Reader and Task considerations – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

Reader and Task


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Quantitative Measures text complexity.

  • Measures such as:

    • Word length

    • Word frequency

    • Word difficulty

    • Sentence length

    • Text length

    • Text cohesion

Step 1: Quantitative Measures


Quantitative measures l.jpg

  • Additional Resources text complexity.

  • Lexile Measures and the Common Core State Standards

  • http://www.lexile.com/using-lexile/lexile-measures-and-the-ccssi/

  • Accelerated reader and the Common Core State Standards

  • http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

  • Coh-Metrix

  • http://cohmetrix.memphis.edu/cohmetrixpr/index.html

  • Coh-Metrix calculates the coherence of texts on a wide range of measures. It replaces common readability formulas by applying the latest in computational linguistics and linking this to the latest research in psycholinguistics.

Quantitative Measures


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Step 2: Qualitative Measures text complexity.

  • Measures such as:

    • Structure

    • Language Demands and Conventions

    • Knowledge Demands

    • Levels of Meaning/Purpose


Slide24 l.jpg

Step 3: Reader and Task text complexity.

  • Considerations such as:

  • Motivation

  • Knowledge and experience

  • Purpose for reading

  • Complexity of task assigned regarding text

  • Complexity of questions asked regarding text


Determining text complexity l.jpg

A Four-step Process: text complexity.

Determine the quantitative measures of the text.

Quantitative

Qualitative

Analyze the qualitative measures of the text.

Reader and Task

Reflect upon the reader and task considerations.

Recommend placement in the appropriate text complexity band.

Determining Text Complexity


Where do we find texts in the appropriate text complexity band l.jpg

Choose an excerpt of text from Appendix B as a starting place:

We could….

Use available resources to determine the text complexity of other materials on our own.

or…

Where do we find texts in the appropriate text complexity band?


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Common Core Lesson Plans by Grade place:

Common Core Curriculum Maps

http://www.commoncore.org/free/


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Review the texts for your particular grade and subject. See CCSS Appendix Table of Contents.

Discuss with your colleagues the appropriateness of documents in the Appendix for your standards and students. Also discuss the question: “How can we ensure that the documents we use in our classes are appropriately complex?”

Be prepared to share with the group.

The Common Core Standards also focus on Performance Tasks that include written response to complex texts.


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What strategies can you incorporate in your teaching that addresses the types of texts and tasks required in Common Core while continuing to teach benchmarks assessed on FCAT 2.0?


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Implications for InstructionArticle: “Engaging the Adolescent Learner”


Close reading activity laurie lee just read florida office l.jpg
Close Reading Activity Reading.”Laurie LeeJust Read Florida Office


Lunch time l.jpg
Lunch Time Reading.”


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2012 FCAT 2.0 Reading.”

Please answer questions on pretest to the best of your knowledge.


Fcat 2 0 pre test l.jpg

False

Each FCAT 2.0 question must be written to address only one benchmark.

False

FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test

True

Words used in vocabulary questions may be two grade levels above the tested grade.

True


Fcat 2 0 pre test36 l.jpg

False

In multiple choice items, one-word answer choices are always arranged alphabetically; longer answer choices are always arranged by length.

True

FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


Slide38 l.jpg

What groups are most affected by the State Board of Education’s recent decision to change the FCAT Reading Achievement Levels?

  • Elementary schools

  • Middle schools


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Students (grades 6-12) who scored Level 3 on the 2011 FCAT Reading who would be 2’s Under the New Achievement Levels

  • Chiles – 3 Deerlake – 44

  • Godby – 4 Fairview - 81

  • Lincoln – 3 Ft. Braden - 34

  • Rickards – 1 Griffin - 52

  • Cobb – 56 Montford - 84

  • Nims – 52 Raa – 76

  • Swift Creek - 52


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FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


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FCAT 2.0 Pre-Test


Fcat 2 0 pre test46 l.jpg

  • Low Complexity questions for your grade level? – may require a student to solve a one-step problem

  • Moderate Complexity – may require multiple steps

  • High Complexity – may require a student to analyze and synthesize information

  • The complexity of a question can be affected by the complexity of its answer choices!

FCAT 2.0 Pre-Test


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If you’ve got the time, check the specs! questions for your grade level?


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Test Prep: The Elephant in the Room


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M/HS Content Focus & Sample Item Crosswalk help prepare students for FCAT.


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M/HS Content Focus & Sample Item Crosswalk


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Comprehension increases when all teachers implement the following 5 practices:

  • Making close reading and rereading of texts and complex questions central to lessons,

  • Providing scaffolding that does not preempt or replace text,

  • Asking text dependent questions from a range of question types,

  • Emphasizing students supporting answers based upon evidence from the text, and

  • Providing extensive research and writing opportunities (claims and evidence).

Beyond Test Prep

-Just Read, Florida!


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  • Hook following 5 practices:

  • Predictive Writing

  • Reading #1: Text Marking

  • Writing #2

  • Reading #2: Directed Note-Taking

  • Question Generation

  • Extended Text Discussion (Socratic seminar)

  • Writing #3

Comprehension Instruction Sequence


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