The Quest for Rigor

1. Welcome Back! Arizona’s Common Core English Arts Standards The Quest for Rigor Day 2 Claudia Gaxiola

2. NORMS – RESPECT • Respect time - Begin & End on Time • Electronic Devices – Silenced • Set Aside Preconceived Notions • Practice Active Listening - refrain from side-conversation • Equity of voice, allow for different perspectives and expertise • Courtesy and cooperation guide our work and negotiations • Think globally, seek site or self specific answers- separately – Parking Lot

3. Stephen Covey’s Circles

4. Setting The Stage: Placemat Activity • At your tables, get in groups of four and assign one box per person • Take a moment and independently brainstorm important elements of ELA Standards and write your ideas in your box • Share ideas in your group • Agree on one interpretation of the ELA’s or something significant that was learned Day 1 and write it in the center circle • Be prepared to share

5. The English Language Arts Alignment Document and Cognitive Demand Goals: • Participants will understand the difference between cognitive demand, Bloom’s taxonomy, Webb’s Depth of Knowledge and use the Hess Matrix to better understand Depth of Knowledge and Bloom’s Taxonomy • Participants will create their personal definition of Cognitive Rigor • Participants use the Hess Cognitive Rigor Matrix to better understand Depth of Knowledge Essential Questions • What is the relationship between Bloom’s Taxonomy, Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix? • How will teachers design rigorous instruction? • What is your definition of rigor?

6. What do you already know? The federal government took the lead in developing the Common Core standards for math and language arts. True or False AZ adopted the Common Core standards as our new 2010 Math and Language Arts Standards. True or False

7. What do you already know? The Lexile level is the primary indicator of text complexity. True or False 2014-2015 is the pilot year for the common core assessment. True or False

8. What do you already know? • The standards do not define the nature of advanced work. True or False • Teachers, content experts, administrators, university faculty, and business people contributed to the formulation of the Common Core standards. True or False

9. Making the case for increased rigor What students should be able to do . . .

12. 674

13. Text Complexity Grade Bands and Associated Lexile Ranges (Lexiles) 955

14. How well do you have to read for college and careers? 955 Williamson, G. L. (2008). A Text Readability Continuum for Postsecondary Readiness. Journal of Advanced Academics, 19(4), 602-632.

15. A Closer Look…Draw the Lines

16. On-the-Job Lexile RequirementsNational Adult Literacy Study

17. On-the-Job Lexile RequirementsNational Adult Literacy Study Scientist Executive Teacher

18. On-the-Job Lexile RequirementsNational Adult Literacy Study Scientist Executive Teacher Nurse Supervisor

19. On-the-Job Lexile RequirementsNational Adult Literacy Study Scientist Executive Teacher Nurse Sales Supervisor Foreman Admin Clerk Construction

20. On-the-Job Lexile RequirementsNational Adult Literacy Study Scientist Executive Teacher Nurse Sales Supervisor Foreman Admin Clerk Construction Sales Clerk Labor

21. Top of Lexile Range 2nd & 3rd Lexile Band Average 3rd grader AZ AIMS meets

22. 2011 AIMS Scores Your Neighborhood School 67 92 26 91 39 52 96 22 74 Pass Exceeds Meets 3rd 4th 5th AZ’s Common Core ELA standards require students to read to think, think to discuss, and think to write.

23. AZ State Test – 71% Proficient NAEP – 28% Proficient http://nces.ed.gov/nationsreportcard/

24. Break Time!

25. What is Rigor? RIGOR is NOT a Four Letter Word

26. What is Rigor? Do you have a solid definition?

27. …as defined by Mr. Webster Harsh inflexibility in opinion, temper, or judgment: severity The quality of being unyielding or inflexible: strictness Severity of life: austerity: an act or instance of strictness, severity, or cruelty A tremor caused by a chill A condition that makes life difficult, challenging, or uncomfortable Strict precision; exactness Rigidity, stiffness; rigidness or torpor of organs or tissue that prevents response to stimuli: rigor mortis

28. What is Rigor?Do you have a solid definition? FLASH MOB!!! Highlight the nouns, verbs and phrases that resonate with you.

29. Expectations for Student Performance (Cognitive Demand) Acquire Use Extend Student Knowledge

30. Expectations for Student Performance (Cognitive Demand) Acquire Use Extend Recall Skill/Concept Strategic Thinking Extended Thinking Webb’s Depth of Knowledge

31. Expectations for Student Performance (Cognitive Demand) Acquire Use Extend Recall Skill/Concept Strategic Thinking Extended Thinking Memorize/Recall Perform Procedures Generate/ Demonstrate Analyze/ Investigate Evaluate 5 Categories of Cognitive Demand

32. Expectations for Student Performance (Cognitive Demand) Acquire Use Extend Recall Skill/Concept Strategic Thinking Extended Thinking Memorize/Recall Perform Procedures Generate/ Demonstrate Analyze/ Investigate Evaluate Remember Understand Apply Analyze Evaluate Create Bloom’s Taxonomy

33. Expectations for Student Performance (Cognitive Demand) Acquire Use Extend Recall Skill/Concept Strategic Thinking Extended Thinking Memorize/Recall Perform Procedures Generate/ Demonstrate Analyze/ Investigate Evaluate Remember Understand Apply Analyze Evaluate Create Rigor Increases and Overlaps English Language Arts & Reading

34. Tab: Rigor-DOK Activity

35. What’s In A Verb? The verb does not dictate the level of rigor. It is the context in which the verb is used that dictates the level of rigor.

36. DOK Level 1 - Recall Recall of a fact, definition, information, or performance of a simple process or procedure. Example: Solve a linear expression 5(4x+9)

37. Depth of Knowledge Bloom’s Taxonomy • Recall • Skill & Concept • Strategic Thinking • Extended Thinking • Degree of understanding “Cognitive Demand” • Knowledge • Comprehension • Application • Analysis • Evaluate & Create • Progression of the development of cognitive skills

38. DOK Level 2 – Skill & Concept Use information or conceptual knowledge; two or more steps; make decisions about how to approach Example: Predict a logical outcome based on information in a reading selection

39. Depth of Knowledge Bloom’s Taxonomy • Recall • Skill & Concept • Strategic Thinking • Extended Thinking • Degree of understanding “Cognitive Demand” • Knowledge • Comprehension • Application • Analysis • Evaluate & Create • Progression of the development of cognitive skills

40. DOK Level 3 – Strategic Thinking Requires reasoning, developing plan, some complexity, more than one possible answer; generates discussion; requires student to justify answer Example: Solve a multi-step problem & provide a mathematical explanation to justifying answer

41. Depth of Knowledge Bloom’s Taxonomy • Recall • Skill & Concept • Strategic Thinking • Extended Thinking • Degree of understanding “Cognitive Demand” • Knowledge • Comprehension • Application • Analysis • Evaluate & Create • Progression of the development of cognitive skills

42. DOK Level 4 – Extended Thinking Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem Example: Analyze & explain multiple perspectives across time periods, events, or cultures

43. In Search of Rigor Writing Standard 6 Pg. 19 in Standards

44. Writing Standard 6: The Spiral Effect Kindergarten: With guidance and support from adults, explorea variety of digital tools to produce and publish writing, including in collaboration with peers. First and Second Grades: With guidance and support from adults, usea variety of digital tools to produce and publish writing, including in collaboration with peers. Third Grade: With guidance and support from adults, usetechnologyto produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.

45. Writing Standard 6: The Spiral Effect Fourth Grade: Withsomeguidance and support from adults, use technology, including the internet,to produce and publish writing as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Fifth Grade: Withsomeguidance and support from adults,usetechnology, including the internet,to produce and publish writing as well as to interact and collaborate with others;demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

46. Writing Standard 6: The Spiral Effect Sixth Grade: *Usetechnology, including the internet,to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Seventh Grade: Usetechnology, including the internet,to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.*

47. Writing Standard 6: The Spiral Effect Eighth Grade: Usetechnology, including the internet,to produce and publish writingandpresent the relationships between information and ideas efficiently as well as to interact and collaborate with others,including linking to and citing sources. Ninth and Tenth Grades: Usetechnology, including the internet,to produce, publish individual or shared writingproducts, taking advantage of technology’s capacity tolink to other information and to display information flexibly and dynamically.

48. Writing Standard 6: The Spiral Effect Eleventh and Twelfth Grades: Usetechnology, including the internet,to produce, publish and update individual or shared writing products,in response to ongoing feedback, including new arguments or information.* College and Career Readiness Anchor Standard Writing – Standard 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

49. The Difference? Rigor!For example, in 6th grade… Old… • Informative Text • Persuasive Text • Determine the author’s purpose for writing the persuasive text • Literary Text • Literary Elements • Identify the narrative point of view New… • Reading Informative Text • Craft and Structure • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text • Reading Literature • Craft and Structure • Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature

50. Increased Rigor for Informative Text OLD PO: R06.S3C3.PO1 • Determine the author’s purpose for writing the persuasive text OLD ASSESSMENT: • Multiple Choice OLD INSTRUCTION: • Perhaps less authentic • Test prep materials could be “good enough” • LA teacher responsible NEW STANDARD: 6.RI.6 • Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text NEW ASSESSMENT: • Multiple Choice-higher level OR • Essay analyzing how author’s purpose is conveyed NEW INSTRUCTION: • Deep understanding, authentic application • All teachers responsible