Instructional Shifts: Addressing Rigor in the SAT and ELA Common Core Standards

1. Instructional Shifts: Addressing Rigor in the SAT and ELA Common Core Standards Mary Roberds ELA ISS

2. Description • Provide participants a general overview of the how SAT measures our current standards and the proposed common core state standards. • Discuss shifts in instruction that will need to occur in order to meet the rigor of the revised SAT and the Common Core State Standards.

3. Objectives • Compare and contrast the Common Core State Standards (CCSS) with the DoDEA ELA standards. • Compare and contrast the Common Core State Standards (CCSS) with the current and revised SAT • Discuss instructional shifts that need to occur in order to meet the rigor of the revised SAT and the Common Core State Standards.

4. Objective 1 • Compare and contrast the Common Core State Standards (CCSS) with the DoDEA ELA standards

5. Activity 1 • Using your set of cards, match the CCSS ELA anchor standards with the DoDEA ELA “anchor” standards.

6. Objective 2 • Compare and contrast the Common Core State Standards (CCSS) with the current and revised SAT

7. ELA Strands in the CCSS • Reading • Writing • Speaking and Listening • Language

8. ELA Strands Measured on the current and revised SAT • Reading • Writing • Speaking and Listening • Language

10. SAT Skills most commonly addressed in the Common Core State Standards • Determining the Meaning of Words • Manage Word Choice and Grammatical Relationships Between Words • Point of View/Position • Reasoning and Inferencing • Manage Order and Relationships of Sentences and Paragraphs

11. How does the revised SAT address the Common Core State Standards? • Many of the same skills addressed • Skills addressed at a higher level on Blooms Taxonomy. • Writing more rigorous Note: Writing is optional on the revised SAT. Colleges determine requirement.

12. Skills addressed at a higher level on Blooms Taxonomy.

13. 2015 2016 Create Synthesize Determining the Meaning of Words Evaluate Analyze Determine Meaning Apply Comprehend/Understand Comprehend Meaning Remember

14. 2015 2016 Manage Word Choice and Grammatical Relationships Between Words Create Synthesize Evaluate Analyze Assess Impact Apply Comprehend/Understand Manage Remember

15. 2015 2016 Create Synthesize Point of View / Position Evaluate Analyze Analyze Impact of POV /Position Apply Comprehend/Understand Comprehend text Remember

16. 2015 2016 Create Synthesize Reasoning and Inferencing Evaluate Analyze Cite & Infer meaning from Text and Graphics Apply Comprehend/Understand Comprehend text Remember

17. 2015 2016 Create Synthesize Reasoning and Inferencing Evaluate Synthesize across topically related text Analyze Cite & Infer meaning from Text and Graphics Apply Comprehend/Understand Cite & Infer meaning from Text and Graphics Remember

18. 2015 2016 Create Synthesize Writing Synthesize task, purpose, and audience into a well organized essay Evaluate Construct Argumentative Essay Cite and Evaluate Sources Analyze Analyze Audience Analyze Sources Apply Apply Word Knowedge Comprehend/Understand Remember

19. Objective 3 • Discuss instructional shifts that need to occur in order to meet the rigor of the revised SAT and the Common Core State Standards.

20. Shifts in ELA/ Literacy • Regular practice with complex texts and their academic language • Reading, writing, and speaking grounded in evidence from texts, both literary and informational • Building knowledge through content-rich nonfiction

21. Shift 1 • Regular practice with complex texts and their academic language

22. Shift 1 • Regular practice with complex textsand their academic language

23. Three-Part Model for Measuring Text Complexity • Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands• Quantitative evaluation of the text: Readability measures and other scores of text complexity• Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) CCSS does not have a required book list.

24. Direct Impact

25. Three-Part Model for Measuring Text Complexity • Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands• Quantitative evaluation of the text: Readability measures and other scores of text complexity• Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed) CCSS does not have a required book list.

26. Resources • http://www.corestandards.org/assets/Appendix_B.pdf • http://www3.cde.ca.gov/reclitlist/search.aspx • http://ccbc.education.wisc.edu/books/detailListBooks.asp?idBookLists=549

27. Strategies for teaching complex text • Encourage use of context clues and structural analysis of vocabulary. • Encourage independent reading outside the classroom to increase comprehension and vocabulary. • Model and teach critical thinking skills to understand complex text.

28. Shift 1 • Regular practice with complex texts and their academic language

30. General Academic Words • High utility for mature language users • Found across a variety of domains • Appear frequently in written texts (but uncommonly in oral language) • Appear across a wide range of subjects.

31. SAT Focus – Defining Words in Context • Use context clues from a sentence and/or larger section of text • Use knowledge of root words, prefixes, and suffixes • Use sentence structure (syntax) • Study sophisticated and specialized vocabulary • Understand nuances and infer connotations

32. What the research says… • Frequent exposure to targeted vocabulary words • Explicitly or directly teach the vocabulary words • Read the text that includes the vocabulary words • Engage students in dialogue about the words • Play an interactive game using the words (in class or online)

33. Shift 2 • Reading, writing and speaking grounded in evidence from the text, both literary and informational.

34. Close Reading • Traits • Examines meaning thoroughly and analytically • Directs attention to the text, central ideas, and supporting details • Reflects on meanings of individual words and sentences; and developing ideas over the course of the text. • Practices • Use Short Texts • Aim for Independence using Text-Based Questions • Teach Students to Ask the Questions • What is the author telling me here? • Are there any hard or important words? • What does the author want me to understand? • How does the author play with language to add to meaning? “Re-read it, think it, talk it, write it”

35. Text-Dependent Questions Three types of Text-Dependent Questions: • Questions that assess themes and central ideas • Questions that assess knowledge of vocabulary • Questions that assess syntax and structure

36. Text-Based Questions

37. Model Close Reading:Think Aloud and Read Aloud Strategies Teachers and/or skilled readersmodel for students how skilled readers construct meaning from a text. “Re-read it, think it, talk it, write it”

38. Shift 3 • Building knowledge through content-rich nonfiction

39. Content-Rich Nonfiction • 50/50 balance K-5 (nonfiction/fiction) • 70/30 in grades9-12(nonfiction/fiction) • Studentslearning to read should exercise their ability to comprehend complex text through read-aloud texts. • In grades 2+, students begin reading more complex texts, consolidating the foundational skills with reading comprehension. • Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

40. Curriculum Resources, etc.

41. 6th Grade Reading Streets Reading Streets alone does not meet 6th grade needs for CCSS. 50/50 ratio is OK for K-5, however, for 6th Grade teachers will need to find one more non-fiction piece to make a 70/30 ratio. Novels

42. 9thGrade Holt • http://www.rsc.org.uk/explore/shakespeare/plays/romeo-and-juliet/ • A True-Life Epic – Mandela • http://www.anc.org.za/show.php?id=47 Novels

43. Discussion • Regular practice with complex texts and their academic language • Reading, writing, and speaking grounded in evidence from texts, both literary and informational • Building knowledge through content-rich nonfiction ---------------------------------------------------------------------------------- • How do these shifts impact instruction at your school? • How do these shifts impact SAT preparation? • What do your teachers need to learn to prepare for these shifts?