rigorous learning
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Rigorous Learning: An Introduction to
the Ohio Learning Standards
Gayle Geitgey@ggeitgey
geitgey@infohio.org
Two GoalsEach participant will have a working knowledge of the Ohio Learning Standards.
Each participant will know where to find a variety of resources to support the Ohio Learning Standards.
Employer Expectations
Skills Mismatch
International Advantage
Personal Benefits
Ohio’s Economic Future
Ohio Learning Standards
College/ Career Readiness
Inquiry, Thinking Skills,Authentic Learning
http://mikemesserli.blogspot.com/2012/03/waves.html
Teacher Evaluation Third Grade Reading Guarantee
CCSS R-ACS
Mathematics English Language Arts Social Studies Science
Standards for Mathematical Practice
College and Career Readiness Anchor Standards
Skills: Historical thinking, Spatial thinking, Civic participation, Economic decision making,
Financial literacy
Skills: Science Inquiry and Applications
PK-8 High School PK-5 6-12 PK-8 High School PK-8 High School
Critical Areas- Cross-cutting theme
/Conceptual Categories
Theme – The focus for a particular grade level or the descriptive narrative of a high school course syllabus.
Theme- Overarching ideas that connect the strands and the topics within the grades. Themes illustrate a progression of increasing complexity from grade to grade that is applicable to all the strands.
Domain – Overarching ideas illustrating a progression of increasing complexity from grade to grade/conceptual categories.
Strand – the four disciplines of reading, writing, speaking & listening and language.
Strand – The four disciplines within the social studies: History, Geography, Government and Economics.
Strand – The science disciplines: Earth and space sciences, physical sciences; life sciences
Cluster – Groups of related standards.
Topic - Groups of related standards Topic – The different aspects of content within a strand.
Topic – The main focus for content for each strand at that particular grade level.
Standard Statements– What students should know and be able to do. Reflect both mathematical understandings and skills, which are equally important.
Standard Statement– the essential understanding and skills to be learned at each grade level to reach the college and career readiness anchor standards in each strand.
Content Statement – the essential knowledge to be learned at each grade level or within each course.
Content Statement - the science content to be learned. These are the “what” of science that should be accessible to students at each grade level to prepare them tSo learn about and use scientific knowledge, principles, and processes with increasing complexity in subsequent grades.
Embedded Understandings
Overarching ideas that connect the strands to topics
Standards are represented by major units of study
Main focus of the content and standard statements
What Students should know and/or be able to do
Developed by State Support Team Region 10 Ohio’s New Learning Standards
College and Career Readiness-What does it mean?
Start ready…..
Leave ready.
Third Grade Reading Guarantee. “It starts with being able to read at the 3rd grade level at 3rd grade,” he said. “Looking at data about reading, 26 percent of our 3rd graders are unable to read. Being able to read, opens up the future for these students.”
State Supt. Richard Ross at
State Board of Education Meeting,
July 8-9, 2013
https://education.ohio.gov/Topics/Early-Learning/Third-Grade-Reading-Guarantee
Third Grade Reading
Reading Standards-Foundational Skills- (K-5)
√ Print Concepts
√ Phonological Awareness
√ Phonics and Word Recognition
√ FluencyCollege and
Career Readiness for
3rd Grade Reading Guarantee
NEW
http://www.corestandards.org http://youtu.be/5s0rRk9sER0
Common Core Standards
Strands
Topics
Standard Statements
by Grade Level
Standards Statements
by Grade Level
Standards Statements
by Grade Level
“What” students should know and be
able to do at each grade level and
band.
The main focus of the content within each
strand.
The major areas or disciplines of study within
each content area.
ELA Common Core Standards Framework
Ohio Department of Education, ELA presentation-Common Core and Model Curriculum
• RL = Reading for Literature• RI = Reading for Information • RF = Reading Foundations• W = Writing• SL = Speaking and Listening• L = Language
Common Core Coding
Ohio Department of Education, ELA presentation-Common Core and Model Curriculum
Common Core Standards-ELA Vertical Alignments
http://education.ohio.gov
Additional Components Common Core Standards
• Anchor standards (K-12)• Literacy standards for History/Social Studies, Science and
other Technical Subjects (Grades 6-12)• Appendix A
– Text complexity • Appendix B
– Illustrative texts • Appendix C
– Student writing exemplars • Language Progressive Skills (Grades 3-12)
Ohio Department of Education, ELA presentation-Common Core and Model Curriculum
Common Core Connection
What are the Literacy Standards?
Standards for reading and writing in• Science• Social Studies• History• Other Technical Subjects*
To what grade levels do the Literacy Standards apply?
Grades 6 - 12
Barnhart, Marcia, INFOhio Common Core ELA and Literacy Standards webinar, 2-12-12.
Why not grades K – 5?
The Literacy Standards are predicated on the assumption that K-5 teachers already teach reading and writing across content areas.
Organization of the ELA standards
The document is organized into three main sections
Standards for English Language
ArtsGrades K – 5
Standards forEnglish Language
ArtsGrades 6 – 12
Standards for Literacy in
History/Social Studies, Science and Technical Subjects
Grades 6 – 12
pp. 9-33 pp. 34-58 pp. 59-66
English Language Arts:8 Key ShiftsIncrease informational text
Considerations of text complexity
Emphasis on literary non-fiction
Use of close reading strategies
Writing that marshals arguments
Writing in response to source material
Increase in research projects
Focused instruction on academic vocabularyPrepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us
Shift in emphasis from fiction to nonfiction in reading and writing:
Grade
Share of Literary Content
Share of Information
Content
4 50% 50%
8 45% 55%
12 30% 70%
Slide courtesy of ODE
Informational Text
In elementary grades, the CCSS call for a balance of literature…
and…
CCSS p 31.
Common Core ELA-Grades 1-5
Common Core ELA-6-12
…there should be a 30:70
blend of literature & informational text
CCSS p 57.
…with the primary purpose of expressing information about the arts, science, social
studies or technical subjects.
Informational text ranges from newspaper and magazine article to digital information to nonfiction trade books to textbooks and
reference materials.
What is Informational Text?
T.A. Young and B.A. Ward “Common Core and Informational Texts.” Book Links. September 2012
“Students can … comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information.”
CCSS. p 7.
Text Complexity
1. Quantitative Measures – Readability and other scores of text complexity often best measured by computer software.
2. Qualitative Measures – Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.
3. 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.
Text Complexity
AR
“Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity.” CoreStandards.org 16 November 2012 <http://www.corestandards.org/assets/E0813_Appendix_A_New_Research_on_Text_Complexity.pdf>
Multiple Measures
Taken from the College Board’s 101 Great Books for the College Bound
http://wcpscollegeandcareer.weebly.com/uploads/7/7/1/1/7711918/college_board_recommended_books.pdf
College Board’s 101 Great Books for College-Bound Readers
Using Lexiles Only
Complex texts
Choose an excerpt of text from Appendix B:
We could….
or…
Use available resources to determine the text complexity of other materials on our own.
Teachers must increase the amount of research students do.
Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us
CCR.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation
Should have a meaningful, focused connection to the text (where possible)
Should encourage students to read closely to compare concepts and synthesize ideas across multiple texts
Research
Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us
Evidence
Read like a detective
Write like a reporter
Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us
Research projects allow for and promote:
Close reading
Increase in text complexity
Increase in literary nonfiction
Writing to sources
Exposure to academic vocabulary
Presentation skills (Speaking and Listening)
Research as the vehicle for implementation of all shifts
Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us
PARCC Model Content Frameworks
http://www.parcconline.org/mcf/ela/parcc-model-content-frameworks-browser
Increased emphasis on academic vocabulary as a critical component of college and career readiness.
Information in the following slides has been taken from Isabel Beck’s book, Bringing Words to Life.
Vocabulary Shift
Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us
Tier One—Basic Vocabulary
Tier Two—Academic Vocabulary
Tier Three—Low Frequency, Content Specific Vocabulary
Vocabulary Tiers
Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us
Informational Text Technical Text Literary Text
relative calibrate misfortune
vary itemize dignified
formulate periphery faltered
specificity unabashedly
accumulate
Examples of Tier 2 words
Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us
Common Core Symbaloo
http://www.symbaloo.com/shared/AAAABrFMHFcAA42ACpCzRA==
Curriculum Toolbox
http://www.infohio.org/index.php/news/268-curriculum-toolboxes-published
College and Career Readiness-- Elementary
http://www.scoop.it/t/ccrelementaryschool
New ELA Assessment Dec. 6, 2012
http://www.infohio.org/Educator/Webinars.html
Literacy and Librarians: Providing Common Core Critical Support for Content Area Teachers No Sweat Boot Camp for the Common Core Virtual Conference. Aug. 6-8, 2012 http://www.infohio.org/educator/bootcamp.html
Text Complexity: The Common Core State Standards - New Process for Determination May 3, 2012
http://www.infohio.org/educator/webinars2011-2012.html
The Common Core Literacy Standards for History/Social Studies, Science, and Technical Subjects Feb. 2, 2012
http://www.infohio.org/educator/webinars2011-2012.html
INFOhio Webinars by Marcia Barnhart
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