Office of Curriculum and Instruction August 9, 2012 CIA-ELA/ELD.

Office of Curriculum and Instruction August 9, 2012 CIA-ELA/ELD

Welcome! August 9, 2012 CIA-ELA/ELD

CIA-ELA/ELD Representative Responsibilities: August 9, 2012 CIA-ELA/ELD

Norms: August 9, 2012 CIA-ELA/ELD

Today’s Objectives: August 9, 2012 CIA-ELA/ELD

August 9, 2012 CIA-ELA/ELD

Rigor/Relevance Framework ® August 9, 2012 CIA-ELA/ELD

What is RIGOR? August 9, 2012 CIA-ELA/ELD

What is RELEVANCE? August 9, 2012 CIA-ELA/ELD

Rigor/Relevance Framework ® August 9, 2012 CIA-ELA/ELD

Performance Task August 9, 2012 CIA-ELA/ELD

Performance Task (continued) August 9, 2012 CIA-ELA/ELD

Deconstructing a Performance Task August 9, 2012 CIA-ELA/ELD

Deconstructing a Performance Task (continued) August 9, 2012 CIA-ELA/ELD

READINGWRITING SPEAKING & LISTENING LANGUAGE 10 Anchor Standards for College and Career Readiness 10 Anchor Standards for College and Career Readiness 6 Anchor Standards for CCR ELA Standards K-12 Literacy Standards 6-12 ELA Standards K-12 Literacy Standards 6-12 Literary Text Hist. / S.S. Sci. / Tech Subj. Inform Text 1 K 2 3 4 5 6 7 8 9-10 11-12 9-10 11-12 6-8 9-10 11-12 6-8 11-12 1 K 2 3 4 5 6 7 8 9-10 11-12 6-8 1 K 2 3 4 5 6 7 8 9-10 11-12 1 K 2 3 4 5 6 7 8 9-10 11-12 K 1 2 3 4 5 9-10 11-12 6 7 8 Found- ational Skills 1 2 3 4 5 K → → → → → → → → → → → → → → August 9, 2012 CIA-ELA/ELD

Correspond to the College and Career Readiness anchor stand organized in four key areas: 1. Key Ideas and Details 2. Craft and Structure 3. Integration of Knowledge and Ideas 4. Range of Reading and Level of Text Complexity August 9, 2012 CIA-ELA/ELD

Purpose-Driven Task August 9, 2012 CIA-ELA/ELD

1. 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, and ideas develop and interact over the course of a text. August 9, 2012 CIA-ELA/ELD

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. August 9, 2012 CIA-ELA/ELD

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. August 9, 2012 CIA-ELA/ELD

10. Read and comprehend complex literary and informational texts independently and proficiently. August 9, 2012 CIA-ELA/ELD

Reading-Writing Connection August 9, 2012 CIA-ELA/ELD

Grade Literary Informational 4 50% 8 45% 55% 12 30% 70% August 9, 2012 CIA-ELA/ELD

Overview of Text Complexity Reading Standards include exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade Text complexity is defined by: Qualitative 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 Reader and Task 3.Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned August 9, 2012 CIA-ELA/ELD

Step 1: Qualitative Measures Life Experiences (theme, common experiences vs. fantastical situations, perspectives) Cultural/Literary Knowledge - chiefly literary texts (genre conventions, intertextuality) Content/Discipline Knowledge - chiefly informational texts (genre conventions, intertextuality) Literal vs. Figurative or ironic Clear vs. Ambiguous or purposefully misleading Contemporary, familiar vs. Archaic or otherwise unfamiliar Conversational vs. General academic and domain-specific Simple vs. Complex Explicit vs. Implicit Conventional vs. Unconventional Chronological Order vs. not in chronological order Common genre traits vs. Discipline- specific traits Simple vs. Sophisticated graphics Supplemental graphics vs. Essential graphics Single level of meaning to Multiple levels of meaning Explicitly stated purpose to Implicit purpose, may be hidden or obscure Levels of Meaning (literary texts) or Purpose (informational texts) Structure Knowledge Demands Language Conventionality and Clarity August 9, 2012 CIA-ELA/ELD

Text Complexity Grade Band in the Standards Old Lexile RangesLexile Ranges Aligned to CCR expectations K-1N/A 2-3450-725450-790 4-5645-845770-980 6-8860-1010955-1155 9-10960-11151080-1305 11-CCR1070-12201215-1355 August 9, 2012 CIA-ELA/ELD

Step 3: Reader and Task While the prior two elements focus on the inherent complexity of text, the following variables must also be considered when determining whether a text is appropriate for a given student: Variables particular to readers: Motivation Knowledge Experiences Variables particular to tasks: Purpose Complexity of the task assigned regarding the text(s) Complexity of the questions asked regarding the text(s) August 9, 2012 CIA-ELA/ELD

“Among the highest priorities of the Common Core Standards is that students can read closely and gain knowledge from texts.” *“More questions that can be answered only with reference to the text.” *“Sequences of questions should elicit a sustained discussion.” * Tasks must“require the use of more textual evidence.” August 9, 2012 CIA-ELA/ELD

Recent study found that 80% of the questions students were asked when they are reading are answerable without direct reference to the text itself. August 9, 2012 CIA-ELA/ELD

» Write the title of the TEXT you recently assigned to your students. Title: _________________________________ » Write 3 text-dependent questions. 1.___________________________________ 2.___________________________________ 3.___________________________________ August 9, 2012 CIA-ELA/ELD

Arguments, Intertextual Connections Inferences Author’s Purpose and Intended Audience Language, Style, Text Structure (genre characteristics) Key Concepts and DetailsGeneral Understanding Whole Across texts Entire text Segments of text Paragraph Sentence Word Part August 9, 2012 CIA-ELA/ELD

-Do the questions require the reader to return to the text? -Do the questions require the reader to use evidence to support his or her ideas or claims? -Do the questions move from text-explicit to text-implicit knowledge? -Are there questions that require the reader to analyze, evaluate, and create? Text-dependent Questions August 9, 2012 CIA-ELA/ELD

Research links the close reading of complex text— regardless if the student is a struggling reader or advanced—to significant gains in reading proficiency. August 9, 2012 CIA-ELA/ELD

We MUST… August 9, 2012 CIA-ELA/ELD

PART 4 PERFORMANCE TASK/PROCESS WRITING PRODUCT I, ___________________________, your CIA-ELA representative, humbly propose the following as the Next Steps for our school site, _____________________________, to effectively transition to the 2010 Common Core State Standards and the 2014-15 SMARTER Balanced Next Generation Assessments. We should… since… (cite the document, evidence, information) I understand that… (anticipate possible audience reaction or site constraints) However, should ____ be put in place, our students would … (cite benefits) August 9, 2012 CIA-ELA/ELD

Lesson Tuning Protocol August 9, 2012 CIA-ELA/ELD

1. Introduction (5 min.) August 9, 2012 CIA-ELA/ELD

2. Presentation (5 min.) August 9, 2012 CIA-ELA/ELD

3. Clarifying Questions (3-5 min.) August 9, 2012 CIA-ELA/ELD

4. Processing Time (3-5 min.) August 9, 2012 CIA-ELA/ELD

5. Warm and Cool Feedback (5-10 min.) August 9, 2012 CIA-ELA/ELD

6. Reflection (5 min.) August 9, 2012 CIA-ELA/ELD

7. Debrief (3-5 min.) August 9, 2012 CIA-ELA/ELD

Correspond to the College and Career Readiness anchor stand organized in four key areas: 1. Text Types and Purposes 2. Production and Distribution of Writing 3. Research to present and Build Knowledge 4. Range of Writing August 9, 2012 CIA-ELA/ELD

1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2.Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3.Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. August 9, 2012 CIA-ELA/ELD

4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6.Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. August 9, 2012 CIA-ELA/ELD

7.Conduct short, as well as more sustained research projects based on questions, demonstrating understanding of the subject under investigation. 8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9.Draw evidence from literary or informational texts to support analysis, reflection, and research. August 9, 2012 CIA-ELA/ELD

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. August 9, 2012 CIA-ELA/ELD

GradeTo PersuadeTo ExplainTo Convey Experience 430%35% 8 30% 1240% 20% August 9, 2012 CIA-ELA/ELD

» Studies show that learning to present important information in an organized piece of writing helps students generate deep understanding of a text. » An emphasis on analytic writing that increases through the grades. » Draw evidence from literary or informative texts. » Assess credibility and accuracy of each source. » Writing under a range of conditions and within set parameters. » Writing routinely in response to complex texts. August 9, 2012 CIA-ELA/ELD

Next Generation Assessments August 9, 2012 CIA-ELA/ELD

» Claim #1 – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. » Claim #2 – Students can produce effective and well- grounded writing for a range of purposes and audiences. » Claim #3 – Students can employ effective speaking and listening skills for a range of purposes and audiences. » Claim #4 – Students can engage in research/inquiry to investigate topics and to analyze, integrate, and present information. August 9, 2012 CIA-ELA/ELD

Selected Response (SR)Short and Extended Constructed Response (CR)Technology Enhanced (TE)Performance Tasks (PT) August 9, 2012 CIA-ELA/ELD

Selected Response (SR)Constructed Response (CR) » Traditional – multiple-choice » Non-traditional – more than 1 correct answer » Address assessment targets and claims that are of greater complexity » Require more analytical thinking and reasoning » Produce short written responses » Rubric scoring worth 2-4 points August 9, 2012 CIA-ELA/ELD

STIMULUS Lizards are fascinating creatures. There are over 3,000 known species, including monitors, skinks, geckos, chameleons, and iguanas, and they vary greatly in appearance. The largest lizard, the Komodo dragon, can grow over ten feet long, and the smallest, the Jaragua lizard, can fit on a dime. Skinks usually have smooth scales like snakes, iguanas have mohawk-like crests running down their backs, and the moloch is covered with spikes from head to tail. Lizards vary in color from shades of gray and brown to bright red or green, spotted or striped. Most have four legs but some are legless and easily confused with snakes (Hint: if it has external eardrums and eyelids it’s a lizard). Geckos can walk up walls. Chameleons not only change color but also have prehensile tails, similar to those of monkeys, that wrap around branches and their eyes can move in different directions. STEM What is the best way to revise the highlighted sentence to match the language and style of the paragraph? OPTIONS A.Geckos are able to adhere to flush surfaces because setae on their footpads facilitate van der Waals forces between the setae structures and the surface. B.Geckos are awesome because they have sticky toes that allow them to climb windows like Spiderman. C.Geckos have the remarkable ability to walk up walls thanks to tiny hair-like structures on their toes that cling to smooth surfaces. D.Geckos scurry up walls like tiny dancers gliding effortlessly across a stage, their movements as natural as a well-rehearsed ballet. August 9, 2012 CIA-ELA/ELD

Read the passage and then answer the question. The National Aeronautics and Space Administration (NASA) leads research in space exploration and aeronautics. NASA Gives Public New Internet Tool To Explore The Solar System PASADENA, Calif. – NASA is giving the public the power to journey through the solar system using a new interactive Web-based tool. The "Eyes on the Solar System" interface combines video game technology and NASA data to create an environment for users to ride along with agency spacecraft and explore the cosmos. Screen graphics and information such as planet locations and spacecraft maneuvers use actual space mission data. "This is the first time the public has been able to see the entire solar system and our missions moving together in real-time," said Jim Green, director of NASA's Planetary Science Division at the agency's Headquarters in Washington. "It demonstrates NASA's continued commitment to share our science with everyone." The virtual environment uses the Unity game engine to display models of planets, moons, asteroids, comets and spacecraft as they move through our solar system. With keyboard and mouse controls, users cruise through space to explore anything that catches their interest. A free browser plug-in, available at the site, is required to run the Web application. "You are now free to move about the solar system," said Blaine Baggett, executive manager in the Office of Communication and Education at NASA's Jet Propulsion Laboratory (JPL) in Pasadena, Calif. "See what NASA's spacecraft see – and where they are right now – all without leaving your computer." Users may experience missions in real-time, and "Eyes on the Solar System" also allows them to travel through time. The tool is populated with NASA data dating back to 1950 and projected to 2050. The playback rate can be sped up or slowed down. When NASA's Juno spacecraft launched on Aug. 5, 2011, users could look ahead to see the mission's five-year journey to Jupiter in a matter of seconds. Point of view can be switched from faraway to close-up to right "on board" spacecraft. Dozens of controls on a series of pop-up menus allow users to fully customize what they see, and video and audio tutorials explain how to use the tool's many options. Users may choose from 2-D or 3-D modes, with the latter simply requiring a pair of red-cyan glasses to see. "By basing our visualization primarily on mission data, this tool will help both NASA and the public better understand complex space science missions," said Kevin Hussey, manager of Visualization Technology Applications and Development at JPL, whose team developed "Eyes on the Solar System." "Eyes on the Solar System" is in beta release. It has been demonstrated at science conferences, in classrooms and at the 2011 South by Southwest Interactive Conference in Austin, Texas. Designers are updating "Eyes on the Solar System" to include NASA science missions launching during the coming months, including GRAIL to the moon and the Mars Science Laboratory Curiosity rover. Select the two highlighted sentences that show that NASA makes predictions about the data space missions will generate before the missions occur. August 9, 2012 CIA-ELA/ELD

STIMULUS The Shepherd’s Boy and the Wolf A Shepherd's Boy was tending his flock near a village, and thought it would be great fun to trick the villagers by pretending that a Wolf was attacking the sheep: so he shouted out, "Wolf! Wolf!" and when the people came running up he laughed at them because they believed him. He did this more than once, and every time the villagers found they had been tricked, for there was no Wolf at all. At last a Wolf really did come, and the Boy cried, "Wolf! Wolf!" as loud as he could: but the people were so used to hearing him call that they took no notice of his cries for help. And so no one came to help the boy, and the Wolf attacked the sheep. STEM In a few sentences, explain what lesson the reader can learn from the shepherd’s boy. Use details from the story to support your response. August 9, 2012 CIA-ELA/ELD

2-point Scoring Rubric 2 The response: gives evidence of the ability to explain inferences about theme includes specific inferences that make reference to the text supports the inferences with relevant details from the text 1The response: gives limited evidence of the ability to explain inferences about theme includes inferences but they are not explicit or make only vague references to the text supports the inference with at least one detail but the relevance of that detail to the text must be inferred 0A response gets no credit if it provides no evidence of the ability to explain inferences about theme and includes no relevant information from the text. Scoring Notes Response may include but is not limited to: The shepherd’s boy learned that he shouldn’t call wolf unless there is really a wolf. The shepherd’s boy learned that he should only ask for help if he needs it or else he wouldn’t get help when he really needs it. “The people were so used to hearing him call that they took no notice of his cries.” The shepherd’s boy learned not to have fun by tricking people because the people learn not to trust you. Score Point 2 Sample: The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy pretends that a big wolf is attacking his sheep and yells, “Wolf! Wolf!” The people in the village run out to help him because they believe he needs help. After he tricks the villagers more than once, they realize he is just pretending. Score Point 1 Sample: The lesson learned from this story is do not cry for help when nothing is wrong. The shepherd’s boy cries wolf when there is no wolf and the people come to help him. Score Point 0 Sample: Readers learn a good lesson about how to cry wolf. August 9, 2012 CIA-ELA/ELD

Technology Enabled (TE)Technology Enhanced (TE) EXAMPLES: » Listen to President Kennedy’s 1961 inaugural address and then write an essay analyzing metaphors used regarding foreign policy. » View video and write a summary explaining steps in a process. EXAMPLES: » “Highlight lines in the text that…” » “Change the order of…” » Dropdowns » Classification » Reorder Text » Select and order » Select text August 9, 2012 CIA-ELA/ELD

Below is a poem, a sonnet, in which the speaker discusses her feelings about a relationship. Read the poem and answer the question that follows. Remember When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day You tell me of our future that you plann’d: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. For if the darkness and corruption leave A vestige* of the thoughts that once I had Better by far you should forget and smile Than that you should remember and be sad. *vestige: a mark, trace, or visible evidence of something that is no longer present or evident. In the sonnet “Remember,” which two lines reveal a change in the speaker’s message to her subject? August 9, 2012 CIA-ELA/ELD

INTERACTION SPACE Remember When you can no more hold me by the hand, Nor I half turn to go yet turning stay. Remember me when no more day by day You tell me of our future that you plann’d: Only remember me; you understand It will be late to counsel then or pray. Yet if you should forget me for a while And afterwards remember, do not grieve. For if the darkness and corruption leave A vestige* of the thoughts that once I had Better by far you should forget and smile Than that you should remember and be sad. The notes for a summary need to be arranged correctly in the order in which the events occurred in the passage. Click on each sentence and move it to arrange the sentence into correct chronological order. Summary of Events: Maria laughs with the old women. The guest and family eat dinner. Maria’s mother asks the guests for a story. Maria’s guests arrive. Maria becomes sad. The guests take turn telling stories. August 9, 2012 CIA-ELA/ELD

» Measure complex assessments targets for multiple claims that require analytical thinking, evaluation, and evidence that support student responses to text: » Part 1: Student read research sources and responds to prompts (Claims 1 or 4). » Part 2: Student plans, writes, and revises his/her full essay (Claim 2) or plans and delivers a speech (Claim 3). August 9, 2012 CIA-ELA/ELD

» Components of a Performance Task Stimulus  Readings  Video clips  Audio clips  Graphs, charts, other visuals  Research topic/issue/ problem  etc. Information Processing  Research questions  Comprehension questions  Simulated Internet search  etc. Product/Performance  Essay, report, story, script  Speech with/without graphics, other media  Responses to embedded constructed response questions.  etc. August 9, 2012 CIA-ELA/ELD

A turning point in the standards movement A common baseline for academic knowledge and college readiness skills A foundation, not the “ceiling” in expectations for student outcomes in the 21 st century August 9, 2012 CIA-ELA/ELD

CIA Rep. Assignment August 9, 2012 CIA-ELA/ELD

Resources: August 9, 2012 CIA-ELA/ELD

Office of Curriculum and Instruction August 9, 2012 CIA-ELA/ELD.

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