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Welcome!. Anchor Standards Strands: Reading Writing Speaking & Listening Language.

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Presentation on theme: "Welcome!. Anchor Standards Strands: Reading Writing Speaking & Listening Language."— Presentation transcript:

1 Welcome!

2 Anchor Standards Strands: Reading Writing Speaking & Listening Language

3 Key Features of the Standards

4 Reading: Text complexity and the growth of comprehension Places equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade “staircase” of increasing text complexity that rises from beginning reading to the college and career readiness level.

5 Reading: Text complexity and the growth of comprehension Students must show: A steadily growing ability to discern more from and make fuller use of text Making an increasing number of connections among ideas and between texts Ability to consider a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

6 Reading: Text complexity and the growth of comprehension Students must show: A steadily growing ability to discern more from and make fuller use of text Making an increasing number of connections among ideas and between texts Ability to consider a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

7 Next Generation Content Standards Reading The standards establish a “staircase” of increasing complexity... The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

8 Writing: Text types, responding to reading, and research  The Standards acknowledge the fact that whereas some writing skills, such as the ability to plan, revise, edit, and publish, are applicable to many types of writing, other skills are more properly defined in terms of specific writing types: arguments, informative/explanatory texts, and narratives.  Standard 9 stresses the importance of the writing-reading connection by requiring students to draw upon and write about evidence from literary and informational texts.  Because of the centrality of writing to most forms of inquiry, research standards are prominently included in this strand, though skills important to research are infused throughout the document.

9 Next Generation Content Standards Writing The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades. Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.

10 Types of Writing Argument – Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem.

11 Types of Writing Informational/Explanatory – Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept.

12 Types of Writing Narrative – Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain.

13 Listening Comprehension Gr. 1-2: Important for Early Grades Children’s listening comprehension outpaces reading comprehension until the middle school years (grades 6–8). CCSS ELA Appendix A, p. 26

14 Language: Conventions, effective use, and vocabulary  Essential “rules” of standard written and spoken English, but they also approach language as a matter of craft and informed choice among alternatives.  Vocabulary focuses on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

15 Next Generation Content Standards Language The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.

16 The more we read the more we can read! Reading for 40 minutes or more per day will boost students scores to the 90 th percentile!!! By age 3, children from affluent families have heard 30 million more words than children from parents living in poverty. (Hart and Risley, 1995). Children who have larger vocabularies and greater understanding of spoken language do better in school (Whitehurst and Lonigan). If children aren’t reading on grade level by third grade, are four times more likely to leave high school without a diploma (Hernandez, 2011).

17 Shifts in ELA/ Literacy Shift 1Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2Knowledge in the DisciplinesStudents build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3Staircase of ComplexityStudents read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4Text-based AnswersStudents engage in rich and rigorous evidence based conversations about text. Shift 5Writing from SourcesWriting emphasizes use of evidence from sources to inform or make an argument. Shift 6Academic VocabularyStudents constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

18 NYS Common Core Standards Shifts Impact NYS Assessments 6 Shifts in ELA Literacy Common Core ImplementationCommon Core Assessments 1. Balancing Informational and Literary Text 2. Building Knowledge in the Disciplines 3. Staircase of Complexity 4. Text-based Answers 5. Writing from Sources 6. Academic Vocabulary 1. Focus 2. Coherence 3. Fluency 4. Deep Understanding 5. Applications 6. Dual Intensity 6 Shifts in Mathematics 1 & 2: Non-fiction Texts Authentic Texts 3: Higher Level of Text Complexity Paired Passages 4&5: Focus on command of evidence from text: rubrics and prompts 6:Academic Vocabulary 1:Intensive Focus 2:Linking Back 4, 5, 6:Mathematical Modeling

19  The K-5 objectives provide students with a solid foundation in whole numbers, fractions and decimals.  The 6-8 objectives describe robust learning in geometry, algebra, and probability and statistics.  Modeled after the focus of objectives from high- performing nations, the objectives for grades 7 and 8 include significant algebra and geometry content.  Students who have completed 7 th grade and mastered the content and skills will be prepared for algebra, in 8 th grade or after. Overview Math: K-8 Content Objectives

20 GradeStandards KCounting & Cardinality K-5Operations & Algebraic Thinking Number & Operations in Base Ten Measurement & Data Geometry 3-5Number & Operations – Fractions 6-8Ratios & Proportional Relationships The Number System Expressions & Equations Geometry Statistics & Probability K-8 Standards

21 K HS Counting & Cardinality Number and Operations in Base Ten Ratios and Proportional Relationships Number & Quantity Number and Operations – Fractions The Number System Operations and Algebraic Thinking Expressions and EquationsAlgebra Functions Geometry Measurement and DataStatistics and Probability Statistics & Probability WV NxGen-Math Progressions

22 GradeRequired Fluency KAdd/subtract within 5 1Add/subtract within 10 2Add/subtract within 20* Add/subtract within 100 (paper & pencil) 3Multiply/divide within 100** Add/subtract within Add/subtract within 1,000,000 5Multi-digit multiplication 6Multi-digit division | Multi-digit decimal operations 7Solve px + q = r, p(x + q) = r 8Solve simple 2x2 systems by inspection K-8 Required Fluencies

23 WVNxGen-Math also addresses whether students “can perform calculations and solve problems quickly and accurately.” WV NxGen-Math fluency means…  “fast and accurate”  “not halting, stumbling, or reversing oneself”  the same as “fluent in a foreign language” WV NxGen-Math Fluencies

24 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. III. Mathematical Practices “Mathematically proficient students…”

25 “No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom.” CCSS-Math Introduction, p.4

26 “These Standards do not dictate curriculum or teaching methods.” CCSS-Math Introduction, p.5

27 So what do we do? How should teachers respond?

28 “The only way to improve outcomes is to improve instruction.” - M. Barber & M. Mourshed (2007), How the World’s Best Performing School Systems Come Out on Top Here’s What Research Tells Us

29 “The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by how teachers teach than by what teachers teach.” - Dylan Wiliam (2011), Embedded Formative Assessment Here’s What Research Tells Us

30 A wide body of research shows that the single greatest factor affecting student achievement is classroom instruction. In one study, Mortimore and Sammons (1987) found that classroom instruction has more impact on student learning than any other factor that schools control—more impact than the next six factors the authors studied combined. Here’s What Research Tells Us

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