1. Health Sciences Alignment to English Language Arts and Mathematics Common Core State Standards Lori Matyjas CT State Department of Education November 12, 2013

2. Workshop Overview English Language Arts CT Common Core State Standards (CCSS) Overview Mathematics CT Common Core State Standards Overview Aligning Health Sciences Standards to ELA CCSS Aligning Health Sciences Standards to Math CCSS Lesson Plans and Student Activities Share Resources

3. Standards Coding for ELA RST Reading in Science and Technical Subjects RHReading in History/ Social Studies WHST Writing in History/ Social Studies, Science and Technical Subjects SLSpeaking and Listening LLanguage (grammar, usage, mechanics) You will primarily use pages 60-66 of the CCSS for ELA but can use any others that apply.

4. ELA PROFICIENCY STRANDS ELA CCSS lists by GRADE STRANDS Grades 6-8 students Grades 9-10 students Grades 11-12 students HOWEVER…. Some of your classes may have mixed grade levels and abilities

5. CCSS INSTRUCTIONAL SHIFTS Building knowledge through content-rich nonfiction and informational texts Reading, writing, speaking and listening grounded in evidence from text Regular practice and instruction with complex texts and its academic vocabulary

6. The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.

7. GUIDING QUESTIONS How would this CTE competency look in the classroom? What should students know and be able to do? (CTE and CCSS expectations) Are CCSS expectations dependent on courses and grade bands? How would this CTE competency look in a course for 9-10 versus 11-12?

8. College and Career Readiness Anchor Standards for Writing Text Types and Purposes 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 technique, well- chosen details, and well-structured event sequences. Production and Distribution of Writing 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. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused 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. Range of Writing 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.

9. Think, Pair, Share What activities to support these standards can you plan for your students? Text Types and Purposes #1, 2, 3  Write arguments focused on discipline-specific content.  Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Production and Distribution of Writing #4, 5, 6  Use technology, including the Internet, to produce, publish, and update individual or shared writing products… Research to Build and Present Knowledge #7, 8, 9  Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Range of Writing #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)

10. College and Career Readiness Anchor Standards for Reading Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity

11. Key Ideas and Details 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. Craft and Structure 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. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, 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. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

12. Reading Standards for Literacy in Science and Technical Subjects RST Key Ideas and Details #1, 2, 3  Follow precisely a complex multistep procedure when … performing technical tasks; analyze the specific results based on explanations in the text.” Craft and Structure # 4, 5, 6  Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8, 9-10, 11- 12 texts and topics Integration of Knowledge and Ideas # 7, 8, 9  Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table) Range of Reading and Level of Text Complexity #10  Read and comprehend science/technical texts in the grades 9-10, grades 11-CCR text complexity band independently and proficiently.

13. K-12 Standards for Mathematical Practice 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look and make use of structure. 8.Look for and express regularity in repeated reasoning.

14. CLASSROOM ACTIVITY Do Now: You are working with a nurse who is admitting a 68 yo Pt with abd. pain, and N/V. She asks you to “settle” the patient and start the admission process. The Pt is accompanied by his wife. The facility you work at uses the metric system for ht and wt but his wife asks you what they were in the English system. His weight was 72.7 kg and his height was 170 cm. Convert the height and weight to the English system for his wife if you know that 2.2kg= 1 lbs and 2.54cm= 1 inch. What Standards for mathematical Practices are being reinforced by this activity? 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique reasoning of others. 4.Model with mathematics. 5.Use appropriate tools strategically. 6.Attend to precision. 7.Look and make use of structure. 8.Look for and express regularity in repeated reasoning.

15. Student Classroom Activities Back to Basics Medication Dosage Medical Math Pre-test Think, Pair, Share

16. Resources WEBSITES http://www.achieve.org/ccss-cte-classroom-tasks http://www.rcu.msstate.edu/Curriculum/Curricul umDownload.aspx http://www.rcu.msstate.edu/Curriculum/Curricul umDownload.aspx http://www.achieve.org/files/CCSS-CTE-Task- BMI-Calculations-FINAL.pdf http://www.achieve.org/files/CCSS-CTE-Task- BMI-Calculations-FINAL.pdf http://www.nrccte.org/professional- development/math-cte/lesson-plans National Research Center for Career and Technical Education http://www.nrccte.org/professional- development/math-cte/lesson-plans http://www.corestandards.org/Math/Practice

17. QUESTIONS? E-MAIL ME AT : LORI.MATYJAS@CT.GOV