1. Presentation to Secondary Sites 2012

2. Outcomes: 1.Understand the background and rationale of the CCSS. 2.Understand the shifts and implications for students and teachers. Part 1 Part 2 1.Examine the balance of literature with informational text

3. Part 1 1.Understand the background and rationale of the CCSS. 2.Understand the shifts and implications for students and teachers.

4. As described by the CCSS initiative, standards… Are aligned with college and career expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills;

5. As described by the CCSS initiative, standards… Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based.

6. Key Points: Development of CCSS was a voluntary, state-led effort utilizing private funding convening in 2009. CA standards were one of the key set of state standards that were foundational for the Common Core. States must adopt CCSS word for word, but they may add 15%. (CA signifies this with underlining bold text.)

7. Organization/Format Shifts 1.Organization of standards:K-5, 6-12 2.Consistent numbering, K-12

9. Using the Writing #1 handout, review the standards that are listed by underlining or highlighting shifts in complexity and language as one progresses through the grade levels. Vertical Trace to Examine K-12 Consistency – Writing #1

10. Content Shifts in ELA/Literacy 1.Increase reading of informational texts 2.Increased text complexity of reading texts as measured by lexile level 3.Focus on academic vocabulary within context of texts 4.Emphasis on text dependent questions and performance tasks 5.Connect writing to reading with frequent opportunities to research information 6.Provide literacy instruction in all content areas 10

11. Part 2 1.Examine the balance of literature with informational text

12. One Shift: Text Complexity Bands Defined by lexile (discussed on next slide) Increased due to the “backwards mapping” approach to college and career readiness (CCR)

13. What is a “lexile”? These two factors are similar to the “Frye Readability” formula. More info can be found at http://www.lexile.com/about- lexile/lexile-overview/http://www.lexile.com/about- lexile/lexile-overview/ 2 Factors: Word Frequency Sentence Length Lexile is the unit used to report text complexity.

14. Lexile Framework ® for Reading Study Summary of Text Lexile Measures 600 800 1000 1400 1600 1200 Text Lexile Measure (L) High School Lit. College Lit. High School Texts College Texts Military Personal Use Entry- Level Occupa- tions SAT 1, ACT, AP* * Source of National Test Data: MetaMetrics Interquartile Ranges Shown (25% - 75%) 14 Currently Assessed Standards Lexile Expectations CCSS Lexile Expectations

15. CCSS Lexile Bands

16. Excerpted from CCSS Introduction, p. 4: http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdfhttp://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

17. Balance Between Lit. and Info. Text

18. Activity: Side-by-Side Comparison After highlighting the verb(s) and key content words, consider the parallel nature of the standard. What “label” would you give each standard?

19. Debrief What inference might be drawn about the lexile levels between high school/college literature and high school/college expository texts? What implications does this have for our selected texts? What implications does this have for our work moving forward?