arizona’s common core english arts standards 9/12/20151 claudia gaxiola
TRANSCRIPT
Arizona’s Common Core English Arts Standards
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Claudia Gaxiola
NORMS – RESPECT
•Respect time - Begin & End on Time•Electronic Devices – Silenced •Set Aside Preconceived Notions•Practice Active Listening - refrain from side-conversation •Equity of voice, allow for different perspectives and expertise•Courtesy and cooperation guide our work and negotiations•Think globally, seek site or self specific answers- separately – Parking Lot
At your tables, get in groups of four and assign one box per person
Take a moment and independently brainstorm important elements of ELA Standards and write your ideas in your box
Share ideas in your group Agree on one interpretation of the ELA’s or something
significant that was learned Day 1 and write it in the center circle
Be prepared to share
Goals:• Participants will understand the difference between cognitive
demand, Bloom’s taxonomy, Webb’s Depth of Knowledge and use the Hess Matrix to better understand Depth of Knowledge and Bloom’s Taxonomy
• Participants will create their personal definition of Cognitive Rigor• Participants use the Hess Cognitive Rigor Matrix to better
understand Depth of Knowledge
Essential Questions• What is the relationship between Bloom’s Taxonomy,
Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix?
• How will teachers design rigorous instruction?• What is your definition of rigor?
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The federal government took the lead indeveloping the Common Core standards formath and language arts. True or False
AZ adopted the Common Core standards as our new 2010 Math and Language Arts Standards.
True or False
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The Lexile level is the primary indicator of text complexity. True or False
2014-2015 is the pilot year for the common core assessment.
True or False
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The standards do not define the nature of advanced work. True or False
Teachers, content experts, administrators, university faculty, and business people contributed to the formulation of the Common Core standards. True or False
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What students shouldbe able to do . . .
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Text Complexity Grade
Band in the Standards
Old Lexile Ranges Lexile Ranges Aligned
toCCR Expectations
K–1 N/A N/A2–3 450–725 450–7904–5 645–845 770–9806–8 860–1010 955–1155
9–10 960–1115 1080–130511–CCR 1070–1220 1215–1355
Text Complexity Grade Bands and Associated Lexile Ranges (Lexiles)
955
Text Collection 50th Percentile
Education (11-12) 1130L
Workplace 1260L
Community College 1295L
University 1395L
Williamson, G. L. (2008). A Text Readability Continuum for Postsecondary Readiness. Journal of Advanced Academics, 19(4), 602-632.
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955
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Average 3rd grader
AZ AIMS meets
Top of Lexile Range
2nd & 3rd Lexile Band
Pass Exceeds Meets
3rd
4th
5th
AZ’s Common Core ELA standards require students to read to think, think to discuss, and think to write.
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0 10 20 30 40 50 60 70 80 90 100
Arizona Eighth-Grade Proficiency as Measured by Arizona State Tests and NAEP for SY 2010-
2011(Alliance for Excellent Education, 2011)
AZ State Test – 71% Proficient
NAEP – 28% Proficient
http://nces.ed.gov/nationsreportcard/
What is Rigor?
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Do you have a solid definition?
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1. Harsh inflexibility in opinion, temper, or judgment: severity
2. The quality of being unyielding or inflexible: strictness3. Severity of life: austerity: an act or instance of
strictness, severity, or cruelty4. A tremor caused by a chill5. A condition that makes life difficult, challenging, or
uncomfortable6. Strict precision; exactness7. Rigidity, stiffness; rigidness or torpor of organs or
tissue that prevents response to stimuli: rigor mortis
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Highlight the nouns, verbs and phrases that resonate with you.
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FLASH MOB!!!
Expectations for Student Performance (Cognitive Demand)
Acquire Use Extend
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Student Knowledge
Expectations for Student Performance (Cognitive Demand)
Skill/ConceptRecallStrategicThinking
ExtendedThinking
Acquire Use Extend
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Webb’s Depth of Knowledge
Expectations for Student Performance (Cognitive Demand)
Skill/ConceptRecallStrategicThinking
ExtendedThinking
Acquire Use Extend
Memorize/RecallPerform
ProceduresAnalyze/
InvestigateEvaluate
Generate/Demonstrate
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5 Categories of Cognitive Demand
Expectations for Student Performance (Cognitive Demand)
Skill/ConceptRecallStrategicThinking
ExtendedThinking
Acquire Use Extend
Memorize/RecallPerform
ProceduresAnalyze/
InvestigateEvaluate
Generate/Demonstrate
Remember Understand Apply Analyze Evaluate Create
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Bloom’s Taxonomy
Expectations for Student Performance (Cognitive Demand)
Skill/ConceptRecallStrategicThinking
ExtendedThinking
Acquire Use Extend
Memorize/RecallPerform
ProceduresAnalyze/
InvestigateEvaluate
Generate/Demonstrate
English Language Arts & Reading
Rigor Increases and Overlaps
Remember Understand Apply Analyze Evaluate Create
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Tab: Rigor-DOK Activity 04/21/23 34
WHAT’S IN A VERB?
The verb does not dictate the level of rigor. It is the context in which the verb is used that dictates the level of rigor.
DOK LEVEL 1 - RECALL
Recall of a fact, definition, information, or performance of a simple process or procedure.
Example: Solve a linear expression 5(4x+9)
Depth of Knowledge
Recall
Skill & Concept
Strategic Thinking
Extended Thinking
Degree of understanding “Cognitive Demand”
Bloom’s Taxonomy
Knowledge Comprehension
Application
Analysis
Evaluate & Create
Progression of the development of cognitive skills
DOK LEVEL 2 – SKILL & CONCEPT
Use information or conceptual knowledge; two or more steps; make decisions about how to approach
Example: Predict a logical outcome based on information in a reading selection
Depth of Knowledge
Recall
Skill & Concept
Strategic Thinking
Extended Thinking
Degree of understanding “Cognitive Demand”
Bloom’s Taxonomy
Knowledge Comprehension
Application
Analysis
Evaluate & Create
Progression of the development of cognitive skills
DOK LEVEL 3 – STRATEGIC THINKING
Requires reasoning, developing plan, some complexity, more than one possible answer; generates discussion; requires student to justify answer
Example: Solve a multi-step problem & provide a mathematical explanation to justifying
answer
Depth of Knowledge
Recall
Skill & Concept
Strategic Thinking
Extended Thinking
Degree of understanding “Cognitive Demand”
Bloom’s Taxonomy
Knowledge Comprehension
Application
Analysis
Evaluate & Create
Progression of the development of cognitive skills
DOK LEVEL 4 – EXTENDED THINKING
Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem
Example: Analyze & explain multiple perspectives across time periods, events, or cultures
Writing Standard 6
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Pg. 19 in Standards
Kindergarten: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
First and Second Grades: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Third Grade: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills), as well as to interact and collaborate with others.
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Fourth Grade: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Fifth Grade: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
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Sixth Grade: *Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Seventh Grade: Use technology, including the internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.*
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Eighth Grade: Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others, including linking to and citing sources.
Ninth and Tenth Grades: Use technology, including the internet, to produce, publish individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
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Eleventh and Twelfth Grades: Use technology, including the internet, to produce, publish and update individual or shared writing products, in response to ongoing feedback, including new arguments or information.*
College and Career Readiness Anchor Standard Writing – Standard 6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
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Old… Informative Text Persuasive Text Determine the author’s
purpose for writing the persuasive text
Literary Text Literary Elements Identify the narrative point
of view
New… Reading Informative Text Craft and Structure Determine an author’s point of
view or purpose in a text and explain how it is conveyed in the text
Reading Literature Craft and Structure Analyze a particular point of view
or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature
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OLD PO:R06.S3C3.PO1 Determine the author’s
purpose for writing the persuasive text
OLD ASSESSMENT: Multiple Choice
OLD INSTRUCTION: Perhaps less authentic Test prep materials could
be “good enough” LA teacher responsible
NEW STANDARD:6.RI.6 Determine an author’s point of
view or purpose in a text and explain how it is conveyed in the text
NEW ASSESSMENT: Multiple Choice-higher level OR Essay analyzing how author’s
purpose is conveyed
NEW INSTRUCTION: Deep understanding, authentic
application All teachers responsible
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K-12 Reading Informational Text Read Standard 2 from K to 5 Read a vertical column for any grade Read two grades, vertically, and
compare/contrast
Handouts and Activities Tab: Standards Activity04/21/23 51
What are some implications for the transition to Common Core State Standards?
Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/21/23 52
Before we begin…
Take a couple of minutes to write your personal definition of “cognitive rigor” as it relates to instruction and learning.
Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected]
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Five Categories of Cognitive Demand
•Each category is defined by a list of descriptors.
•The list of descriptors is not exhaustive.
•Each category has an associated letter (B-F).
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BMemorize/Recall
FEvaluate/Integrate
CPerform Procedures/
Explain
DGenerate/Create/
Demonstrate
EAnalyze/Investigate
Cognitive Demand Sorting Activity
04/21/23 55Handouts and Activities Tab: Standards Activity
Each table will use one Cognitive Demand game board.
Cognitive Demand descriptor cards will be distributed.
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Each table/team will need 1 set of cards
Distribute the cards EVENLY and discuss each descriptor card before placing it onto the pie chart.
Questions: • What do you notice about the placement of the
cards?• Are some categories “covered” with cards and
others have very few? • What does this reveal?
Talk at your tables04/21/23 57
Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected]
Little Red Riding Hood
• What is a basic comprehension question you might ask?
• What is a more rigorous question you might ask?
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Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/21/23 60
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Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected]
Karen Hess-Full Version 23 minutes
Karen Hess-Short Version 2.5 minutes
Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process
Dimensions-ELA
Karin K. Hess, Ed.D., Senior Associate National Center for Assessment, Dove, NH [email protected]
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Bloom What type of thinking (verbs) is needed to
complete a task?
Webb How deeply do you have to understand the
content to successfully interact with it? How complex or abstract is the content?
Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/21/23 64
The intended student learning outcome determines the DOK level.
What mental processing must occur?
While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor /DOK level.
Describe the process of photosynthesis. Describe how the two political parties are alike
and different. Describe the most significant effect of WWII on
the nations of Europe.Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/21/23 65
For this activity you will need:
1. Cognitive Rigor Matrix (CRM)
Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/21/23 66
Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/21/23 67
Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/21/23 68
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Describe the process of photosynthesis.
Describe how the two political parties are alike and different.
Describe the most significant effect of WWII on the nations of Europe.
Karin K. Hess, Ed.D., Senior AssociateNational Center for Assessment, Dove, [email protected] 04/21/23 70
Cognitive Rigor MatrixBloom’s TaxonomyCRM Blank TemplateAssigned Verb from Bloom
Find your verb on the template.
You will work across the row, designing questions/activities that correspond to each of the four Depth of Knowledge levels.
Write your assigned verb at the top of your chart paper then add your DOK Level and activities and questions below.
Be ready to share with the whole group.
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Raise Expectations Increase ComplexityGive appropriate support and
guidanceOpen your focusRaise Level of Content
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Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com
Expecting the BestExpanding the VisionLearning is NOT OptionalTracking ProgressCreating a Culture
Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com
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Complexity through ProjectsComplexity in WritingComplexity as You Assess
Prior KnowledgeComplexity with VocabularyComplexity in Review Games
Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com
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Scaffolding During Reading Activities
Modeling Expected Instructional Behaviors
Providing Clear ExpectationsChunking Big TasksMultiple Opportunities to Learn
Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com 04/21/23 76
Open-ended QuestioningOpen-Ended ProjectsOpen-ended Choices for
Students
Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com
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Valuing DepthIncreasing Text DifficultyCreating ConnectionsEvaluating ContentReviewing without Repetition
Rigor is NOT a Four Letter WordBarbara R. Blackburn, Winthrop Universitywww.barbarablackburnonline.comwww.eyeoneducaton.com
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Share with your table.
Discuss: What have we learned in our Quest for Rigor?
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Essential Questions•What is the relationship between Bloom’s Taxonomy, Webb’s Depth of Knowledge and the Hess Cognitive Rigor Matrix?
•How will teachers design rigorous instruction?
•What is your definition of rigor?
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Rigor is… Lexiles are important because…
Rigor is not…What are our next steps?
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Rigor in the Classroom
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Common Core State Standards:www.ade.az.gov/standards/commoncorestandards/default.asp
Center for K-12 Assessment & Performance Management at ETSAssessment Articlewww.k12center.org Achieve-Information about PARCC www.achieve.org/
Surveys of Enacted Curriculumhttp://seconline.wceruw.org/Reference/K12Taxonomy08.pdf
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