College and Career Readiness and Common Core Standards for Adult Education: Improving Instruction and Learner Outcomes

Transcription

1 College and Career Readiness and Common Core Standards for Adult Education: Improving Instruction and Learner Outcomes Linda Taylor, CASAS Barbara Lehman, CASAS Lori Forlizzi, PA

2 Agenda Welcome & Introductions OVAE Report on Common Core for Adult Education Reading Anchor Standards Name the Standard Activity Break Teacher Demonstration Video The Lottery Observation Checklist and Discussion Resources Classroom to Practice Text Complexity Rubric Q & A 2

3 Content Standards to Address 21 st Century Skills National Academic Standards Two major national initiatives College and Career Readiness (CCR) Standards -- September 2009 Common Core State Standards (CCSS) -- June 2010 State-led effort coordinated by two national groups Council of Chief State School Officers (CCSSO) National Governors' Association (NGA) To date, 45 states and the District of Columbia have adopted the CCSS 3

4 CCSS Initiative Developed by K-12 educators and curriculum experts Define the knowledge and skills students should have within their K-12 education so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs. Standards developed for the following subject areas: English Language Arts Reading, Writing, Speaking and Listening, Language Literacy in History/Social Studies, Science, and Technical Subjects Mathematics 4

5 OVAE s Promoting CCR in Adult Education OVAE report published in April 2013 Written by Susan Pimentel through contract with MPR Many slides in this presentation are from Susan Pimentel s May 2013 presentation to State Directors of Adult Education in Washington, DC. Adult Education Imperative Because more than 12 million adults without a high school credential are in the labor force today... Because key college and career ready knowledge and skills are closely linked to being able to get the training necessary to earn a living wage... Because 2x as many jobs over the next decade will require a postsecondary credential... It is crucial that adult students have the opportunity to acquire skills they need for post-secondary success. 5

6 OVAE s Promoting College and Career Readiness in Adult Basic Education Project s Rationale: Raise awareness of the critical skills and knowledge expected and required for success in colleges, technical training programs, and employment in the 21st century. Forge a stronger link among adult education, postsecondary education, and the world of work. Respond to adult educators who asked for help in identifying a manageable set of standards most indispensable for college and career readiness. 6

7 Why Apply Common Core State Standards to Adult Education? Common Core is anchored by empirical evidence of what employers and educators actually demand of prospective employees and students. To create consistent expectations between K 12 and adult education systems to all students whatever their pathway to graduation to have access to the preparation they need to enter credit-bearing freshman courses. To take advantage of the resources and human capital in support of their implementation (46 states): Common instructional tools and materials Common professional development Common college and career assessments 7

8 Why College and Career Readiness Standards/ Common Core State Standards? Maintain focus on what matters most for collegeand career-readiness Build on the best standards work of the states Benchmark standards internationally Include rigorous content and application of knowledge through high-order skills Provide anchors for the CCSS standards Provide clear guideposts for what students at each grade level nationally should know 8

9 Key Goals of the Project To select ELA/literacy and mathematics standards from the Common Core that: Ensure core college and career readiness requirements for adult learners are represented But also keep the overall content demands manageable 9

10 Deliberative, Multi-Layered Process Convened two review panels with a wide crosssection of experience and expertise. Employed an iterative review process: Deliberated for nine months Gathered feedback from colleagues around the nation Gathered feedback from some of the lead Common Core writers Established an evidence-based process: How do the sources rate the importance of each standard with regard to college and career readiness? Do some standards have more evidence than others? 10

11 Evidence Relied on by the Panels Judgments of postsecondary faculty on the importance and relevance of a variety of concepts and skills (ACT, EPIC). Judgments of employers on the importance and relevance of specific knowledge and skills (P-21). Content currently part of (or planned for inclusion in) assessments relevant to adult students (e.g., new GED, ACCUPLACER, COMPASS, new Consortia tests). 11

12 Questions that Guided Panel s Review 1.Using evidence, what CCSS content in the area of ELA/literacy is relevant to preparing adult students for success in higher education and training programs? 2.Using evidence, what CCSS content in the area of mathematics is relevant to preparing adult students for success in higher education and training programs? 3.Using evidence, which standards in each content area are most important for adult students? 12

13 OVAE Study Leveling Panelists bundled the selected standards into five gradelevel groupings to more closely reflect adult education levels of learning: A (K 1), B (2 3), C (4 5), D (6 8), and E (9 12) Comparison to CASAS levels (see chart): CC A = CASAS A CC B = CASAS Low B CC C = CASAS High B CC D = CASAS C CC E = CASAS D and E 13

14 Panel Validated Key Shifts in Instruction Prompted by the Common Core The Reading Panel validated key shifts in instruction prompted by the Common Core: 1.Complexity: Regular practice with complex text (and its academic language) 2.Evidence: Reading, writing, and speaking grounded in evidence from text 3.Knowledge: Building knowledge through contentrich informational texts 14

15 The CCSS Shifts Build toward CCR Engage with Complex Text Extract and Employ Evidence Build Knowledge 15

16 Shift One Regular Practice With Complex Text: Why relevant and important? What students can read, in terms of complexity is greatest predictor of success in college (ACT study) Gap between complexity of college and high school texts is huge (4 years!) Too many students are reading at too low a level. (<50% of graduates can read sufficiently complex texts) Deficiencies are not equal opportunity... 16

17 Implications for Instruction and Assessment Common Scale for Band Level Text Difficulty Ranges Text Analyzer Tools Common Core Bands: ATOS DRP FK Lexile SR RM 2nd-3rd th-5th th-8th th-10th th-CCR

18 Shift Two Reading, Writing and Speaking Grounded in Evidence from Text: Why relevant and important? Most college and workplace writing requires evidence Ability to cite evidence differentiates strong from weak student performance on NAEP Being able to locate and deploy evidence are hallmarks of strong readers and writers 18

19 Implications for Instruction and Assessment Require students to follow the details of what is explicitly stated and make valid claims that square with text evidence Do not require information or evidence from outside the text Effective sequences of questions build on each other so students stay focused on the text & learn fully from it All of the reading standards require text-dependent analysis, yet between 30 70% of Q s in major textbooks do not 19

20 Drawing Evidence from Texts Not Text-Dependent In Casey at the Bat, Casey strikes out. Describe a time when you failed at something. Text-Dependent What makes Casey s experiences at bat humorous? In Letter from a Birmingham Jail, Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. What can you infer from King s letter about the letter that he received? From The Adventures of Tom Sawyer, have students identify the different methods of removing warts that Tom and Huck talk about. Ask students to devise their own charm to remove warts. Are there cultural ideas or artifacts from the current time that could be used in the charm? 20 Why does Tom hesitate to allow Ben to paint the fence? How does Twain construct his sentences to reflect that hesitation? What effect do Tom s hesitations have on Ben? 20

21 Shift Three Building knowledge through content rich nonfiction: Why relevant and important? Non-fiction makes up the vast majority of required reading in college/workplace. Informational text is harder for students to comprehend than narrative text. Males lag females in reading research shows males prefer reading informational texts over narrative fiction. 21

22 Which Writing Prompt Requires Drawing Evidence from the Text? In Letter from Birmingham Jail, Martin Luther King: 1. Gives several reasons to justify his presence in the city at that time. Write an essay in which you relate a similar situation in your own life. Tell about an experience in which you had to justify your reasons for being in a particular place at a particular time. 2. Describes a process that he and his followers have recently undertaken. Write an essay in which you describe this process and tell how the letter shows that this process is important to the civil rights movement. 3. Is specifically responding to criticism about the goals of the civil rights movement. Write an essay in which you relate these goals to aspects of the modern-day civil rights movement. 22

23 Panelists Placed Special Emphasis on the Comprehension of Informational Texts Selected a full progression of informational text standards across the disciplines of ELA, science, and social studies/history. Selected only a few but central literature standards. Selected some standards that require students demonstrate knowledge of seminal US documents. 23

24 Implications for Instruction and Assessment Emphasize content-rich informational texts texts worth reading and re-reading. Provide students with coherent selections of strategically sequenced texts so they can build knowledge about a topic. Include study of US Founding Documents and the Great Conversation that has followed. 24

25 Panel Grappled with Several Issues Chose to focus primarily (though not exclusively) on the grades 9 10 reading, writing, and speaking and listening standards BUT apply that content to grades reading or college and career ready-level text. Given that most adult education classes include reading across disciplines, panelists selected science and history reading standards to serve as specific applications of the ELA reading standards. Chose to have narrative writing give way to expository writing by levels D and E. Selected standards that specify particular content, namely the US Founding Documents and the Great Conversation that has followed. 25

26 Results College and Career Readiness for Mathematics 26

27 Panel Validated Key Shifts in Instruction Prompted by the Common Core 1. Focus: Focus strongly where the Standards focus 2. Coherence: Designing learning around coherent progressions level to level 3. Rigor: Pursuing conceptual understanding, procedural skill and fluency, and application all with equal intensity 27

28 Shift One Focus Strongly Where the Standards Focus: Why relevant and important? Important to significantly narrow the scope of content so that students can focus their time and energy on the major work of the level. By focusing deeply on what is emphasized in the standards, students gain strong foundations. 28

29 Implications for Instruction and Assessment areas of focus selected by the panel Level A Addition and subtraction concepts, skills, and problem solving, place value, and whole number relationships Level B Multiplication and division of whole numbers and fractions concepts, skills and problem solving; fractions concepts and area measurements Level C Four operations with fractions and decimals concepts, skills, and problem solving; understanding rates and ratios; early expressions and equations Level D Rates, ratios and proportional reasoning; arithmetic of rational numbers and integers, linear algebra and linear functions Level E Solving linear, quadratic, exponential and simple rational equations; modeling algebraically with functions; graphing functions on the coordinate plane 29

30 Shift Two Designing learning around coherent progressions level to level: Why relevant and important? Connecting learning within and across levels allows students to demonstrate new understanding built upon foundations from previous study. Coherence means that each standard is not a new event, but an extension of previous learning. 30

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

32 Implications for Instruction and Assessment The Practices are meant to be applied across all levels. Not all Practices are appropriate for every concept/lesson focus should only be on those Practices that are central. Important to see to it that there are opportunities to experience all the practices for students over the unit or the level of study. 32

33 Panel Grappled with Several Issues Panelists selected about 31 percent of the 136 core high school standards as requirements for adult learners, drawing most of them from the domains of algebra (17) and functions (13). Panelists selected similar content mainly in algebra, but also in functions, number, and geometry from Levels D (grades 7 8) and E (high school). Panelists did not select any of the additional 54 STEM standards (as they are beyond the core requirements for K 12 students and likewise for adult learners) included though in Appendix for STEM-intending students. 33

34 Organized the CCR Math Standards Panelists bundled the selected standards into five grade-level groupings to more closely reflect adult education levels of learning: A (K 1), B (2 3), C (4 5, 6), D (6, 7 8) and E (high school). Panelists narrowed the K 6 content, focusing on key takeaways (a subset of standards representing progress towards algebra). Standards omitted primarily because they were too specific, redundant, subsumed by other standards, or handled sufficiently in an earlier level. 34

35 What the Selected Standards Are and Are Not! They do not: Within a level, represent an order in which they are to be taught or a hierarchy of importance. Stipulate how instructors should teach. Specify the full spectrum of support and interventions for students. Offer an exhaustive list of what can be taught beyond the fundamentals specified within the CCR standards. Specify a curriculum, so states choosing to adopt them will need to complement them with high-quality curricula. (While crucial to college and career readiness), define the whole of such preparedness. Specify a national or federal set of mandates. 35

36 How Can States Use the Work of the Panel? They do articulate a college and career readiness framework of standards for states to employ voluntarily in strengthening adult education programs. Some options for updating your standards : Adopt the selected standards outright. Adopt the selected standards and then decide what (if any) content to add. Revise and strengthen your standards, ensuring the key shifts are represented. 36

37 Implications for New Assessments FROM: Focusing only on reading skills Content-free Accent on literary terminology Writing to de-contextualized prompts (personal narratives) Measuring mainly literature Measuring only through traditional selected response TO: Focusing on complexity of what students can read too Assessing US Founding Documents & the Great Conversation Accent on academic vocabulary Writing evidence-based analyses (arguments & informative essays) Emphasis on informational text from across the disciplines Measuring through Evidence- Based Selected Response, Technology-Enhanced Items, and Constructed Response 37

38 CASAS Alignments CASAS Basic Skills Content Standards: Alignment with Common Core State Standards In 2010, CASAS Reading and Math Content Standards were aligned to Common Core State Standards, showing strong alignment In May 2013, CASAS commissioned an update to the CASAS/CCSS alignments to show relationship to the April 1013 OVAE College and Career Readiness Standards for Adult Education report Strong alignment found between CASAS Math Content Standards and Math Standards selected in the for Adult Education National External Diploma Program (NEDP) competencies and performance indicators have been aligned with the College and Career Readiness standards 38

39 New Assessment Series CASAS is developing new Reading and Math series for use in ESL and ABE/ASE programs in the U.S. The new Reading and Math series will be aligned to the Common Core State Standards, based on the April 2013 OVAE CCR Standards for Adult Education study. At Levels C and D, they will focus more on academic skills and are designed for programs that transition adult learners to careers and post-secondary instruction. These new series will continue to measure CASAS Competencies. The tests will be available using paper test booklets and answer sheets as well as online. Field testing begins in Summer Summer Consortium / Trainer 39

40 Common Core CCR Reading Standards Review 10 CCR Reading Anchor Standards Name the Standard activity Review CCR Standards in other ELA skill areas: Writing Speaking and Listening Language 40

41 Teacher Video of Common Core Sample Reading Lesson 1. We will watch a 15-minute Teacher Demonstration video of a Grade 9 Reading class that uses Common Core for instruction. 2. Using the Evidence Guide, note your observations of the teacher s practice while watching or afterwards. 3. Discuss your observations at your table. 4. Be prepared to share your table s observations with the larger group.

42 Eckhardt

43 One Teacher s Perspective What s the Same? Focus on reading with a purpose and linking reading to listening, speaking, writing, and numeracy Focus on developing independent reading skills and strategies that can be flexibly and creatively adapted and applied Through direct instruction in a variety of tasks and with different types of text The cognitive skills and strategies to be taught Lots of focus on informational text CASAS Content Standards reflect the focus of the Common Core State Standards and link instructional goals to assessment 43

44 Reading, Writing, and Speaking Grounded in Evidence from Text: Why relevant and important? Most college and workplace writing requires evidence Ability to cite evidence differentiates strong from weak student performance on NAEP Being able to locate and deploy evidence are hallmarks of strong readers and writers 44

45 Implications for Instruction and Assessment Require students to follow the details of what is explicitly stated and make valid claims that square with text evidence Do not require information or evidence from outside the text Effective sequences of questions build on each other so students stay focused on the text & learn fully from it All of the reading standards require text-dependent analysis, yet between 30 70% of Q s in major textbooks do not 45

46 My students have/are: Lower-levels students (Beginning and Low Intermediate Basic Education Varying levels of prior and background knowledge Poor speaking vocabulary Uneven word identification and analysis abilities and strategies Over-reliance on the prior knowledge that they do have when reading Lack of desire to read and practice reading 46

47 Beginning Steps Determined an instructional focus: Reading as purposeful and goal-driven Reading as a process and application of strategies before, during, and after reading as grounding feature of all reading activities Regular and repeated explanations of what we are doing, why, and how it will help Lots of modeling, guided and independent practice, and gradual release or responsibility 47

48 Beginning Steps (continued) Began to develop and implement some lessons and activities that try to address the central concepts, considerations, and student needs Relying on available lesson resources from the K-12 setting; adapted them to try out ( close reading lesson examples) The Gettysburg Address I Am An American Day/The Spirit of Liberty Reflecting on what worked, what didn t 48

49 Beginning Steps (continued) Beginning Steps (continued) Determined an instructional focus: Reading as purposeful and goal-driven Reading as a process and application of strategies before, during, and after reading as grounding feature of all reading activities Regular and repeated explanations of what we are doing, why, and how it will help Lots of modeling, guided and independent practice, and gradual release or responsibility Example lessons were adapted for length, focus Example lessons were connected to topics, sequencing of adult education curriculum 49

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51 CASAS ESL\ABE / NRS / CCSS Levels May 2013 CASAS ESL Level A A A B B CASAS ESL Level Name Beginning Literacy/ Pre-Beginning ESL Low Beginning ESL High Beginning ESL Low Intermediate ESL High Intermediate ESL E S L A B E NRS ESL Level NRS ESL Level Name 1 Beginning ESL Literacy 2 Low Beginning ESL 3 High Beginning ESL 4 Low Intermediate ESL 5 High Intermediate ESL Reading Scale Score Ranges 180 and below Grade Level CCSS Level (A E) A A CASAS ABE Level CASAS ABE Level Name K A A Beginning Literacy/ Pre-Beginning B B Beginning Basic Skills C B Intermediate Basic Skills C Advanced ESL 6 Advanced ESL D C Advanced Basic Skills NRS ABE Level NRS ABE Level Name 1 Beginning ABE Literacy 2 Beginning Basic Education 3 Low Intermediate Basic Education 4 High Intermediate Basic Education D Adult Secondary E D Adult Secondary 5 Low Adult Secondary Education E Proficient Skills 246 and above E E Advanced Adult Secondary 6 High Adult Secondary

52 Reading CCR Anchor Standards: CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) CCR Anchor 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) CCR Anchor 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) CCR Anchor 6: Assess how point of view or purpose shapes the content and style of a text. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) CCR Anchor 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. (Apply this standard to texts of appropriate complexity as outline by Standard 10.) CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) CCR Anchor 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. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.) CCR Anchor 10: Read and comprehend complex literary and informational texts independently and proficiently.

53 Writing CCR Anchor Standards: CCR Anchor 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCR Anchor 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. CCR Anchor 3: Write narratives to develop real or imagined experiences or events using effective technique, well chosen details and well structured event sequences. CCR Anchor 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCR Anchor 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCR Anchor 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. CCR Anchor 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCR Anchor 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. CCR Anchor 9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (Apply this standard to texts of appropriate complexity as outlined by Standard 10.)

54 Speaking & Listening CCR Anchor Standards: CCR Anchor 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. CCR Anchor 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. CCR Anchor 3: Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric. CCR Anchor 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. CCR Anchor 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. CCR Anchor 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

55 Language CCR Anchor Standards: CCR Anchor 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCR Anchor 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCR Anchor 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. CCR Anchor 4: Determine or clarify the meaning of unknown and multiple meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. CCR Anchor 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCR Anchor 6: Acquire and use accurately a range of general academic and domainspecific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.

56 CCSS EVIDENCE GUIDE FOR PLANNING AND PRACTICE IN A SINGLE LESSON English Language Arts and Literacy The Shifts required by the Common Core State Standards in English Language Arts and Literacy are: 1. Regular practice with complex text and its academic language 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational 3. Building knowledge through content rich non fiction This Guide aims to provide concrete examples of what the Common Core State Standards for English Language Arts and Literacy look like in daily planning and practice. It is designed as a developmental tool for teachers and those who support teachers. When the Common Core State Standards for English Language Arts and Literacy are effectively integrated into planning and practice, the following should be evident in each lesson. EXPECTATION 1. A high quality text (or multiple texts) is at the center of the lesson. A. A majority of class time is spent reading, writing or speaking directly about a text or multiple texts. EVIDENCE OBSERVED OR GATHERED These expectations should be evident in planning and observable in instruction. Notes: Yes No B. Students are working with and rereading texts that are at or above the complexity expected for the level and time in the course. Yes No C. The text(s) evidence exceptional craft and thought and/or provide useful information. Yes No Rev

57 EXPECTATION 2. Questions and tasks are text dependent and text specific. A. Questions and tasks address the text by attending to its particular structure, concepts, ideas, and details. EVIDENCE OBSERVED OR GATHERED These expectations should be evident in planning and observable in instruction. Most More than Half Less than Half Few or None Notes: B. Questions and tasks ask students to think about what they have read or heard and then ask them to draw evidence from the text to support their ideas. Most More than Half Less than Half Few or None C. Questions and tasks attend to the academic language (i.e., vocabulary and syntax) in the text. Consistently Sometimes Rarely Never D. Sequences of questions support students in delving deeper into text to make nontrivial inferences beyond what is explicitly stated. Consistently Sometimes Rarely Never 3. All students are productively engaged in the work of the lesson. A. Students persist in efforts to read, speak and/or write about demanding level appropriate texts. These expectations should be evident in planning and observable in instruction. All Students Most Students Some Students Few or No Students Notes: B. The teacher expects evidence and precision from students and probes students answers accordingly. Consistently Sometimes Rarely Never C. Where possible, students demonstrate the ability to persist in completing question & tasks independently. All Students Most Students Some Students Few or No Students D. When discussing or collaborating, students build on each other s observations or insights using evidence. All Students Most Students Some Students Few or No Students This tool is for use by teachers, those providing support to teachers, and others working to implement the CCSS for ELA and Literacy it is not designed for use in evaluation. The CCSS Evidence Guide for Planning and Practice in a Single Lesson is intended for use in conjunction with the CCSS Evidence Guide for Planning and Practice Over the Course of the Year. Both tools are available at achievethecore.org/instructional practice. To the extent possible under law, we have waived all copyright and related or neighboring rights to this work. Any and all components of these modules may be customized to meet the needs of any audience they may be modified, reproduced, and disseminated without prior permission. Rev

58 Major Work of the Adult Basic Education Levels Color key: Black = Number, Blue = Geometry, Orange = Algebra, Green = Statistics and Probability Level A (Grades K 1): Developing understanding of addition and subtraction Developing understanding of whole number place value, tens and ones Describing shapes and space. Reasoning about attributes, composition, and decomposition of geometric shapes Developing understanding of linear measurement Level B (Grades 2 3): Extending understanding of base ten notation Fluency with addition and subtraction to 100, operations to 1000 Developing understanding of multiplication and division of whole numbers to 100 Developing understanding of fractions, especially unit fractions Using standard units of measure for linear measure Developing understanding of area Describing and analyzing 2 D shapes Level C (Grades ) Fluency with multi digit multiplication Developing understanding of division with multi digit dividends Developing understanding of fraction equivalence Developing fluency with all operations with fractions Extending place value to decimals to 100 th Fluency with decimal operations Extending the number system to positive rational numbers Connecting ratio and rate to whole number multiplication and division Writing and interpreting expressions and equations Developing an understanding of volume and surface area Developing understanding of statistical thinking Level D (Grades ): Extending number systems to all rational numbers, including negatives Completing understanding of division of fractions, including with negative numbers Solving ratio and rate problems Applying proportional relationships Working with expressions and linear equations Solving linear equations and systems of linear equations Grasping the concept of function Classifying geometric figures based on properties Solving problems involving scale drawings Working with 2 and 3 D figures: area, surface area, and volume Analyzing 2 and 3 D space using distance, angle, similarity, congruence Applying the Pythagorean theorem Modeling bivariate data with a linear equation Summarize data using frequency and measures of center and spread Drawing inference about populations based on samples (probability distributions)

59 =HANDOUT= Name the Standards Directions: Read the Anchor Standards and name each Standard with a 1 5 word phrase. 1. Reading Anchor Standards

60 =HANDOUT= 1. Writing Anchor Standards Speaking and Listening Standards Language Anchor Standards

61 CASAS and Common Core Webinar Handout February 2012 Common Core State Standards for ELA K 12 Reading Standards Informational Text 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. Grade Common Core (CCSS) Reading Standards K With prompting and support, ask and answer questions about key details in text. 1 Ask and answer questions about key details in a text. 2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in text. 3 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 4 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 5 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from text. 7 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences from the text, including determining where the text leaves matters uncertain.

62 CASAS and Common Core Webinar Handout February 2012 Common Core State Standards for ELA K 12 Reading Standards Informational Text Range of Reading and Level of Text Complexity #10 Read and comprehend complex literary and informational texts independently and proficiently. Grade Common Core (CCSS) Reading Standards K Actively engage in group reading activities with purpose and understanding. 1 With prompting and support, read informational texts appropriately complex for grade 1. 2 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. 3 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2 3 text complexity band independently and proficiently. 4 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4 5 text complexity band proficiently, with scaffolding as needed at the high end of the range. 5 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4 5 text complexity band independently and proficiently. 6 By the end of the year, read and comprehend literary nonfiction in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 7 By the end of the year, read and comprehend literary nonfiction in the grades 6 8 text complexity band proficiently, with scaffolding as needed at the high end of the range. 8 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6 8 text complexity band independently and proficiently By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9 10 text complexity band independently and proficiently By the end of grade 11, read and comprehend literary nonfiction in the grades 11 CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11 CCR text complexity band independently and proficiently.

63 CASAS and Common Core Webinar Handout February 2012 Common Core State Standards for ELA K 12 Reading Standards Informational Text Key Ideas and Details #2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Grade K Common Core (CCSS) Reading Standards With prompting and support, identify the main topic and retell key details of a text. 1 Identify the main topic and retell key details of a text. 2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3 Determine the main idea of a text; recount the key details and explain how they support the.main idea. 4 Determine the main idea of a text and explain how it is supported by key details; summarize the text. 5 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 6 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 7 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. 8 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

64 CASAS and Common Core Webinar Handout February 2012 Common Core State Standards for ELA K 12 Reading Standards Informational Text Key Ideas and Details #3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Grade Common Core (CCSS) Reading Standards K With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 1 Describe the connection between two individuals, events, ideas, or pieces of information in a text. 2 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect 4 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. 5 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. 6 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 7 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). 8 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories) Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

65 CASAS and Common Core Webinar Handout February 2012 Common Core State Standards for ELA K 12 Reading Standards Informational 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. Grade Common Core (CCSS) Reading Standards K With prompting and support, ask and answer questions about unknown words in a text. 1 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 2 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 3 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 3 topic or subject area. 4 Determine the meaning of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area. 5 Determine the meaning of general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area. 6 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 7 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. 8 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

66 CASAS and Common Core Webinar Handout February 2012 Common Core State Standards for ELA K 12 Reading Standards Informational Text Craft and Structure #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. Grade Common Core (CCSS) Reading Standards K Identify the front cover, back cover, and title page of a book. 1 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. 2 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 3 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 4 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. 5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. 6 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. 7 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. 8 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept Analyze in detail how an author s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

67 CASAS and Common Core Webinar Handout February 2012 Common Core State Standards for ELA K 12 Reading Standards Informational Text Craft and Structure #6 Assess how point of view or purpose shapes the content and style of a text. Grade Common Core (CCSS) Reading Standards K Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. 1 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 2 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 3 Distinguish their own point of view from that of the author of a text. 4 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. 5 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. 6 Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. 7 Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. 8 Determine an author s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints Determine an author s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose Determine an author s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

68 CASAS and Common Core Webinar Handout February 2012 Common Core State Standards for ELA K 12 Reading Standards Informational Text Integration or Knowledge and Ideas #7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* Grade Common Core (CCSS) Reading Standards K With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 1 Use the illustrations and details in a text to describe its key ideas. 2 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. 3 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 4 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. 5 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 6 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). 8 Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea Analyze various accounts of a subject told in different mediums (e.g., a person s life story in both print and multimedia), determining which details are emphasized in each account Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.