Warm Up Find the others with

the same number or face card as you.

Briefly share with each another some of the ways your district and/or school is working toward the transition of the CCSS. Include your successes and/or challenges.

Common Core State StandardsOur goals for today…

Participants will…

1. Briefly be reminded of content from the ELA CCSS session I2. Briefly review the purpose and highlights of the Smarter

Balanced Assessment System3. Deepen their understanding of the vertical articulation of

the standards4. Deconstruct a standard and begin to evaluate its rigor as

defined by Hess’s Cognitive Rigor matrix5. Engage in Vertical & Horizontal Alignment of Writing

Standard 16. Consider implications for their work

3

Current WA Standards (GLEs) – Grades K-10

Common Core ELA Standards – Grades K-12

Reading Writing

Communication

(includes Speaking and

Listening)

ELA Common Core Standards

Speaking and

Listening

Reading

Writing

Language

Media & Tech

4

5

CCSS for English Language Arts & Literacy in

History/Social Studies, Science, and Technical Subjects

Standards

for

Writing

Standards for Speaking and

Listening

Standards

for

Language

Standards

for

Reading

Literature and Informational Text

1. Key Ideas and Details

2. Craft and Structure 3. Integration of Knowledge and

Ideas

4. Range of Reading and Level of Text Complexity

Argumentative,

Informative/Explanatory, Narrative

1. Text Types and Purposes

2. Production and Distribution of

Writing

3. Research to Build and Present

Knowledge

4. Range of Writing

Speaking and Listening

1. Comprehension and

Collaboration

2. Presentation of Knowledge

and Ideas

Language

1. Conventions of Standard

English

2. Knowledge of Language

3. Vocabulary Acquisition and

Use

Foundational Skills K-5)

1. Print Concepts

2. Phonological Awareness

3. Phonics and word

Recognition

4. Fluency

Literacy in History/Social Studies, Science, and Technical

Subjects (Grades 6-12)

The ELA Document Structure

• K-5 page 11

– Reading

• Foundational Skills

– Writing

– Speaking and

Listening

– Language

6-12 page 35

Reading

Writing

Speaking and Listening

Language

Literacy in History/Social

Studies, Science, and

Technical SubjectsAppendices A, B, C

Introduction 1-10

6

Strands

Strands

Sub-headings

Sub-headings

Grade Level

Standards

Grade Level

Standards

Grade Level

Standards

Grade Level

Standards

Grade Level

Standards

Grade Level

Standards

“What” students

should know and be able to

do at each grade level and band.

The main focus of the content within

each strand.

The major areas or disciplines of

study within each content area.

ELA Common Core Standards Framework

Reading

Grade LevelsStrand

StrandAbbreviation

Sub-heading

8

RL.4.3

The ELA CCSS Code

Standard 3

Grade 4

Reading Literature

Smarter Balanced Assessment Consortium

A Peek at the Assessment System

10

The Purpose of the Consortium

To develop a comprehensive and innovative assessment system for grades 3-8 and high school in English language arts and mathematics aligned to the Common Core State Standards, so that...

...students leave high school prepared for postsecondary success in college or a career through increased student learning and improved teaching

[The assessments shall be operational across Consortium states in the 2014-15 school year]

11

A National Consortium of States

28 states representing 48% of K-12 students

21 governing, 7 advisory states

Washington state is fiscal agent

12

A Balanced Assessment System

Common Core State Standards

specify K-12

expectations for college and career readiness

All students leave

high school college

and career ready

Teachers and schools have

information and tools they need

to improve teaching and

learning Interim assessments

Flexible, open, used for actionable

feedback

Summative assessments

Benchmarked to college and career

readiness

Teacher resources for formative

assessment practices

to improve instruction

13

System Highlights

Re-take option

Optional Interim assessment system—

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCETASKS

• Reading• Writing• Math

END OF YEARADAPTIVE

ASSESSMENT

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3–8 and High School

Computer AdaptiveAssessment andPerformance Tasks

BEGINNING OF YEAR

END OF YEAR

Source: http://www.ets.org

INTERIM ASSESSMENT

Computer AdaptiveAssessment andPerformance Tasks

INTERIM ASSESSMENT

14

The Four Claims – Students can . . . 1. Read closely and analytically to comprehend a range

of increasingly complex literacy and informational texts.

2. Produce effective and well-grounded writing for a range of purposes and audiences.

3. Employ effective speaking and listening skills for a range of purposes and audiences.

4. Engage appropriately research/inquiry to investigate topics, and to analyze, integrate, and present information.

15

Next Generation Assessments

More rigorous tests measuring student progress toward “college and career readiness”

Grades 3-8 and High School

Have common, comparable scores across member states, and across consortia

16

Next Generation Assessments Provide achievement and growth

information to help make better educational decisions and professional development opportunities

Assess all students, except those with “significant cognitive disabilities”

Administer online, with timely results

Use multiple measures

17 http://www.smarterbalanced.org/

Common Core State Standards in English Language Arts

Vertical Articulation and Cognitive Rigor

18

Vertical Articulation Asks:

How are the content standards/objectives related from one year/grade to the next?

Deepening of the cognitive processes for the same content

Knowledge or skills extend to a wider range of content

New content or skills are introducedLevel of scaffolding/teacher support is decreased

19

Example of Grade-Level Progression in Reading

CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

20

Discuss at your tables where you see:

Deepening of the cognitive processes for the same content

Knowledge or skills extend to a wider range of content

New content or skills are introduced Level of scaffolding/teacher support

is decreased

21

Break

22

Bloom’s Taxonomy (1956)Labels the type of thinking (verbs) needed to

complete a task; tracing the verbs reveals a deepening of the cognitive processes through a standard from K-12.

23

Bloom’s Revised Taxonomy

Taxonomy of cognitive objectives 1950s- developed by Benjamin Bloom Means of qualitatively expressing different kinds of

thinking Adapted for classroom use as a planning tool and

continues to be one of the most universally applied models

Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking

In 2001- Lorin Anderson (former student of Bloom) revisited the taxonomy, and as a result, a number of changes were made

(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

A ComparisonOriginal Revised

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

• Creating

• Evaluating

• Analyzing

• Applying

• Understanding

• Remembering

(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

Bloom’s Taxonomy LevelsCognitive process Verbs Associated with Level/Process

1. Remembering:Retrieving, recognizing, and recalling relevant knowledge from long-term memory

choose, define describe, find, identify, label, list, locate, match, name, recall, recite, recognize, record, relate, retrieve, say, select, show, sort, tell 

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

categorize, clarify, classify, compare, conclude, construct, contrast, demonstrate, distinguish, explain, illustrate, interpret, match, paraphrase, predict, represent, reorganize, summarize, translate, understand 

3. Applying: Carrying out or using a procedure through executing, or implementing. 

apply, carry out, construct, develop, display, execute, illustrate, implement, model, solve, use

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

analyze, ascertain, attribute, connect, deconstruct, determine, differentiate, discriminate, dissect, distinguish, divide, examine, experiment, focus, infer, inspect, integrate, investigate, organize, outline, reduce, solve (a problem), test for 

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

appraise, assess, award, check, conclude, convince, coordinate, criticize, critique, defend, detect, discriminate, evaluate, judge, justify, monitor, prioritize, rank, recommend, support, test, value 

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. 

adapt, build, compose, construct, create, design, develop, elaborate, extend, formulate, generate, hypothesize, invent, make, modify, plan, produce, originate, refine, transform

26

College and Career Readiness Anchor Standards for ELA

College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards

• Reading - 10• Writing - 10• Speaking and

Listening - 6• Language - 6

27

DoK Levels

DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure

DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/displaydata, interpret/use simple graphs

DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/ multiple sources

Cognitive Rigor Matrix by Karin Hess

Combines Bloom’s Taxonomy with Webb’s Depth of Knowledge framework.

A tool for: Designing units of study that have a range of

cognitive demand. Assessing tasks for the thinking they require of a

student

Webb’s DOK Levels Provide an important perspective of cognitive

complexity Name four different and deeper ways a

student might interact with content Are used by states in test specifications to

include both the content assessed in a test item and the intended cognitive demand Complexity of content (e.g., interpreting

literal vs. figurative language) Task required (e.g., summarizing in your own

words vs. using evidence from various sources to support your summary)

30 Source: Hess, Karin, K.; et al.,

Depth + thinking

Level 1Recall & Reproduction

Level 2Skills & Concepts

Level 3Strategic Thinking/ Reasoning

Level 4Extended Thinking

Remember - Recall, locate basic facts, details, events

Understand - Select appropriate words to use when intended meaning is clearly evident

- Specify, explain relationships- summarize– identify main ideas

- Explain, generalize, or connect ideas using supporting evidence (quote, example…)

- Explain how concepts or ideas specifically relate to other content domains or concepts

Apply - Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

– Use context to identify meaning of word- Obtain and interpret information using text features

- Use concepts to solve non-routine problems

- Devise an approach among many alternatives to research a novel problem

Analyze - Identify whether information is contained in a graph, table, etc.

– Compare literary elements, terms, facts, events– analyze format, organization, & text structures

- Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text

– Analyze multiple sources- Analyze complex/abstract themes

Evaluate – Cite evidence and develop a logical argument for conjectures

- Evaluate relevancy, accuracy, & completeness of information

Create - Brainstorm ideas about a topic

- Generate conjectures based on observations or prior knowledge

- Synthesize information within one source or text

- Synthesize information across multiple sources or texts

The Cognitive Rigor Matrix

This is important because…

Task Predicts Performance

TEACHER STUDENT

CONTENT

TASK

Elevate the cognitive

demand of the task, and you elevate the

performance.

CCSS Key Changes and Their Evidence

David Coleman Susan Pimentel

ELA CCSS Team Coordinators Q: How do the key changes relate to cognitive rigor? 33

The Spiral StaircaseUsing CCR Anchor Standard for Reading #1

Start at Kindergarten and work up to grades 11-12 highlighting the additions and deletions of the grade level standard as it progresses toward the College and Career Readiness Anchor Standards (CCRS)

------------------------------------------------------------------Then go back and . . . Underline the key concepts (important

nouns or noun phrases)

Circle the verbs describing skills required of students

34

Analyzing the Standards

35

READING STANDARDS FOR LITERATURE Key Ideas and Details

College and Career Ready Anchor Standards #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 11-12

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Grade 9-10 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 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.

Grade 7

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Grade 5

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 4

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Grade 3

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Grade 2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Grade 1

Ask and answer questions about key details in a text. Grade K

With prompting and support, ask and answer questions about key details in a text.

Implications

What statements can you make regarding the vertical articulation of the standard you just analyzed? Use the cognitive rigor matrix to assist you.

36

5 Minute Rest

37

Let’s shift to Writing . . . Example: College and Career Readiness (CCR) Anchor

Standard for Writing number 1 is about argumentative writing and the components needed in a logical argument.

It emphasizes: Writing sound arguments Sufficient supporting evidence Valid reasoning

The need to read critically Analysis of substantive topics/text

38

Going Deeper

Use the template provided to take a deeper look at Writing Standard #1.

What questions do you have about the standard?

What will be your next steps?

39

Considerations for transition and implementation

As a result of your learning and work today, what can you bring back to your school and/or district to support the transition to the ELA CCSS and the implementation plan?

40

Common Core State StandardsOur goals for today…

How well did we?

1. Briefly go over content from the ELA CCSS session I2. Briefly review the purpose and highlights of the Smarter

Balanced Assessment System3. Deepen your understanding of the vertical articulation of

the standards4. Deconstruct a standard and begin to evaluate its rigor as

defined by Hess’s Cognitive Rigor matrix5. Engage in Vertical & Horizontal Alignment of Writing

Standard 16. Consider implications for your work

41

Resources for Implementation

ELA overview documents (one-pagers) as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel

Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx

Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses

Parent Resource Guides: http://www.pta.org/4446.htm

42

Thank you.

corestandards@k12.wa.us