Instructional Shifts: Addressing Rigor in the SAT and ELA Common

Core Standards

Mary RoberdsELA ISS

Description• Provide participants a general

overview of the how SAT measures our current standards and the proposed common core state standards.

• Discuss shifts in instruction that will need to occur in order to meet the rigor of the revised SAT and the Common Core State Standards.

Objectives• Compare and contrast the Common Core State

Standards (CCSS) with the DoDEA ELA standards.

• Compare and contrast the Common Core State Standards (CCSS) with the current and revised SAT

• Discuss instructional shifts that need to occur in

order to meet the rigor of the revised SAT and the Common Core State Standards.

Objective 1• Compare and contrast the Common

Core State Standards (CCSS) with the DoDEA ELA standards

Activity 1• Using your set of cards, match the

CCSS ELA anchor standards with the DoDEA ELA “anchor” standards.

Objective 2• Compare and contrast the Common

Core State Standards (CCSS) with the current and revised SAT

ELA Strands in the CCSS

• Reading

• Writing

• Speaking and Listening

• Language

ELA Strands Measured on the current and revised SAT

• Reading

• Writing

• Speaking and Listening

• Language

Author’s Craft

Determining the Meaning of Words

Facility in the Use of Language and Vocabulary

Grammar, Usage and Mechanics

Manage Grammatical Structures Used to Modify or Compare

Manage Order and Relationships of Sentences and Paragraphs

Manage Phrases and Clauses in a Sentence

Manage Word Choice and Grammatical Relationships Between Words

Organization and Focus

Point of View/Position

Reasoning and Inferencing

Understanding Literary Elements

Use of Evidence and Examples

0 2 4 6 8 10 12 14 16

Number of Times Skill on the current SAT is Addressed in CCSS

Number of Times SAT Skill is Addressed in CCSS

SAT Skills most commonly addressed in the Common Core State Standards

1. Determining the Meaning of Words

2. Manage Word Choice and Grammatical Relationships Between Words

3. Point of View/Position

4. Reasoning and Inferencing

5. Manage Order and Relationships of Sentences and Paragraphs

• How does the revised SAT address the Common Core State Standards?

oMany of the same skills addressed

oSkills addressed at a higher level on Blooms Taxonomy.

oWriting more rigorous

Note: Writing is optional on the revised SAT. Colleges determine requirement.

Skills addressed at a higher level on

Blooms Taxonomy.

2015 2016Determining the Meaning of

Words

RememberComprehend/Understand

Analyze

Apply

Evaluate

CreateSynthesize

Comprehend Meaning

Determine Meaning

2015 2016Manage Word Choice and

Grammatical Relationships Between Words

RememberComprehend/Understand

Analyze

Apply

Evaluate

CreateSynthesize

Manage

Assess Impact

2015 2016Point of View / Position

RememberComprehend/Understand

Analyze

Apply

Evaluate

CreateSynthesize

Comprehend text

Analyze Impact of POV /Position

2015 2016Reasoning and Inferencing

RememberComprehend/Understand

Analyze

Apply

Evaluate

CreateSynthesize

Comprehend text

Cite & Infer meaning from Text and Graphics

2015 2016Reasoning and Inferencing

RememberComprehend/Understand

Analyze

Apply

Evaluate

CreateSynthesize

Cite & Infer meaning from Text and Graphics

Cite & Infer meaning from Text and Graphics

Synthesize across topically related text

2015 2016Writing

RememberComprehend/Understand

Analyze

Apply

Evaluate

CreateSynthesize

Construct Argumentative EssayCite and

Evaluate Sources

Analyze Sources

Analyze Audience

Apply Word Knowedge

Synthesize task, purpose, and audience into a well

organized essay

Objective 3oDiscuss instructional shifts that

need to occur in order to meet the rigor of the revised SAT and the Common Core State Standards.

Shifts in ELA/ Literacy1. Regular practice with complex texts and their

academic language

2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational

3. Building knowledge through content-rich nonfiction

Shift 1• Regular practice with complex texts

and their academic language

Shift 1• Regular practice with complex texts

and their academic language

Three-Part Model for Measuring Text

Complexity

• Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands

• Quantitative evaluation of the text: Readability measures and other scores of text complexity

• Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

CCSS does not have a required book list.

Direct ImpactText Complexity GradeBand in the Standards

Old Lexile Ranges

Lexile Ranges AlignedtoCCR expectations

K–1 N/A N/A

2–3 450–725 450–790

4–5 645–845 770–980

6–8 860–1010 955–1155

9–10 960–1115 1080–1305

11–CCR 1070–1220 1215–1355

Three-Part Model for Measuring Text Complexity

• Qualitative evaluation of the text: Levels of meaning, structure, language conventionality and clarity, and knowledge demands

• Quantitative evaluation of the text: Readability measures and other scores of text complexity

• Matching reader to text and task: Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

CCSS does not have a required book list.

Resources• http://

www.corestandards.org/assets/Appendix_B.pdf

• http://www3.cde.ca.gov/reclitlist/search.aspx

• http://ccbc.education.wisc.edu/books/detailListBooks.asp?idBookLists=549

Strategies for teaching complex text

• Encourage use of context clues and structural analysis of vocabulary.

• Encourage independent reading outside the classroom to increase comprehension and vocabulary.

• Model and teach critical thinking skills to understand complex text.

Shift 1• Regular practice with complex texts and their

academic language

General Academic Words

• High utility for mature language users

• Found across a variety

of domains

• Appear frequently in written texts (but uncommonly in oral language)

• Appear across a wide range of subjects.

SAT Focus – Defining Words in Context

• Use context clues from a sentence and/or larger section of text

• Use knowledge of root words, prefixes, and suffixes

• Use sentence structure (syntax)

• Study sophisticated and specialized vocabulary

• Understand nuances and infer connotations

What the research says…

• Frequent exposure to targeted vocabulary words

o Explicitly or directly teach the vocabulary words

o Read the text that includes the vocabulary words

o Engage students in dialogue about the words

o Play an interactive game using the words (in class or online)

Shift 2• Reading, writing and speaking grounded in

evidence from the text, both literary and informational.

Close Reading• Traits

o Examines meaning thoroughly and analyticallyo Directs attention to the text, central ideas, and supporting

detailso Reflects on meanings of individual words and sentences; and

developing ideas over the course of the text.

• Practiceso Use Short Textso Aim for Independence using Text-Based Questionso Teach Students to Ask the Questions

• What is the author telling me here?• Are there any hard or important words?• What does the author want me to understand?• How does the author play with language to add to

meaning?

“Re-read it, think it, talk it, write it”

Text-Dependent Questions

Three types of Text-Dependent Questions:

• Questions that assess themes and central ideas

• Questions that assess knowledge of vocabulary

• Questions that assess syntax and structure

Text-Based QuestionsNot Text-Dependent Text-Dependent

• In “Casey at the Bat” Casey strikes out.Describe a time when you failed at something. • 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. • In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?   What can you infer from King’s letter about the letter that he received?    “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Model Close Reading:Think Aloud and Read Aloud Strategies

Teachers and/or skilled readers model for students how skilled readers construct meaning from a text.

“Re-read it, think it, talk it, write it”

Shift 3• Building knowledge through content-

rich nonfiction

Content-Rich Nonfiction

• 50/50 balance K-5 (nonfiction/fiction)• 70/30 in grades 9-12(nonfiction/fiction)• Students learning to read should exercise their ability

to comprehend complex text through read-aloud texts.• In grades 2+, students begin reading more complex

texts, consolidating the foundational skills with reading comprehension.

• Reading aloud texts that are well-above grade level should be done throughout K-5 and beyond.

Curriculum Resources,

etc.

6th Grade Reading StreetsNonfiction FictionA Dog’s Life Old YellerThe Harlem Renaissance Mother Fletcher’s GiftVisiting Another Country Viva New JerseyDrip, Dry? Saving the Rain ForestsThey’ve got Personality When Crowbar Came

Oceans: Dolphins, sharks, penguins, and more! Johnna Rizzohttp://articles.baltimoresun.com/keyword/oysters

The Black Pearl (Summer Reading)

Novels

Reading Streets alone does not meet 6th grade needs for CCSS. 50/50 ratio is OK for K-5, however, for 6th Grade teachers will need to find one more non-fiction piece to make a 70/30 ratio.

9th Grade HoltInformational Text Literary TextRomeo and Juliet in Bosnia Dear Juliet

Romeo and Juliet

Where I find My Heroes Heroes with Solid Feet

The Odyssey - Homer

http://law2.umkc.edu/faculty/projects/FTrials/scottsboro/SB_lett.html

To Kill a Mockingbird

http://www.rsc.org.uk/explore/shakespeare/plays/romeo-and-juliet/ A True-Life Epic – Mandelahttp://www.anc.org.za/show.php?id=47

Novels

Discussion

1. Regular practice with complex texts and their academic language

2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational

3. Building knowledge through content-rich nonfiction

----------------------------------------------------------------------------------• How do these shifts impact instruction at your

school?

• How do these shifts impact SAT preparation?

• What do your teachers need to learn to prepare for these shifts?