rigorous learning

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A Gayle Geitgey presentation for co-asis&t on the topic Rigorous Learning: An Introduction to the Ohio Learning Standards and 21st Century Skills. For more information visit our website:http://www.asis.org/Chapters/coasis


  • 1. Rigorous Learning: An Introduction to the Ohio Learning Standards

2. Two Goals Each participant will have a working knowledge of the Ohio Learning Standards. Each participant will know where to find a variety of resources to support the Ohio Learning Standards. 3. Employer Expectations Skills Mismatch International Advantage Personal Benefits Ohios Economic Future 4. Ohio Learning Standards College/ Career Readiness Inquiry, Thinki ng Skills, Authentic Learning http://mikemesserli.blogspot.com/2012/03/waves.html Teacher Evaluation Third Grade Reading Guarantee 5. http://www.bombasticview.com/2011/10/29/surfs-up 6. CCSS R-ACS Mathematics English Language Arts Social Studies Science Standards for Mathematical Practice College and Career Readiness Anchor Standards Skills: Historical thinking, Spatial thinking, Civic participation, Economic decision making, Financial literacy Skills: Science Inquiry and Applications PK-8 High School PK-5 6-12 PK-8 High School PK-8 High School Critical Areas- Cross-cutting theme /Conceptual Categories Theme The focus for a particular grade level or the descriptive narrative of a high school course syllabus. Theme- Overarching ideas that connect the strands and the topics within the grades. Themes illustrate a progression of increasing complexity from grade to grade that is applicable to all the strands. Domain Overarching ideas illustrating a progression of increasing complexity from grade to grade/conceptual categories. Strand the four disciplines of reading, writing, speaking & listening and language. Strand The four disciplines within the social studies: History, Geography, Government and Economics. Strand The science disciplines: Earth and space sciences, physical sciences; life sciences Cluster Groups of related standards. Topic - Groups of related standards Topic The different aspects of content within a strand. Topic The main focus for content for each strand at that particular grade level. Standard Statements What students should know and be able to do. Reflect both mathematical understandings and skills, which are equally important. Standard Statement the essential understanding and skills to be learned at each grade level to reach the college and career readiness anchor standards in each strand. Content Statement the essential knowledge to be learned at each grade level or within each course. Content Statement - the science content to be learned. These are the what of science that should be accessible to students at each grade level to prepare them tSo learn about and use scientific knowledge, principles, and processes with increasing complexity in subsequent grades. Embedded Understandings Overarching ideas that connect the strands to topics Standards are represented by major units of study Main focus of the content and standard statements What Students should know and/or be able to do Developed by State Support Team Region 10 Ohios New Learning Standards 7. College and Career Readiness- What does it mean? Start ready.. Leave ready. 8. Third Grade Reading Guarantee . It starts with being able to read at the 3rd grade level at 3rd grade, he said. Looking at data about reading, 26 percent of our 3rd graders are unable to read. Being able to read, opens up the future for these students. State Supt. Richard Ross at State Board of Education Meeting, July 8-9, 2013 9. https://education.ohio.gov/Topics/Early-Learning/Third-Grade-Reading-Guarantee 10. Third Grade Reading Reading Standards-Foundational Skills- (K-5) Print Concepts Phonological Awareness Phonics and Word Recognition Fluency College and Career Readiness for 3rd Grade Reading Guarantee 11. http://www.corestandards.org http://youtu.be/5s0rRk9sER0 Common Core Standards 12. Strands Topics Standard Statements by Grade Level Standards Statements by Grade Level Standards Statements by Grade Level 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 Ohio Department of Education, ELA presentation-Common Core and Model Curriculum 13. RL = Reading for Literature RI = Reading for Information RF = Reading Foundations W = Writing SL = Speaking and Listening L = Language Common Core Coding Ohio Department of Education, ELA presentation-Common Core and Model Curriculum 14. Common Core Standards-ELA Vertical Alignments http://education.ohio. gov 15. Additional Components Common Core Standards Anchor standards (K-12) Literacy standards for History/Social Studies, Science and other Technical Subjects (Grades 6-12) Appendix A Text complexity Appendix B Illustrative texts Appendix C Student writing exemplars Language Progressive Skills (Grades 3-12) Ohio Department of Education, ELA presentation-Common Core and Model Curriculum 16. Common Core Connection What are the Literacy Standards? Standards for reading and writing in Science Social Studies History Other Technical Subjects* 17. To what grade levels do the Literacy Standards apply? Grades 6 - 12 Barnhart, Marcia, INFOhio Common Core ELA and Literacy Standards webinar, 2-12-12. Why not grades K 5? The Literacy Standards are predicated on the assumption that K-5 teachers already teach reading and writing across content areas. 18. Organization of the ELA standards The document is organized into three main sections Standards for English Language Arts Grades K 5 Standards for English Language Arts Grades 6 12 Standards for Literacy in History/Social Studies, Science and Technical Subjects Grades 6 12 pp. 9-33 pp. 34-58 pp. 59-66 19. English Language Arts: 8 Key Shifts Increase informational text Considerations of text complexity Emphasis on literary non-fiction Use of close reading strategies Writing that marshals arguments Writing in response to source material Increase in research projects Focused instruction on academic vocabulary Prepared by Marcia Barnhart Educational Consulting, mbarnhart@teacher2teacher.us 20. Shift in emphasis from fiction to nonfiction in reading and writing: Grad e Share of Literary Content Share of Information Content 4 50% 50% 8 45% 55% 12 30% 70% Slide courtesy of ODE Informational Text 21. In elementary grades, the CCSS call for a balance of literature and CCSS p 31. Common Core ELA-Grades 1-5 22. Common Core ELA-6-12 there should be a 30:70 blend of literature & informational text CCSS p 57 23. with the primary purpose of expressing information about the arts, science, social studies or technical subjects. Informational text ranges from newspaper and magazine article to digital information to nonfiction trade books to textbooks and reference materials. What is Informational Text? T.A. Young and B.A. Ward Common Core and Informational Texts. Book Links. September 2012 24. Students can comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. CCSS. p 7 Text Complexity 25. 1. Quantitative Measures Readability and other scores of text complexity often best measured by computer software. 2. Qualitative Measures Levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. 3. Reader and Task Considerations Background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Text Complexity 26. AR Supplemental Information for Appendix A of the Common Core State Standards for English Language Arts and Literacy: New Research on Text Complexity. CoreStandards.org 16 November 2012