Common Core State Standards for
English Language Arts and
Literacy in History/ Social Studies,
Science, and Technical Subjects
Source:
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Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects
BREAKOUT SESSION #1
Deepened Understanding of the Big Ideas in
the CCSS
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Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects
TWO VERY BIG IDEAS
 1. TEXT COMPLEXITY
 2. NONFICTION WRITING:
THE ARGUMENT
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Overview of Text Complexity
Reading Standards include exemplar texts (stories and literature, poetry,
and informational texts) that illustrate appropriate level of complexity by
grade
Text complexity is defined by:
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
2. Quantitative measures – readability and other
scores of text complexity
3. Reader and Task – background knowledge of
reader, motivation, interests, and complexity
generated by tasks assigned
Reader and Task
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TEXT COMPLEXITY: QUALITATIVE
MEASURES: A DEEPER LOOK
Read PAGES 5-6 in APPENDIX A:
Annotate: Take notes in the margins of the text as you read.
After each paragraph on page 5 summarize/paraphrase important information
in your own words.
Find a partner: take turns sharing your paraphrasing/summarizing of each
paragraph of page 5.
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TEXT COMPLEXITY: QUALITATIVE
MEASURES: A DEEPER LOOK
Form a team of four. Number yourselves 1-4.
Analyze and discuss the difficulty of The Narrative of the Life of Fredrick Douglas pg 11. in
terms of the following factors (refer to page 6 Appendix A for support)
Levels of Meaning: (person 1)
Structure: (person 2)
Language Conventionality and Clarity (person 3)
Knowledge Demands (person 4)
*
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Overview of Text Complexity
Reading Standards include exemplar texts (stories and literature, poetry,
and informational texts) that illustrate appropriate level of complexity by
grade
Text complexity is defined by:
1. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands
2. Quantitative measures – readability and other
scores of text complexity
3. Reader and Task – background knowledge of
reader, motivation, interests, and complexity
generated by tasks assigned
Reader and Task
7
TEXT COMPLEXITY: QUANTITATIVE
MEASURES: A DEEPER LOOK
Numerous formulas exist for measuring the readability of various types of
texts.
•
Coh-Metrix (cohesiveness of a text-60 different indices)
•
Flesch-Kincaid Grade Level Test (word length and sentence length)
•
Dale-Chall Readability Formula (word frequency and sentence length)
•
ATOS* (Accelerated Reader) (word difficulty, word length and sentence length,
text length)
•
The Lexile Framework* (word frequency and sentence length)
-
Achieve 3000
-
DSI (passages only)
-
HSA
* Both reader and text are placed on the same scale
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TEXT COMPLEXITY: QUANTITATIVE
MEASURES: A DEEPER LOOK
“The tools for measuring text complexity are at once useful and imperfect.”
•
Especially difficult to measure:
•
Poetry , song lyrics, recipes, lists
•
Texts for k and grade 1
•
Complex narrative fiction where ideas are often expressed in relatively commonplace
language, especially dialogue that mimics everyday speech (i.e., Grapes of Wrath)
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MEASURES MUST BE ALIGNED WITH COLLEGE AND
CAREER READINESS EXPECTATIONS
Text Complexity Bands Old Lexile Range
in the Standards
Lexile Range
Aligned to CCR
expectaions
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
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Source:
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Source:
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Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects
TWO VERY BIG IDEAS
 1. TEXT COMPLEXITY
 2. NONFICTION WRITING:
THE ARGUMENT
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NONFICTION WRITING: THE ARGUMENT
As part of their attempt to explain to new college students the major
differences between good high school and college writing, Williams
and McEnerney define argument not as “wrangling” but as “a serious and focused conversation
among people who are intensely interested in getting to the bottom of things cooperatively”:
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NONFICTION WRITNG: THE ARGUMENNT: A
DEEPER LOOK
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Source:
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TEXT COMPLEXITY: QUANTATIATIVE
MEASURES: A DEEPER LOOK
Select the sample writing that is closest to your grade level:
Consider: How does this sample match the CCSS Writing Standards. Underline
where you see evidence of each of the standards in the student sample .
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Source:
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Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects
BREAKOUT SESSION #2
HCPS III/CCSS Crosswalk Analysis
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Common Core State Standards for
English Language Arts and Literacy in
History/Social Studies, Science, and Technical
Subjects
BREAKOUT SESSION #2
HCPS III/CCSS Crosswalk Analysis
New Content (highlighted)
Eliminated Content
Opportunities for Innovation and Promoting Student
Achievement
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