A LOOK LEVELS

5/30/2014
Our Goals
Guiding ABE Learners Toward
College and Career Readiness
By the end of this Webinar, you’ll be able to
• Identify levels and features of the College and
Career Readiness Standards (CCRS)
• Correlate the relationship between the CCRS and
Depth of Knowledge levels
• Unpack a CCRS writing standard
• Identify changes in math practices with the CCRS
May 30, 2014
Wendy Heard
In addition, you’ll have access to curriculum
planning resources that correlate to the CCRS.
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LEVELS: GLE, CASAS, CCRS, DOK
QUESTION: IS THAT ENGLISH?
ANSWER: NO. IT IS ACRONYMISH.
A LOOK
GLE:
Grade Level Equivalent
AT THE
LEVELS
CASAS:
Scaled Score from 180-260
LEVELS A-E correlate to
CCRS levels A-E
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CCRS:
College and Career
Readiness Standards
A: K-1
B: 2-3
C: 4-5, 6+
D: +6, 7-8
E: High School
DOK:
Depth of Knowledge
1-4
Deeper thinking at
higher levels
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5/30/2014
COLLEGE AND CAREER READINESS STANDARDS
English Language Arts
Math
(ELA)
Reading
CCRS:
Writing
An Overview
Mathematics
Practice
Standards
Speaking and
Listening
Language
Mathematics
Reading
Foundation
Skills
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CCRS: Sample ELA Standard
LEVELS: GLE/CASAS/CCRS
CCRS LEVELS
GLE
CASAS/
CCR
K-1
2-3
ANCHOR STANDARD
2-3
4-5, 6+
+6, 7-8
High School
LEVEL STANDARDS
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CCRS: MATHEMATICS
CCR LEVEL
AREA OF
STUDY
ANCHOR
STANDARD
HOW TO
TEACH IT
ANCHOR
STANDARD
Depth of
Knowledge
(DOK)
HOW TO
TEACH IT
9
10
LEVEL
4
Extended Thinking
HOW DOES DEPTH OF KNOWLEDGE INFORM
THE COLLEGE AND CAREER READINESS
STANDARDS?
LEVEL 3
• DOK quantifies higher level thinking.
Strategic Thinking
• Deeper thinking occurs at higher DOK levels
LEVEL 2
• DOK provides a road map for teachers.
Skill/Concept
LEVEL 1
Recall
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DETERMINE DOK LEVEL
Example Standard:
Reading
Anchor 1: Read closely to
determine what a text
says explicitly and make
logical inferences from it
CCRS Level B standard:
Ask and answer who, what,
when, where, why, and how to
demonstrate understanding of
key details in a text.
LEVEL C:
Refer to details,
draw inferences
from the text
CCRS Level E standard:
Cite strong and thorough textual
evidence to support analysis as well
as inferences drawn from the text.
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CHANGES IN
TEACHING WRITING
Unpacking
a
Writing
Standard
• Response to text
• Complexity of text
• Informational text
• Citing textual evidence
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5/30/2014
DETERMINE DOK LEVEL
Level B:
Write opinion
pieces on topics or
texts, supporting a
point of view with
reasons.
Example Standard: Writing
Anchor 1: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Level B:
Write opinion
pieces on topics
or texts,
supporting a
point of view
with reasons.
Level C:
Write opinion
pieces on topics or
texts, supporting a
point of view with
reasons and
information.
ABE Students
Level D:
Write arguments
to support claims
with clear reasons
and relevant
evidence.
Level E:
Write arguments to
support claims in an
analysis of
substantive topics or
texts, using valid
reasoning and
relevant and
sufficient evidence.
ASE Students
Level C:
Write opinion
pieces on topics or
texts, supporting a
point of view with
reasons and
information.
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WRITING PROMPTS SHOULD:
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Identifying Cause and
Effect/Summarizing and
Paraphrasing:
• Match the student’s CCR level
1. Why did some women, Susan B.
Anthony among them, vote in the
election of 1872?
2. Why did the suffragists begin to
focus their attention on changing the
Constitution?
3. Write a summary of the section “Call
to Action.”
4. Paraphrase, or state in your own
words, what the Nineteenth
Amendment says.
• Address the appropriate DOK level
• Require a response to a text
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5/30/2014
1: RECALL/SUMMARIZE
TEACHER CREATED
WRITING PROMPTS
2: COMPARE
4: ANALYZE/
CREATE
3: COMPARE/
CITE EVIDENCE
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TEXT: ANY U.S. HISTORY BOOK, CIVIL RIGHTS CHAPTER
DOK Level 1/CCR Level B:
Summarize the civil rights movement in the 1960s. Do you agree or disagree with the
methods that were used?
DOK Level 2 / CCR Level C:
Compare the civil rights movement to something that has happened in your
experience or a current event. Did you agree or disagree with what was done?
Unpacking
Student picture
here
DOK Level 3 / CCR Level D:
Argue whether you believe we experience similar issues to the 1960s. Cite evidence
from the text and from life.
DOK Level 4 / CCR Level E:
Was the civil rights movement successful, or are we in need of another movement?
Analyze the success of the civil rights movement. Create a plan for a new movement
if you determine it is necessary, and if not, explain why citing evidence from the texts
and life.
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the
Math
Standards
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5/30/2014
UNPACK A MATH STANDARD
CCRS: MATHEMATICS
AREA OF
STUDY
CCR LEVEL
MATH CONTENT AREA:
NUMBER SENSE AND OPERATIONS: FRACTIONS
ANCHOR
STANDARD
HOW TO
TEACH IT
ANCHOR
STANDARD
ANCHOR STANDARD:
Build fractions from unit fractions by applying and extending
previous understanding of operations on whole numbers.
Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number. (4.NF.4)
HOW TO
TEACH IT
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HOW WE CURRENTLY TEACH IT
TEACHER INSTRUCTIONS (GIVEN IN STANDARD)
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Number and Operations: Fractions
Current Practice
Current Practice:
Problem: 5 x 1/4
Show that
Rewrite:
Provide students with rules; a roadmap from
the problem to the answer.
5 = 5/1
5/1 x 1/4
Procedure: Multiply straight across numerator and
denominator
5x1
1x4
Student Outcome:
Be able to solve similar problems
using the same strategy.
Answer: 5/4
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5/30/2014
UNPACK A MATH STANDARD
HOW CCRS HELPS US TEACH IT
TEACHER INSTRUCTIONS
(GIVEN IN STANDARD)
MATH CONTENT AREA:
COLLEGE AND CAREER READINESS
NUMBER SENSE AND OPERATIONS: FRACTIONS
Understand fraction a/b as a multiple of 1/b.
ANCHOR STANDARD:
For example, use a visual fraction model
to represent 5/4 as the product 5 × (1/4)
Build fractions from unit fractions by applying and extending
previous understanding of operations on whole numbers.
Apply and extend previous understandings of multiplication to
multiply a fraction by a whole number. (4.NF.4)
recording the conclusion by
the equation
5/4 = 5 × (1/4)
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Number and Operations: Fractions
“Whoa! I finally
understand WHY. Dude,
that is so crazy.”
Common Core Practice:
Provide students with deep
understanding of the content.
Parsa Abbasian, GED Preparation Student
Common Core Math Small Group: Factoring and the Identity
Property (2014)
Heard, Wendy, Teacher
Student Outcome:
Be able to use their deep understanding of the
content to inform their calculations, figure out
rules on their own, and extend their thinking to
other scenarios.
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Considering the
CCR Shifts in
Math Instruction,
what changes can you
see making in your
ABE Math class?
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Thank you for joining us!
Today, we learned how to:
• Identify levels and features of the College and
Career Readiness Standards (CCRS)
• Correlate the relationship between the CCRS and
Depth of Knowledge levels
• Unpack a CCRS writing standard
• Identify changes in math practices with the CCRS
In addition, you’ll have access to curriculum
planning resources that correlate to the CCRS.
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