RISING DEMAND

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6. RISING DEMAND

7. ANCHOR STANDARDS Guiding Question: Which of the following anchor standards have you used before? 7

8. Reading Anchor Standards Evidence Standard Main Idea Standard Interaction Standard 8 Key Ideas and Details • 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. • Determine central idea or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

9. Reading Anchor Standards Word/Phrase Interpretation Standard Structure Standard Point of View Standard 9 Craft and Structure 4.Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

10. Reading Anchor Standards Multimedia Standard Argument Standard Multi-text Standard Complexity Standard Integration of Knowledge 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

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12. Challenging Text All cognitive skillshave to be executed within texts of a specified difficulty range. • More challenging than in the past • Emphasis on stretching students to meet the demands of reading harder text • Learn how to scaffold challenging reading.

13. Text Complexity: The Missing Standard

14. Step 1: Quantitative Measures Brainstorm a list of quantitative measures • Measures such as: • Word length • Word frequency • Word difficulty • Sentence length • Text length • Text cohesion

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16. Step 2: Qualitative Measures • Measures such as: • Structure • Language Demands and Conventions • Knowledge Demands • Levels of Meaning/Purpose

17. Step 2: Qualitative Measures

18. Complex Simple 18 One hot summer's day a famished fox was strolling through an orchard until he came to clusters of grapes just ripening on a trellised vine. "Just the thing to quench my thirst," quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. His mouth was watering and he could feel gnawing hunger pains. Again and again he tried after the tempting morsel, but at last had to give up. Once a fox walked through the woods. He came upon a grape orchard. There he found beautiful grapes hanging from a high branch. “Boy those sure would be tasty,” he thought to himself. He backed up and took a running start and jumped. He did not get high enough.

19. Simple Complex Rate it! Word – Tools – Sp/Grammar – Readability Texts (Flesch Kincaid) ETS Source Rater (Google) 19 The equatorial heat warmed the precincts of Antarctica in the Southern Hemisphere instead, shrinking the fringing sea ice and changing the circumpolar winds. As a result—and for reasons that remain unexplained—the waters of the Southern Ocean may have begun to release carbon dioxide, enough to raise concentrations in the atmosphere by more than 100 parts per million over millennia—roughly equivalent to the rise in the last 200 years. The heat at the equator warmed areas of Antarctica. This caused the sea ice to melt and changed the wind around the ice cap. Scientists are not sure why, but that caused the waters of the Southern Ocean to release carbon dioxide into the atmosphere. The concentrations increased by more than 0.01% over thousands of years. This is about the same as the past 200 years.

20. COMPLEXITY RUBRIC • Reflection and Paired Sharing • What might the implications be of using simplified text (positive and negative)? • Evaluating a text using the CCSS rubric and Qualitative Scale • K-2 - Text Exemplar: The Magic Crane, Wolves • 3-5 - Text Exemplar: Because of Winn-Dixie, • 6-12 – Text Exemplar: JFK: Inaugural Address

21. Engaging the Adolescent Learner: Text – Dependent Questions

22. Shorter, Challenging Texts • The study of short texts is useful to enable students at a wide range of reading levels to participate in the close analysis of more demanding text.  • Place a high priority on the close, sustained reading of complex text. Such reading emphasizes the particular over the general and strives to focus on what lies within the four corners of the text. • Close reading often requires compact, short, self-contained texts that students can read and re-read deliberately and slowly to probe and ponder the meanings of individual words, the order in which sentences unfold, and the development of ideas over the course of the text.   22

23. http://www.youtube.com/watch?v=3fSreboq3hM

24. EXPLORE! Check out the following sites for close reading resources: Achievethecore.org science articles for kids life science news for kids Time for Kids National Geographic Explorer

26. Writing Anchor Standards Compare/Contrast with NGSSS 26 Text Types and Purposes • Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. • Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured sequences.

27. Writing Anchor Standards 27 Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology including the internet, to produce and publish writing and to interact and collaborate with others.

28. Writing Anchor Standards 28 Research to Build and Present Knowledge • Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. • Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

29. Literacy in Science and Social Studies

30. Comprehension Instructional Sequence(CIS) Step One 30

31. Topic Question 31 Before reading: What are our responsibilities as citizens regarding mankind’s impact on the environment?

32. Predictive Writing 32 Before text reading: Use the Complex Text-Based Question Handout to record your answer to this question: Predict which primary factorsmay cause global warming to occur. Base your response on your current background knowledge.

33. Vocabulary Front Loading 33 Words for Vocabulary Word Wall: • Words introduced in this article: Circumpolar, Deglaciation, Paleoclimatologist • Word introduced previously in text-reading: Sediment, Proxies, Albeit

34. Text Marking 34 • Listen as the facilitator reads the first few paragraphs of the following text: What Thawed the Last Ice Age? • Mark the text with the following codes: • F – this section of text shows a finding from research • O – this section of text shows a research observation • H – this section of text shows a scientific hypothesis

35. Text Marking 35 After text marking: • In small groups, compare and discuss differences in text coding. • Support your suggested answers from the text.

36. First Writing Response After Reading 36 After the initial reading, answer the following question on your handout: According to the text, what are the primary factors that may cause global warming to occur?

37. Directed Note-taking 37 Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur? • Natural CO2 increase • Orbital change • Human Activity • Ocean Current Shifts Be sure to utilize the text features such as statistics, charts, graphs, photographs, and illustrations as you take notes.

38. After Directed Note-taking 38 Compare notes in pairs or small groups. Place a star next to the most significant note in each category: • Natural CO2 increase • Orbital change • Human Activity • Ocean Current Shifts

39. After Directed Note-taking 39 Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on global warming. Use the text to justify all positions. • Natural CO2 increase • Orbital change • Human Activity • Ocean Current Shifts

40. MATH What stands out? 40 http://www.wordle.net/show/wrdl/5360414/Mathematical_Practice_Actions

41. Abbott and Costello 13 x 7 = ? http://www.youtube.com/watch?v=KVn0aksCzNE&feature=related

42. Standards for Mathematical Practice Use appropriate tools strategically • Make sense of problems and persevere in solving them MATCHING ACTIVITY 5 1 • Reason abstractly and quantitatively Attend to precision 2 6 Look for and make sense of structure • Construct viable arguments and critique the reasoning of others 7 3 Look for and express regularity in repeated reasoning • Model with mathematics 4 8 42

43. Expectations Students planning solution pathways, monitoring and evaluating their progress and asking “Does this make sense?” 1 Students knowing and using different properties of operations and objects and creating a coherent representation of the problem at hand. 2 Students understanding and using definitions. Students justifying and explaining their thinking and listening to arguments of others and deciding if they make sense.. 3 Students applying and using mathematics to solve problems connected to real-life situations. Students using models to represent, analyze and interpret results. 4

44. Expectations Students communicating precisely to others. Students calculating accurately and efficiently, expressing numerical answers with a degree of precision appropriate for the problem context. 6 Students being able to look closely to discern a pattern or structure. Students being able to shift perspectives. 7 Students evaluating the reasonableness of their results. Student Maintaining oversight of the process, while attending to the details. 8 Students being familiar with tools appropriate for their grade or course and using technology tools to explore and deepen their understanding of concepts. Students being able to make sound decisions about when each of these tools might be helpful. 5

45. "Think left and think right and think low and think high.  Oh, the thinks you can think up if only you try!" Theodor Seuss Geisel THINK how the Standards for Mathematical Practice can be integrated across the curriculum.

46. The entire universe “is written in the language of mathematics”- Galileo (1623)

47. Standards for Mathematical Practice Generate ideas for how teachers can integrate the Standards for Mathematical Practice in other content areas.

48. Technology 21st Century Learning

49. Guiding Question • Quickwrite • What skills do students need to master in order to be successful in college and careers in the 21st century?