1. Content Enhancement and the NC Standard Course of Study Patty Graner & Pam Leitzell NC Fall Symposium 2014 University of Kansas Center for Research on Learning pgraner@ku.edu

2. Five on State Standards Focused on how teachers: Lead High-Level, Text-Based Discussions Focus on Process, Not Just Content Create Assignments for Real Audiences and with Real Purpose Teach Argument, Not Persuasion Increase Text Complexity pgraner@ku.edu

3. Responding to the higher order thinking challenges in the Standards The Challenge pgraner@ku.edu

4. The higher order thinking challenges in the State Standards are often already addressed in Content Enhancements (CE). The Response: A Good Match pgraner@ku.edu

5. What are the higher order thinking demands in the Standards? How do these higher order thinking demands grow increasingly complex across grade levels? How are these demands similar across curricular areas (science, math, social students, English/ Language Arts, fine arts)? Critical Questions pgraner@ku.edu

6. Factual information to higher order reasoning. Questions that begin with “How” and “Why” not “Who,” “What,” Where,” and “When.” The Standards Big Picture pgraner@ku.edu

7. “Literacy” now encompasses more expanded components. Basic reading, writing, listening, and speaking skills are the foundations for demonstrating higher order thinking and reasoning. The Standards and Literacy pgraner@ku.edu

8. Key Ideas and Details Craft and Structure Integrate knowledge and Ideas Range Thinking Patterns pgraner@ku.edu

9. Key Ideas Range NAME DATE Unit Organizer BIGGER PICTURE4 LAST CHAPTER CURRENT UNIT NEXT CHAPTER is about... CHAPTER SCHEDULECHAPTER MAP 1 32 5 8 Patterns Across CCSS SELF-TEST QUESTIONS RELATIONSHIPS 6 7 Helping all Student Succeed The CCSS focus on four goals in a repeated pattern Comparison Question Exploration Cause-Effect Evaluate Arguments must be understood by that can result in Providing foundations with Craft & Structure Integration Organize Information Learned by analyzing pgraner@ku.edu

10. Content Enhancements already ENCOMPASS many of the higher order thinking demands presented in the Standards. The Response: Don’t reinvent the Wheel !!! pgraner@ku.edu

11. Key Ideas and Details: Determine information, make inferences, cite evidence, draw conclusions Determine central ideas or themes, their development and summarize Analyze development of people, events and ideas. Craft and Structure Interpret words and phrases Analyze structure of text to get the big picture Assess point of view or purpose Integrate knowledge and Ideas Integrate and evaluate content in different formats Identify and evaluate arguments, claims, reasoning and evidence Compare approaches to different themes or topics Range, Quality, & Complexity (Text Types) Literature: Stories, Dramas, Poetry spanning Cultures and Period Informational: Exposition, Argument & Functional text for broad audience Anchor Standards in Reading pgraner@ku.edu

12. Higher Order Thinking Challenges Key Ideas and Details: Determine information, make inferences, cite evidence, draw conclusions Determine central ideas or themes, their development and summarize Analyze development of people, events and ideas. Craft and Structure Interpret words and phrases Analyze structure of text to get the big picture Assess point of view or purpose Integrate knowledge and Ideas Integrate and evaluate content in different formats Identify and evaluate arguments, claims, reasoning and evidence Compare approaches to different themes or topics Comprehend complex information Comprehend critical ideas Analyze development, process, causes Interpret meanings and concepts Analyze text structure Determine author’s goals Compare and integrate Evaluate argumentation Compare and contrast pgraner@ku.edu

13. Key Ideas and Details: complex informationUnit Organizer critical ideasQuestion Exploration development, process, causes Sequence and Causation Craft and Structure meanings and conceptsConcept Mastery, Anchoring text structureUnit Organizer author’s goalsQuestion Exploration Integrate knowledge and Ideas evaluation, comparison, Question Exploration integration of information argumentation evaluationArgumentation & Explanation comparison and contrast of ideasConcept Comparison Thinking Structures & CEs pgraner@ku.edu

14. The Map: organize information The linking lines complete meaning Critical Concepts highlighted The Thinking Relationships Cued The Critical Questions identified for development of Thinking Routines The Match: Organizer Routines for Organizing and Linking pgraner@ku.edu

15. Key Ideas and Details: Determine information, make inferences, cite evidence, draw conclusions Determine central ideas or themes, their development and summarize Analyze development of people, events and ideas. Craft and Structure Interpret words and phrases Analyze structure of text to get the big picture Assess point of view or purpose Integrate knowledge and Ideas Integrate and evaluate content in different formats Identify and evaluate arguments, claims, reasoning and evidence Compare approaches to different themes or topics The Match: Question Exploration It’s all about Critical Questions and Main Idea Answers pgraner@ku.edu

16. Critical Questions Question Exploration Guide Date: Title Critical Question #: Name: Text Reference Course Lesson Unit How can we use the main idea? 5 Is there an Overall Idea? Is there a real-world use? 6 1 What is the Critical Question? What is the main Idea answer? 4 2 What are the Key Terms and explanations? 3 What are the Supporting Questions and answers? How do effects of useful products cause problems for the ozone layer and for humans ? Environment = Ozone layer = Ultraviolet (UV) rays = All the things surrounding us - air, land, water, living things Invisible layer of gas that shields us from ultraviolet rays harmful rays from the sun. What happens to the ozone layer? How do products cause problems? What happens when chemicals are released? Why is it a problem if ozone is not formed? What do UV rays of the sun cause? The ozone layer is being hurt by household products we use on earth. Products like hair spray contain chemicals that are released into the air. When chemicals like chlorine are released into they air, they keep ozone from being formed in the stratosphere. This is a problem because ozone protects us from UV rays of the sun. UV rays cause skin cancer and disrupt weather and crop production. How can an individual who thinks there is a problem with ozone respond at home? 1-25-06 Our Environment 4 How can we explore the effects of chemicals for ourselves? Useful products that contain chemicals can disrupt the formation of ozone with bad effects on living things, the weather and crops. SUMMARIZATION Of Main Ideas Human Use of Resources Science 12 4 Lydia L. QUESTION GENERATION Critical Words & Phrases Critical Questions THE BIG Picture, Conclusions & Summarization Development, Evidence, Point of View pgraner@ku.edu

17. Key Ideas and Details: Determine information, make inferences, cite evidence, draw conclusions Determine central ideas or themes, their development and summarize Analyze development of people, events and ideas. Craft and Structure Interpret words and phrases Analyze structure of text to get the big picture Assess point of view or purpose Integrate knowledge and Ideas Integrate and evaluate content in different formats Identify and evaluate arguments, claims, reasoning and evidence Compare approaches to different themes or topics Range The Match: Concept Mastery & Concept Anchoring pgraner@ku.edu

18. CONCEPT DIAGRAM Pollution Always PresentSometimes Present Never Present TIE DOWN A DEFINITION Key Words Å PRACTICE WITH NEW EXAMPLE CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS Æ À Á Â Ã À Á Â Contamination Waste Acid rain In the air Causes harm Smog Wastewate r Dumps Recycled by nature Examples: Nonexamples: EXPLORE EXAMPLES Ä Smog Acid rain Non-decomposed dumps Greenhou se gases? Clouds Treated wastewater Recycled plastics Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature. Harm Presence of wastes Wastes are too great to be recycled by nature In air In water On land Decompositio n Recycled by nature Apply reasoning & analysis Acquire big picture understandings Knowledge of word & phrases Main Idea, Conclusion, Summary pgraner@ku.edu

19. 3 Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Hannah B Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: 1 2453 7 Roof on a house (from outer to inner) Layers of the Atmosphere (from outer to inner) third layer second layer The four layers of the atmosphere have different locations and components. insulation tarpaper Reason by Analogy, Inference Comparison Main Ideas fourth and last layer before space shingles or tiles tarpaper shingles tiles wood plywood & insulation wood supports & rafters thermospher e mesosphere stratosphere ( contains the ozone layer ) troposphere first layer closest to where we live 12 12/2/06 Acquire content knowledge pgraner@ku.edu

20. Key Ideas and Details: Determine information, make inferences, cite evidence, draw conclusions Determine central ideas or themes, their development and summarize Analyze development of people, events and ideas. Craft and Structure Interpret words and phrases Analyze structure of text to get the big picture Assess point of view or purpose Integrate knowledge and Ideas Integrate and evaluate content in different formats Identify and evaluate arguments, claims, reasoning and evidence Compare approaches to different themes or topics The Match: Concept Comparison pgraner@ku.edu

21. Concept Comparison Table 2 Overall Concept 1 3 Characteristics 3 9 Extensions 4 Like Characteristics 6 Unlike Characteristics 8 Summary 5 Like Categories 7 Unlike Categories 1 Concept CCommunicate targeted concepts OObtain the Overall Concept MMake lists of known characteristics PPin down Like Characteristics AAssemble Like Categories RRecord Unlike Characteristics IIdentify Unlike Categories NNail down a summary GGo beyond the basics Resources Renewable resources (Oxygen, water, sunlight) Non-renewable resources (Metals, minerals, fossil fuels) Part of natural environment Used by humans Replaced or recycled by nature Unlimited Part of natural environment Used by humans Not replaced or recycled by nature Limited Where found Who uses UnlimitedLimited Replaced by natureNot replaced by nature Renewable and non-renewable resources are both part of the natural environment on earth used by humans. They differ in availability and nature’s ability to replace them. Part of natural environment Used by humans Availability Replacement Evaluate the success of recycling efforts on two non- renewable resources Inference & Generalization Content Informaiton Comparison & Integration Draw Conclusion pgraner@ku.edu

22. Key Ideas and Details: Determine information, make inferences, cite evidence, draw conclusions Determine central ideas or themes, their development and summarize Analyze development of people, events and ideas. Craft and Structure Interpret words and phrases Analyze structure of text to get the big picture Assess point of view or purpose Integrate knowledge and Ideas Integrate and evaluate content in different formats Identify and evaluate arguments, claims, reasoning and evidence Compare approaches to different themes or topics The Match: Causal Reasoning pgraner@ku.edu

23. Name: Cole D. _________________ Date:12.3.06_______ Unit: 12_________________ Lesson/Topic:_Environmental Problems __ Cause and Effect Table Question: 4 5 7 Describe Beginning Situation: Conclusion: Key Words: Cause(s)Action(s)Effect(s) 2 1 6 End Result(s) Sequence 3 How does burning in a rain forest affect our environment? Atmosphere - gaseous mass surrounding the earth rain forest-dense evergreen forest in rainy, usually hot, areas carbon dioxide-gas formed in respiration, combustion & decomposition Before 20th century during the 20th centuryToday Tropical rain forests remove carbon dioxide from the atmosphere and create oxygen to keep the atmosphere in balance. Farmers cut rain forest to grow crops to feed more people. Burning the forest releases carbon dioxide into air. Fewer trees means less carbon dioxide is removed from the air. Increased carbon dioxide in the atmosphere traps heat energy and makes the earth hotter. The entire earth is becoming warmer, even though the rain forest is being destroyed in the tropics. What happens in one part of the world can affect everyone. Evaluation Analyze development Big Picture

24. Key Ideas and Details: Determine information, make inferences, cite evidence, draw conclusions Determine central ideas or themes, their development and summarize Analyze development of people, events and ideas. Craft and Structure Interpret words and phrases Analyze structure of text to get the big picture Assess point of view or purpose Integrate knowledge and Ideas Integrate and evaluate content in different formats Identify and evaluate arguments, claims, reasoning and evidence Compare approaches to different themes or topics Argumentation and Evaluation pgraner@ku.edu

25. Argumentation & Evaluation Guide C Bulgren revised 2/15/2008 Name : Teacher Date: _____________________________________ Topic/Title A Little Lead is Too Much Source Environmental Health 7 Conclusion: Accept/reject/withhold judgment. Present and summarize your reasoning. I accept the claim that lead level standards in children should be lowered based on the arguments in the article. The research cited is an excellent source and earlier changes as a result of removing lead from gasoline seem to support the Claim. 1 What is the Claim, including any Qualifiers)? (underline qualifiers) If the CDC cut the current acceptable lead level in the blood in half for children up to age 6 and enforced it, they would perform better on intelligence testing. 2 What Evidence is presented? Identify each as data, fact, theory or opinion. A published study followed 200 children from 6 months to 6 years testing a total of 8 times and found that children with lead concentrations from 5 to 9.9 micrograms per deciliter preformed an average of 4.9 points lower on their IQ tests. (data) In 2001, the head of the CDC said the acceptable level would probably be changed from 10 to 5 micrometers per deciliter of blood, but a change in committee changed that decision. (opinion) Lower rates were requested by the Independent Clean Air Scientific Advisory Committee. (fact) Eliminating lead in gasoline resulted in a sizeable increase in IQ levels in children throughout the country. (fact) Evaluate the evidence as poor, average or excellent and explain (Use reliability, validity, objectivity, well designed experiment). The published study was valid and well designed. (Excellent) The other evidence is not well supported by facts, but I have heard of the CASAC (average) 4 1 What are concerns about (sources of error, counterarguments, questions)? Note if concerns are from source or reader. Some members of the CDC Advisory Committee are from the lead industry. EPA does not want to enforce lower standards. 365 Evaluate the source’s reasoning as poor, average or excellent and explain. (Use logic, accepted ways of thinking, false assumptions) I think the sources reasoning is excellent. It was based a good source and was logical. What type of reasoning proves the evidence supports the claim? (Identify as authority,analogy, correlation, cause and effect, theory, principles or generalization) The published study was well designed and cited. (authority) The assumption was made that what was true for the sample group of 200 children is true for all children. (generalization) Higher lead levels in the blood reduce IQ performance. (cause and effect) Identify claim, evidence, reasoning Determine information Assess purpose & point of view

26. Analysis across content areas indicates the emphasis on higher order thinking and reasoning in incrementally more complex ways, repeated across content areas to achieve multiple exposures Is there a match across Content Areas? pgraner@ku.edu

27. Cross Cutting Concepts: Patterns and Causes & Effects (Framework, selected) Selected Next Generation Practices: 1.Asking questions and defining problems 2.Constructing Explanations 3.Engaging in argument from evidence 4.Obtaining, evaluating, and communicating information. The Match: Science Framework and Next Generation pgraner@ku.edu

28. Mathematical Practice Standards (Pattern) Reason abstractly. Construct arguments. Critique the reasoning of others. Look for and make use of structure. Look for an express regularity in reasoning. Repeated challenges: Interpret Summarize Understand processes Evaluate Make inferences Understand relationships Analyze Apply Reasoning Patterns in Mathematics pgraner@ku.edu

29. HRW: American Nation: Comparing and Contrasting: What was the popular image of a mother’s role in the 1950’s? How did this image conflict with reality? Cause & Effect: How did concern over nuclear weapons influence Kennedy’s foreign policy? Point of View: Why did many members of Congress oppose President Kennedy’s tax-cut proposal? Evaluate: How did the Warren Court’s decisions in Miranda v. Arizona strengthen individual rights? Samples from Texts pgraner@ku.edu

30. How would integrated sets of Content Enhancement Routines facilitate and increase the learning specified in the Standards? SIM Challenge pgraner@ku.edu

31. What do the CCSS say about student with disabilities? Instruction for students with disabilities must include: Supports to enable access to the general curriculum An Individualized IEP designed to attain grade-level standards Specialized teachers prepared to deliver support services Supports and services may include: Universal Design for Learning instructional supports Instructional accommodations Assistive technology devices and services pgraner@ku.edu

32. How do Principles of Content Enhancement Support These Goals? The integrity of the content information is maintained. Teacher is the content expert Teacher mediates learning by selecting critical features of the content and transforming them in a manner that promotes learning. Instruction for academically diverse groups of students meets both group and individual needs. pgraner@ku.edu

33. Conclusion? Don’t reinvent the Wheel !!! Content Enhancement supports many of the goals contained in the Standards while adhering to what we know about supporting students with learning disabilities in the general education classroom. pgraner@ku.edu