Moving from a Mindset of Reading to Literacy pt. 2

Report
PD
Idea
Experience…a good teacher!
0 Plan for a simulation
exercise
0 Choose an appropriate
grade level
0 Use the PARCC sample
items
0 Allow 30 minutes for the
task
Simulation – Gr. 4 Literacy Analysis
Task
0 You will have 30 minutes to
complete the task.
0 No talking or sharing during
this time.
0 Think about the
instructional implications
this experience has for you
in your role as an
administrator, specialist and
classroom teacher.
Plan for Analysis and
Discussion
0 Follow along in the
answer packet as we
review and discuss
each item.
Item #1 - Vocabulary
Item #1 - Vocabulary
Item #4 – Second Reading
“Kira-kira”
Item #4
Item #4 – Scoring Points
Item #5
Which sentence from the story provides the best support for the answer in Part A?
Item #5
Item #7 - PCR
Some points that Kathy might
include:
Mosquito
• Cricket believes that cousin
•
•
•
•
•
•
would avenge him
Cricket describes as mighty
Tiny
Buzzed into cougar’s ear (not
afraid)
Bit cougar “again & again”
despite cougar trying to shake
him loose
Stopped when cougar
promised to leave cricket
alone
Went in Cricket’s lodge to visit
Lynn
• Older sister to Katie
• Took care of Katie
• Kept a diary which Katie
•
•
•
•
treasures
Cares about animals (chased dog
into corn, saved from broken
glass)
Loved Katie – taught her to look at
nature; hugged her; told her she
was best sister…;
taught her to look at sky, ocean
and people’s eyes
Saved Katie when the dog
attacked even though the dog
turned on her instead
Item #7 - Comprehension
Item #7 - Writing
PD
Idea
Prose Constructed Responses
0 Require questions and responses with enough depth to be
scored for writing.
0 PBA scoring:
0 Narrative Writing – Writing only
0 Literary Analysis & Research Simulation Tasks – Reading
Comprehension and Writing
0 Responses scored for writing using condensed rubric in two
major areas – “Written Expression” and “Knowledge of
Language and Conventions”
0 Teach students to use the rubrics to guide revisions and
scoring
Read this invitation to a special party. Then answer the question below.
Explain how the author makes this invitation interesting to read. In your
response, use information from the invitation that supports your
explanation. Write your answer in the box below.
Grade 3 Public Release
PARCC Gr. 3
Sample Item – Part of Research Simulation Task
Question: You have read two texts about famous people in
American history who solved a problem by working to make a
change.
Write an article for your school newspaper describing how Eliza
and Carver faced challenges to change something in America.
0 In your article, be sure to describe in detail why some solutions
they tried worked and others did not.
0 Tell how the challenges each one faced were the same and how
they were different.
Score 3
MSA Reading Rubric
0 The response
demonstrates an
understanding of the
complexities of text.
0 Addresses the
demands of the
question.
0 Effectively uses textrelevant information
to clarify or extend
meaning.
PARCC Reading Rubric
0 The student response
provides an accurate
analysis of what the text
says explicitly and
inferentially and
references the text
explicitly to support the
analysis, showing full
comprehension of
complex ideas expressed
in the text(s).
0 Grades 4&5 Rubric
Grade 3 – Written Expression
Grade 3 – Language &
Conventions
Supports for developing PD
0 Rubrics –
0 download and distribute condensed rubrics
0 We used the expanded rubric in EEA this past summer
0 The rubrics may change based on field testing
0 White papers:
0 PARCC Scoring of Prose Constructed Response Items
(includes suggestions for classroom use)
0 Writing Forms for PCR Items (use to stimulate a variety of
writing forms in the classroom
Keys for Transitioning to PCR’s
0 Select a small group of related
texts for instruction
0 Select a few integrated
standards
0 Plan instruction that utilizes
text dependent questions that
will scaffold to the PCR
0 Discuss, discuss, discuss!!!!
PD
Idea
CCSS – Writing Standard 1 –
MS Grades
Scaffolding the Standard
0 Examine the standard and it’s supporting standards
and make a list of the skill related vocabulary that
your students would need to understand in order to
meet the standard.
Prewriting
- Identify a topic or issue that you are knowledgeable about
- Take a position and make a claim (make sure you have several
-
-
reasons in mind to defend your claim)
List all of your reasons for making the claim
Gather facts, details, statistics, and quotations to provide
evidence for each of the reasons
List alternate or opposing claims that someone might have with
your claims, reasons, or evidence.
Write reasons or evidence that you can use to counter those
claims
Eliminate the reasons, evidence, and opposing claims that you
can’t strongly support
Create a logical order for your reasons and evidence (usually
based on importance)
Drafting
• Write an introductory paragraph that gives a limited
amount of background information and grabs the attention
of the reader. The claim should be expressed in this
paragraph.
• Write supporting paragraphs around each reason. Provide
evidence. Use explicit vocabulary and make clear
transitions between paragraphs and sentences.
• Handle the alternate or opposing claims by addressing
within the support paragraphs or write a separate
paragraph(s).
• Write a concluding paragraph that restates your claim,
sums up your reasons, and refutes the counter claim(s).
Leave an impression!
Revising - Develop a Writer’s
Checklist
Writer’s Checklist for Grade 6
Do I introduce the claim?
Do I support the claim(s) with:
• Clear reasons
• Relevant evidence
• Credible sources
• Demonstrate understanding of topic or text
Do I organize the reasons and evidence clearly?
Do I use words, phrases, and clauses to clarify the
relationships among claims(s) and reasons?
Do I establish and maintain a formal style?
Do I provide a concluding statement or section that follows
from the argument presented?
Edit and Publish
•
•
Use your current editing
checklist (confirm with
grade appropriate CCSS)
Share with classmates,
teachers, or authentic
audience
On Demand Writing for
PARCC
0 Use process writing to
teach “how to write”
0 Provide opportunities for
“on demand” composition
on the computer
0 Write questions that
utilize more than one
source and can produce an
appropriate amount of
writing
0 Teach students to read and
understand the prompt
and the rubrics
PD
Idea
PARCC Approx. Min./Max.
Passage Length
0 Grades 3 – 5 - 200 – 800 words
0 Grades 6 – 8 - 400 – 1,000 words
0 Grades 9 – 11 - 500 – 1,500 words
Assessment only,
students should possess
the stamina to read
independently and
proficiently
Extended =
Upper End
A word about text complexity on
PARCC
0 Students will encounter
text that meets the grade
band criteria
0 Readily accessible
0 Moderately complex
0 Very complex
Scaffolding
“Just giving
students complex
texts doesn’t mean
they will read and
understand them.”
0 Fisher and
Frey
0 How much is too much?
0 When is it not enough?
How can we achieve this?
0 For most students we can
teach reading strategies
and the standards in grade
level text.
0 Use the idea of the
complexity bands to
achieve a progression of
text from readily accessible
to more complex text.
0 Expose students to both
paper and digital texts. Use
the accessibility features of
digital texts.
0 Develop stamina.
The teacher is key in making
the decisions that will lead to
student success. When to push
forward when to hold back.
How much is good struggle and
when is it frustration?
What about our struggling
students?
0 Continue to deliver intervention
0
0
0
0
programs that have been selected
or designed based on diagnosed
needs.
Scaffold with text on the lower end
of the range
Interactive read aloud or shared
reading experiences for difficult
pieces – structure, problem
solving, critical thinking, etc.
Chunk text or use short texts for
close reading
Teach students how to interact
with print and digital text (notes,
highlighting, glossaries, etc.)
An example of a digital resource: Rewordify.com
An Example of Book Talk
My grandfather’s barn is sweet-smelling and dark and
cool; leather harnesses hang like painting against old
wood; and hay dust floats like cold in the air.
Grandfather once lived in the city; and once he lived
by the sea; but the barn is the place he loves most.
Where else, he says, can the soft sound of cows
chewing make all the difference in the world?
-from All the Places to Love by Patricia MacLachlan
Only function I recommend using:
Reverse No Highlighting
Click on settings – scroll down to “Default display settings” – click on
“Reverse No Highlighting”
Provides level using their own leveling system
Not Lexile
PARCC Accessibility
Features
0 UDL accessibility features
available to all students
during passage reading:
0 Audio amplification
0
0
0
0
0
0
0
(multimedia)
Background font/color
Highlight tool
Headphones or noise
buffers
Line reader tool
Magnification/enlargement
device
Note pad
Pop-up glossary
PD
Idea
Speaking and Listening
0 Grades K-12 that will be field tested in early 2015 and
ready for use in the 2015-16 school year.
0 While available for use in Grades K-12, the Speaking and
Listening Assessment is required for use in Grades 3-11, per
the PARCC Assessment System design.
Speaking and Listening Assessment
Performance Activities
 Students will engage with two modes of performance over the course of
the year focused on speaking and listening skills:
 1. Real Time Engagement (MODE 1) performances will entail real time
engagement in the speaking and listening process. Students will listen
to a pre-recorded speech and/or media production and
speak/respond using spontaneous oral responses. Mode 1
performance based tasks will be administered in grades 3, 5, 7, 9, and
11.
 2. Advance Preparation (MODE 2) performances will entail advance
preparation in the speaking and listening process. Students will
perform research using authentic and grade-appropriate topics,
share their findings in the form of a formal presentation (speaking)
and respond spontaneously to audience questions (listening and
speaking); Mode 2 performance based tasks will be administered in
grades 4, 6, 8, 10, and 12.
Unit planning should include
S & L opportunities throughout
0 The CCSS are designed to encourage meaningful integration
of the Reading, Writing, Speaking, Listening, and Language
standards.
PD
Idea
EQuIP
0 EQuIP process 2013-14
0 Submissions of lessons and/or units by member states or
their local school systems
0 Must be reviewed first by the submitting organization and
receive an E or E/I rating
0 EQuIP jury is trained – a panel of at least 3 jury members
will evaluate each submission independently
0 All E and E/I artifacts will be placed on Achieve’s EQuIP
website for member states’ use
http://www.achieve.org/EQuIP
EQuIP Rubric – K-2
Juried Exemplar Units/Lessons Currently
Available:
0 http://www.achieve.org/EQuIP
0 ELA/Literacy
0 Grade 1 – Julius Baby of the World
0 Grade 3 - The Fisherman and His Wife
0 Grade 6 – The Wolf You Feed
0 Grade 7 - Module 1 - A Long Walk to Water
0 Grade 7 - Building Evidence-Based Arguments: Doping
0 Grade 7 - Development of the Adolescent Brain
0 Grade 8 - Finding Home: Refugees
0 Grade 8 - The Story of an Hour
0 Grade 8 - Varying Perspectives on World War II
0 Grades 9-10 - Researching to Deepen Understanding
0 Grades 11-12 - Macbeth
Preparing our teachers/ourselves:
0 Know your grade level standards
and teach to mastery of the
standards
0 Make a long range plan to assure
thorough, non-rushed teaching
of the standards
0 When adapting units, use the
EQuIP rubric to assure quality
0 Choose texts wisely
0 Digital/print
0 Gradient of texts
0 Work together as a team
Reading to Literacy

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