integration of knowledge & ideas

Report
The
Reading Achievement Center
LANGUAGE ARTS
SYMPOSIUM
SARI BRECOSKY
MEGAN CICCONI
FEBRUARY 28, 2014
WELCOME!
• Steering committee
•
•
•
•
Dr. Jillian Bichsel – Quaker Valley
Dr. Judy Bulazo – Upper St. Claire
Dr. Mike Loughead – South Fayette
Dr. Shannon Varley - Avonworth
• Schedule
• Facilities and Smoking
• Blonde joke. . .
DEMYSTIFYING THE PSSA
QUESTION TYPES
•
•
•
•
•
Multiple Choice
Evidence Based Selected Response
Text Dependent Analysis (Problem Based Essays)
Open-ended response (Short Answer)
Writing Prompts
• Opinion/Argument
• Informational/Explanatory
• Narrative
GRADE LEVEL & QUESTION TYPE
MATRIX
SY: 2013-2014
Grade Levels
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
X
Multiple Choice
EBSR
X
X
X
X
0
0
0
0
= Common Item (Legacy/PACS)
TDA/PBE
Open-ended
0
0
0
X
X
X
X
0
Writing
Prompt
= Field Test Item 2014 (PACS)
GRADE LEVEL & QUESTION TYPE
MATRIX
SY: 2014-2015
Grade Levels
Third Grade
Fourth Grade
Fifth Grade
Sixth Grade
X
Multiple Choice
X
X
X
X
EBSR
TDA/PBE
X
X
X
X
X
X
X
= Tested items on ELA PSSA (PACS aligned)
Open-ended
X
X
X
X
Writing
Prompt
X
X
X
X
MULTIPLE CHOICE
• The meaning of the Greek root “geo” helps the reader
to know that a geologist studies_______.
a) water
b) people
c) stars
d) Land
• Where do most of the events in the passage take place?
a) country farmhouse
b) townhouse near the city park
c) apartment in the city
d) vacation cabin
EVIDENCE BASED SELECTED RESPONSE
(EBSR)
• Two question structure
• Requires both single and multiple responses
•
•
•
•
Part one usually requires one response
Part two requires one, two, or three responses
Part two may have between three - five choices
Part two may have three correct answers but only ask
students to select two correct answers
• Part one (rather than the text) should be referenced
when answering part two
• This Year: ALL EBSR questions are field test items!
• Simply prepare students for the structural changes
EBSR EXAMPLE
Part A Question:
How are the events in paragraphs
1 and 2 important to the theme of
the story?
Part B Question:
Which sentence
from the story provides the best
support for the answer in Part A?
a. They list the many lessons that Lynn
taught her younger sister, Katie.
a. “My sister, Lynn, taught me my first
word: kira-kira.”
b. They explain that Katie’s family had
very high expectations of her when
she was young.
b. “When I grew older, I used kira-kira
to describe everything I liked: the
beautiful blue sky, puppies, kittens,
butterflies, colored Kleenex.”
c. They show how strong the
relationship is between Katie and
Lynn.
d. They introduce the idea that Katie
and Lynn want to learn more
about the Japanese language.
c. “She was dismayed over how unJapanese we were and vowed to
send us to Japan one day.”
d. I didn’t care where she sent me, so
long as Lynn came along.
TEXT DEPENDENT ANALYSIS
SY 2014-2015 GRADES 4-8
• Informational & Literature
• Rubric
• Effectively addresses all parts of the task demonstrating in-depth
understanding of the text(s)
• Effective introduction, development, and conclusion identifying an
opinion, topic, or controlling idea related to the text(s)
• Strong organizational structure that effectively supports the focus and
ideas
• Thorough analysis of explicit and implicit meanings from text(s) to
effectively support claims, opinions, ideas, and inferences
• Substantial, accurate, and direct reference to the text(s) using relevant key
details, examples, quotes, facts, and/or definitions
• Substantial reference to the main idea(s) and relevant key details of the
text(s) to support the writer’s purpose
• Skillful use of transitions to link ideas
• Effective use of precise language and domain-specific vocabulary drawn
from the text(s) to explain the topic and/or to convey experiences/events
• Few errors, if any, are present in sentence formation, grammar, usage,
spelling, capitalization, and punctuation; errors present do not interfere
with meaning
TEXT DEPENDENT ANALYSIS
SY 2014-2015 GRADES 4-8
• Examples
• Write an essay analyzing how the author’s organization of
the passage helps the reader to understand the tasks. Use
information from the passage to support your response.
• When Cathy tells Paul about the camping trip, he is
immediately interested. Write an essay analyzing how Paul’s
actions convince his parents that he should be allowed to
attend? Use evidence from the passage to support your
response.
OPEN-ENDED ITEMS
AKA SHORT ANSWER
Example:
• Use at least three examples from the passage to explain
how the pony auction is important to Chincoteague and
Assateague Islands.
WRITING PROMPTS
• This year they appear only on the separate writing
test (grades 5 and 8) or on the optional (separate)
writing field test (grades 6 and 7)
• Students will have time to plan, write, and
proofread your response to this writing prompt
• Four Point Rubric
• Focus, Content Development, Organization, Style
WRITING PROMPTS
FIELD TEST AND 2014-2105 TESTS
• Narrative
• Think about a time when you were given the opportunity to
care for something. Write a story that tells what you had to do
and how it made you feel.
• Informational/Explanatory
• Write an essay that explains a talent or skill you have or would
like to have.
• Opinion/Argumentative
• There are many reasons why people own pets. A pet can
entertain you, keep you company or even protect you! Dogs
and cats are the most popular pets in America today. Some
people prefer an energetic dog and others, a cuddly kitten.
Which do you think is best?
WHAT YOU REALLY NEED TO KNOW…
SY 2013-2014
• Prepare students for awkward structure
• Common items must simultaneously address both
PACS and Legacy Standards
• Remember test security procedure
ELA: KEY INSTRUCTIONAL SHIFTS
• Balancing Literary and Informational Texts
• Knowledge in the Disciplines
• Staircase of Complexity
• Text-based Answers
• Writing from Sources
• Academic Vocabulary
CLOSE READING
• It is a multilayered intensive analysis of a text
• Accomplished primarily by reading and discussing
the text
• It is essential that readers re-read texts
• The path to deepening comprehension
Shanahan, T. (2013).
CLOSE READING: SPIRAL OF INQUIRY
1st Read: Unpacking the text
INTEGRATION OF
KNOWLEDGE & IDEAS
Concept:
Concept:
rd Read: deep text connections
• Craft
questions 3
that
ensure student understanding regarding major
•
Craft
questions
ideas and key detailsfocusing on how the text works.
• Students
aim to
uncover vocabulary
why the author made specific choices
Concept:
• Identify
potentially
confusing
including:
organization,
devices,
word choice,
and
• Critical
analysis ofliterary
the value
and quality
of the text
• Resolve
misconceptions
• Connection
of text
to other
concepts,
and
• Limit evidence
questions
to big ideas
or those
thattexts,
prime
for mental
queries
• Often this
reread
is
only
a
targeted
excerpt
specifically
selected
student’s life
by the teacher
Examples:
Examples:
• Retell the
plot of the story.
Examples:
•
examples
from both texts
what do
• Identify theUsing
ordinate
and subordinate
characters
in the
the author’s
story.
• What was
the
quality
of
evidence
used
in
arguing
against
want you distinguish
to understand
about
the common
theme the
• What characteristics
plant
cells from
animal cells?
inclusion
of elephants in zoos?
of freedom?
• How• does
theformat
author’s
use article
of personification
influence in
our
Which
of the
was more successful
understanding
of and
emotional
response
to the idea
of
helping the
reader
understand
the author’s
main
captivity?
idea?
CRAFT AND STRUCTURE
MAIN IDEA AND KEY DETAILS
2nd Read: Text analysis
Explain the relationships or interactions between two or more
individuals, events, ideas, or concepts in a text base don specific
information in the text.
CC.1.2.5.C
E05.B‐K.1.1.3
THE STANDARDS TELL US HOW AND WHAT
Day 1
Layer One
Text Title
___________
___________
Selected
Section of
Text
___________
___________
Ancillary
Texts (Day
4/5)
___________
___________
Standards
KEY IDEAS/DETAILS
Citing evidence
from the text…
CRAFT/STRUCTURE
Day 3
Layer Two
CRAFT/STRUCTURE
Day 4
Layer Three
Day 5
Layer Three
INTEGRATION OF
INTEGRATION OF
KNOWLEDGE
Focus:
who, what,
where, why,
when, how,
main ideas,
details, support
Clarify
confusing
vocabulary &
potential
obstacles
Focus: structure,
point of view
Speak to
analysis not
influence
Focus:
author’s
purpose, the
relationship of
word choice,
figurative
language, and
syntax etc. to
mood,
perceived truth,
adequacy &
accuracy of
details
Speak to
analysis and
influence
&
KNOWLEDGE
&
IDEAS
IDEAS
Focus:
Interpretation
and synthesis of
various texts,
analysis of
evidence &
bias, evaluation
of multimedia
elements
Focus:
Interpretation
and synthesis of
various texts,
analysis of
evidence &
bias, evaluation
of multimedia
elements
Integrate
ancillary texts
and videos
Use the
integrated
ancillary texts
and videos
A-C in Reading
informational &
Reading
Literature
D-F in Reading
informational &
Reading
Literature
D-F in Reading
informational &
Reading
Literature
G-I in Reading
informational &
Reading
Literature
G-I in Reading
informational &
Reading
Literature
Why did Lincoln
fight to abolish
slavery?
To what type of
writing structure
does the text
belong?
How does the
author elicit
empathy from
the reader?
What elements
did the author
use to make the
journal format
more powerful?
What do the
authors want the
reader to
understand
regarding the
common theme?
Ex: CC.1.2.3.A
Sample
Question:
Day 2
Layer Two
Ex: CC.1.2.3.E
Ex: CC.1.2.3.D
Ex: CC.1.2.3.H
Ex: CC.1.2.3.I
TEXT LAYERING
INTEGRATION OF KNOWLEDGE & IDEAS
FIVE REASONS TO SAY YES TO
TEXT LAYERING
1.
2.
3.
4.
5.
Increases range of complexity
Extends into varying genres
Promotes ideation
Requires synthesis
Increases domain knowledge
1. INCREASES RANGE OF COMPLEXITY
• Different authors - different syntactic
structures
• Density of propositions
• More reading
• Scaffolds text interaction
2. EXTENDS INTO VARYING GENRES
• Allows for genre layering
• Explication of topics in differing
constructs
• Same topic appearing in different
venues
3. PROMOTES IDEATION
• Presentation of concepts in different
ways supports thinking in a multiperspective manner
• Instruction guides cognition giving
parameters to complete tasks
• Ancillary interface with factoid type
knowledge
4. REQUIRES SYNTHESIS
• One of the hardest comprehension
processes
• Requires discernment
• Takes a learner from knowing about it
to understanding it
5. INCREASES DOMAIN KNOWLEDGE
• Forces interface with the same aspects
or principles
• Increases ability to comprehend
• Strengthens general intellect
BETTER IDEAS OFTEN REQUIRE
CHANGE. . .
• Do not run out and buy new text
books!
• Current books and attempts at layers
• Teachers, time, and know-how
GRADE THREE
THE ARTIC AND ANTARCTICA
LIFE ON THE ICE
• Read story
• Share two things of importance
with a partner
• Read article
• Discuss similarities/differences
VIDEO
Use video sheet to
collect specific
information
SCAVENGER HUNT
•Use stories, article, and
fact cards to
determine if the
statements are true or
false.
GO FIND IT
HTTP://WWW.KIDSKONNECT.COM/SUBJECTINDEX/16-EDUCATIONAL/HISTORY/270-ICE-AGE.HTML
HTTP://WWW.SCIENCEKIDS.CO.NZ/SCIENCEFACTS/EARTH/ANTARCTICA.HTML
What was the coldest recorded temperature on Earth?_______________° F
(in Fahrenheit)
What was the name of the last ice age?____________________________
What % of the earth’s ice is found in Antarctica?____________________
What are three animals that lived during the Ice Age but are now extinct?
_______________________________________________
Where did the name ‘Antarctica’ come from?
____________________________________________________________
BENEFITS
• Multiple interactions with specific
parameters of cognitive attention
• Still has ancillary information
• Helps stimulate continuous
engagement with concepts
REMINDERS & SUGGESTIONS
Video in between readings
Need more than one watch
Too short and concentrated for one viewing
Can put on kids computers
Fact cards are made to elucidate intended
learning
• Scavenger Hunt requires information from multiple
sources
• Go Find It – a way to genuinely use technology as a
learning tool
•
•
•
•
•
3RD GRADE TEXT LAYERS
•
•
•
•
•
•
•
•
Life on the Ice
Ice Age article
TedEX video
Artic vs Antarctic Video discussion page
Kidskonnect & Sciencekids website
Fact Cards
Scavenger Hunt activity
Go Find It activity
Day 1
Layer One
Text Title
Life on the Ice
Selected
Section of Text
Pages 1-2
Go Find It websites
Ancillary Texts
Day 4:
Ice Age Article
tinyurl.com/RACartic
Day 5:
Ice Age Article
tinyurl.com/RACartic
KEY IDEAS/DETAILS
Day 2
Layer Two
CRAFT/STRUCTURE
Day 3
Layer Two
CRAFT/STRUCTURE
Day 4
Layer Three
Day 5
Layer Three
INTEGRATION OF
INTEGRATION OF
KNOWLEDGE
Focus:
who, what,
where, why,
when, how,
main ideas,
details, support
Clarifications:
Desert
Ice age
Mars
comparison
Fact Cards
Focus:
structure
Speak to
analysis not
influence:
Paired
photographs
Sequence &
separation of
topics
Focus:
relationship of
author’s
organization to
reader’s
comprehension
Speak to
analysis and
influence
Interspersion of
scientific
terminology
Due to author’s
organization and
possible
misconceptions
integrate Go Find
It activity
&
IDEAS
KNOWLEDGE
&
IDEAS
Focus:
Synthesis of
various texts &
multimedia
Focus:
Analysis of
evidence from
multiple sources
Ice Age Article
Ice Age Article
Video:
Video:
Video discussion
page
Video discussion
page
tinyurl.com/RACartic
tinyurl.com/RACartic
Scavenger
Hunt Activity
Standards
1.2.3.A
1.2.3.B
1.2.3.E
1.2.4.E
1.2.3.G
1.2.3.G
1.2.3.I
Sample
Question:
What evidence
does the author
provide to
demonstrate that
life on the poles is
far from ordinary?
Create three
headings and
rationales for their
addition on
pages 146, 149,
and 151?
How does the
author’s
organization help
or hinder the
reader’s
understanding of
main differences
between the
Artic and
Antarctica?
How are the Artic
and Antarctic
similar?
What are four
distinctive
features of the
Artic?
How do the main
ideas of the
TedED video and
“Life on the Ice”
differ?
Compare and
contrast author’s
purpose in the
texts “Life on the
Ice” & “Ice Age.”
Citing evidence
from the text…
GRADE FOUR
THE SCREECH OWL WHO LIKED TELEVISION
THE EARTH DRAGON AWAKES
SCREECH OWL & EARTH DRAGON
• Read Screech Owl
• Talk about what you would “do” with
the story
• Read Earth Dragon
• Talk about what you would “do with
the story
• Complete the Inquiry Guide using both
pieces of text
DISCUSSION TIME. . .
• With your team decide how you
would connect these two pieces
of text.
• What will be your two major foci?
PERSONIFICATION
REVERSE PERSONIFICATION
What is reverse personification?
• Use yellow and green cards
• Decide as a team if they evince
personification or reverse
personification
ADDITIONAL LAYERS
AVALANCHE DEATHS SPIKE IN THE WEST
& VIDEO
Avalanche
• An avalanche can consist of
snow or rocks.
AVALANCHE
• It is when large deposits of
snow or rocks on a mountain
side are disturbed in such a
way that it causes a shift.
• When this shift occurs, the
material becomes unstable
and starts to roll down the
side of the mountain bringing
everything in its path with it.
TIME FOR A VIDEO
AVALANCHE DEATHS SPIKE IN WEST
• Read the news article
• When finished complete the
Evidence Synthesis Chart as a
team.
BENEFITS
• Taking the core concept and extending it to
real world application
• Going beyond simply “knowing” about
avalanches to knowing about technological
advances
• Kids sometimes do realize that people make
things all the time. . .
• Well-defined instructional purpose that
embeds cognitive rigor AND make sense!
REMINDERS & SUGGESTIONS
• Scaffolding is non-negotiable
• You WILL have to modify things – and you
are not going to find this expanse or quality
in a package
• Video can be put on computer
• Common Sense Media
• Jennifer Ehehalt
• Paul Cindric
• Snap (the old Oscar sort of. . .)
• Jana Baxter
4TH GRADE TEXT LAYERS
•
•
•
•
•
•
•
•
•
Screech Owl that Liked to Watch Television story
The Earth Dragon Awakes story
Inquiry Guide
Personification& Reverse Personification cards
Robust vocabulary definition card
Video and general points notes page
Avalanche Deaths Spike in West article
Evidence Synthesis Chart
Evidence Synthesis Chart answer key
GRADE FIVE
DANGEROUS CROSSING
& PORTUGUESE MAN-OF-WARS
EXPLANATION. . .
Dangerous Crossing
• Incited by:
“One day a sailor pulled up a Portuguese man=of-war
in a bucket. Johnny looked on in wonder. Was this truly
a fish from the sea? “Careful,” the sailor warned him.
One touch of its twisted cords would sting like a
hundred bees.
• Portuguese man-of-war . . . Animal
• Portuguese Man-o-War. . .Ship
• Royal Navy
• History. . .
• Using diagrams to explicate and extract information
MARINE ANIMAL
FRIGATE
COLONY COMPARISON CHART
DIRECTIONS: USE THE MAN-O-WAR FRIGATE DIAGRAM, THE INFORMATIONAL
ARTICLES, AND VIDEO TO DETERMINE COLONY MEMBERS’ (CREW MEMBERS OF
THE MAN-O-WAR VESSEL AND ZOOIDS OF THE PORTUGUESE MAN-OF-WAR)
RESPONSIBILITIES FOR EACH SURVIVAL MECHANISM.
Survival Mechanism
Protection
Floatation
Nourishment
Portuguese
man-of-war
Man-o-war Frigate
BENEFITS
• Diagrams are texts
• Extraction of concept Portuguese
man-of-war to name-sakes
• Frigate
• Underlying concept in story
• Often witnessed in poetry and
literature
5TH GRADE TEXT LAYERS
• Dangerous Crossing story
• About the Portuguese man-of-war
Article
• Sea Creatures & Sea Crusaders video
• Portuguese man-of-war diagram
• Man-o-war Frigate diagram
• Colony Comparison Chart
THANK YOU
YOU MAKE THE DIFFERENCE

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