aligning teaching, learning, and assessment with student learning outcomes in the common core
DESCRIPTION
PCI TESOL 2014 Portland OR Cynthia Wiseman, Linda Pelc, & Fernando ZaikeTRANSCRIPT
Aligning teaching, learning, and assessment with student learning outcomes in the Common Core
Linda A. Pelc, LaGuardia Community College CUNY
Cynthia S. Wiseman, CUNY BMCC
Fernando A. Zaike, Urban Action Academy, NYC DOE
PCI TESOL March 2014
Three-part Workshop Part I:
• Introduction to the Common CorePart II:
• Development of units & lesson plans aligned to the Common Core Standards
Part III:• Examination of assessments related to the
Common Core
• Blueprint for the Common Core• Structure of the Standards • Big Shifts for ELLs• Student learning outcomes • Model units & lesson plans • Assessments
Introductions
Introductions How does this video resonate with
you? Introduce yourself to a partner and share your thoughts with each other and then with the larger group. (15m)
KWL: Common Core (15m)–What do you know?
–What do you want to know?
Introductions– How does this video resonate with
you? Introduce yourself and share your thoughts with a partner. (15m)
KWL: Common Core (15m)– What do you know?
– What do you want to know?
– What have you learned?
Part I: Common Core (CCSS)
Rationale: Language Arts: Literacy in a global 21st century world
Close attentive reading to understand and enjoy complex works of literature
Critical reading for important points Able to handle large amounts of information Actively seek wide, deep, thoughtful engagement with
high-quality literary and information texts that builds knowledge, enlarges experience & broadens worldviews
Reflexively demos cogent reasoning and use of evidence essential to private deliberation and responsible citizenship in democracy
Common Core
Organization
StrandsStrands
ClusterCluster
ClusterCluster
StandardStandard
StandardStandard
StandardStandard
Sub-Standard
Sub-Standard
Sub-Standard
Sub-Standard
Sub-Standard
Sub-Standard
Sub-Standard
Sub-Standard
Writing Standards K-5 Text Types and Purposes
Grade 3 Grade 4 Grade 5
1. Write opinion pieces on topics or texts, supporting a point of view with reasons.
1. Write opinion pieces on topics or texts, supporting a point of view with reasons & information.
1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.
a. Introduce a topic or text clearly, state an opinion and create an organizational structure in which ideas are logically grouped to support the writer’s purpose
b. Provide reasons that support the opinion.
B Provide reasons that are supported by facts and details.
b. Provide logically ordered reasons that are supported by acts and details
c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion & reasons
C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition)
c. Link opinion and reasons using words, phrases and clauses (e.g., consequently, specifically)
d. Provide a concluding statement or section.
d. Provide a concluding statement or section related to the opinion presented.
d. Provide a concluding statement or section related to the opinion presented.
Common Core Standards
http://www.corestandards.org/in-the-states
Part I: The Common Core State Standards (CCSS)
The BIG Shifts:
Six Shifts in ELA/Literacy –Text complexity–Close Reading
Text ComplexityQualitative X Quantitative
Qualitative Attributes Text Complexity
– Words with multiple meanings
– Nominalization
– Complex syntax
– Linking ideas
– Referential chains
– Organizational structure
– Academic stance
Fisher, D., Frey, N. & Lapp, D. (2012) Text complexity: Rasiing rigor in reading. Newark, DE International Reading Association.
Text Complexity: Qualitative Structure
– Low Complexity (simple, well-marked, and conventional structures
– High Complexity (complex, implicit, and unconventional structures in literary texts – from chronological order to frequent use of flashbacks, flash-forwards, multiple points of view an and other manipulations of time and sequence)
Norms and conventions– Simple: no deviation from common genres and subgenres – Complex: norms of specific discipline; variety of
structures Graphics
– Low complexity: simple or not necessary– High complexity: complex graphics independent source
of information, essential to understanding a text
Text Complexity: Qualitative Language Conventionality and Clarity
– Easier to read: literal, clear, contemporary, and conversational
– Harder to read: figurative, ironic, ambiguous, purposefully misleading, archaic, unfamiliar language, e.g., general academic and domain-specific vocabulary
Knowledge demands– Less complex: few assumptions about readers’ life
experiences and depth of their cultural litarary and content/discipline knowledge
– More complex: many assumptions in 1+ areas Levels of meaning or purpose
– Easier: literary with single level of meaning; explicitly stated purpose
– Harder: multiple levels of meaning, e.g., literal message intentionally at odds with underlying message – satire or irony; informational texts with implicit, hidden or obscure purpose
Analysis of TextsRead and determine the level
Qualitative Measures/Text
Your World
Eleven A Rain of Daffodils
My Child is Missing
CCSS What they
fought for
Structure of text, e.g., simple or complex, chronological order
Norms & Conventions
Graphics, e.g., Limited use of text features and graphics
Language, e.g., significant use of dialect or figurative language or archaic language, ambiguity
Background knowledge required
Sentence structure, e.g., complex & varied
Vocabulary range
Quantitative Analysis of Texts
ATOS Lexile
Text complexityQuantity:
– Text Complexity
– Word frequency
– Sentence length
www.lexile.comwww.renlearn.com/ar/overview/atos/www.readingmaturity.comwww.questarai.com
ATOSText ATOS
LevelWord Count
Avg Word Length
Avg sentence length
Avg Vocab level
Your World 9.4 78 4.2 19.5 4.1
Eleven 4.7 258 4 14.2 1.7
Daffodils 4.8 263 3.9 12.9 2.2
Missing Child
5.0 207 4 11.2 2.7
CCSS 10.1 248 4.3 27.6 3.8
What They Fought For
10.0 238 4.9 21 3.8
LexileText Lexile
MeasureMean Sentence Length
Mean Log word frequency
Word Count
Your World 1130L 19.50 3.62 78
Eleven 810L 13.58 3.76 258
Daffodils 950l 17.29 3.85 242
Missing Child 830L 14.31 3.80 186
CCSS 1460l 27.56 3.42 248
What They Fought For
1190l 19.83 3.50 238
NewsELA.com
Helping Homeless College Students by Lexile Level
TweenTribune
Functional Analysis: Sentence in your own wordsWho? What
happened?What? Where? When?
Descriptor Detail(s)
Part II: Aligning Lesson Plans with the Common Core
– Common Core-friendly lesson plan template (NYCDOE)
– Identifying content and theme within the unit
– Identifying student learning outcomes
– Identifying CCSS/College Readiness Anchor Standards
– Choosing/evaluating appropriate texts: Text Complexity
– Instruments and models in K-12 that support evidence-based learning
• DOK (Depth of Knowledge, a.k.a. Bloom’s Taxonomy)
• Mind Mirror
• Script Writing Exercise
• ICE paragraph
• Sample lesson: The Golden Touch
– Creating Tasks
Readers & Text
Gauge Student Ability, Learning Styles & Interests
Determine Text Complexity Create opportunities for engagement &
comprehension– Close Reading– Critical Thinking– Evidence-based learning
Common Core College Readiness Anchor Standards
Anchor Standards for Writing 6-12
(Insert p. 54 writing anchor standards)
Depth of Knowledge DOK
Mind Mirror Tool for differentiating instruction Enables students to showcase understanding
of unit Integrates critical thinking into the ESL
classroom Sight, hearing, taste, smell, touch Ss create a poster and presentation Thinking into the English Language
Classroom: Mind Mirror
Script Writing Exercise
ICE Paragraph: The Golden Touch
Activity for evidence-based learning– Introduce a claim– Provide (Cite) evidence– Explain how the evidence supports the claim
Create a task that….
Fits a theme or unit Identifies instructional objectives Is aligned with Common Core standards Requires process skills for critical thinking
AND Engages students
PARCC: Partnership for Assessment of Readiness for College and Careers PARCC Core Commitments Key shifts in the Standards Advances
– Innovative item types– Summary of PARCC components– Literary analysis task – Research simulation task– Narrative writing task– End of year assessment
PARCC: Design to reward quality instruction aligned to the Standards
Texts worth reading: authentic texts vs. artificially produced or commissioned
Questions worth answering: sequences of questions that draw out deeper encounters with texts rather than random questions of varying quality
Rooted in language of the standards Model Content Frameworks: key elements
of excellent instruction aligned with Standards
The CCSS Shifts Build Toward College and Career Readiness for All Students
1. Complexity: Regular practice with complex text and its academic language.
2. Evidence: Reading and writing grounded in evidence from text, literary and informational.
3. Knowledge: Building knowledge through content rich nonfiction.
What Are the Shifts at the Heart of PARCC Design (and the Standards)?
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Shift 1: Regular practice with complex text and its academic language
Staircase of complexity to ensure college and career reading
Rewards careful, close reading rather than racing through passages
Systematically focuses on the words that matter most – not obscure vocabulary but academic language that pervades complex texts
Shift 2: Reading & writing grounded in evidence from text, literary and informational
Rigorously citing evidence from texts throughout assessment (selected-response items)
Questions w/ more than 1 right answer to allow Ss to generate a range of rich insights that are substantiated by evidence from texts
Writing to sources rather than writing to decontextualized expository prompts
Rigorous expectations for narrative writing, e.g., accuracy and precision in writing
Shift 3: Building knowledge through content rich nonfiction Assesses ELA + full range of reading and
writing across the disciplines of science and social studies
Simulates research on the assessment, e.g., the comparison and synthesis of ideas across a range of informational sources
Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment.
Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts
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Literary Analysis Task (Grade 10):
Ovid’s “Daedalus and Icarus” andSexton’s “To a Friend Whose Work
Has Come to Triumph”
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•Students carefully consider two literary texts worthy of close study.•They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas. •Students write a literary analysis about the two texts.
Understanding the Literary Analysis Task
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Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band.
Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton. Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore.
Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10.
Texts Worth Reading?
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On the following pages, there are two Evidence-Based Selected-Response Items and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts.
Questions Worth Answering?
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Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus.
As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.
Grade 10 Prose Constructed-Response Item
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Specific CCSS alignment to:– RL.10.1 (use of evidence); RI.10.9 (comparison of authors’ presentation);
RL.10.10 (complex texts). – W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9
(drawing evidence from texts).– L10.1-3 (grammar and conventions).
Measures the ability to explain how one text transforms ideas from another text by focusing on a specific concept presented in the texts (the transformation of ideas with regard to the experience of flying).
Asks students to write to sources rather than write to a de-contextualized prompt.
Focuses on students’ rigorously citing evidence for their answer. Requires students to demonstrate they can apply the knowledge of
language and conventions when writing.
Aligns to the Standards and Reflects Good Practice
54
Part A
Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?
a.Striving to achieve one’s dreams is a worthwhile endeavor.
b.The thoughtlessness of youth can have tragic results.*
c.Imagination and creativity bring their own rewards.
d.Everyone should learn from his or her mistakes.
Part B
Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.
a.“and by his playfulness retard the work/his anxious father planned” (lines 310-311)*
b.“But when at last/the father finished it, he poised himself” (lines 312-313)
c.“he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329)
d.“Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*
e.“and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)*
f.“and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377)
g.“Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385)
h.“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)
Gr 10 Evidence-Based Selected-Response Item
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Creating a task to test L2 Describe the population you teach Define the purpose for an L2 writing
assessment task Define the construct that you are measuring,
e.g., ability to support with evidence or compare and contrast text
Design a task that would require the demonstration of these skills/knowledge
Share your task with a partner
Useful Links
http://www.corestandards.org/– Common Core State Standards Initiative
www.lexile.com www.renlearn.com/ar/overview/atos/ www.readingmaturity.com www.questarai.com Thinking into the English Language
Classroom: Mind Mirror
Self-Assessment I have a greater understanding of the Common Core State Standards I have an understanding of the Big Shifts in the Common Core I understand the general approach to assessment in the Common Core I understand text complexity and tools for determining appropriate text
level. I have some tools and models for aligning lessons/units with Common
Core Standards. I have some samples of lessons/units/assessment that ae aligned with
Common Core Standards. I have an approach for mapping unit/lessons onto the Common Core
Standards. I have an idea of formative assessments aligned with CCSS.
THANK YOU
for your participation!