using act resources for strategic planning
DESCRIPTION
Using ACT Resources for Strategic Planning. English I and II PLT Leaders October 15, 2013 3:30-5:00 pm. Agenda. ACT Website www.act.org. Composite Benchmarks - PowerPoint PPT PresentationTRANSCRIPT
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Using ACT Resources for
Strategic Planning
English I and II PLT Leaders October 15, 2013
3:30-5:00 pm
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AgendaLearner Objectives: By the end of our workshop, learners will be able to…• Locate the ACT Benchmark Standards Ideas for Progress resource• Analyze and evaluate Ideas for Progress to determine best “next
steps” for students• Use backwards-design practices for strategic lesson and unit planning
using CCSS and Ideas for Progress
When What How
10 min The ACT Ideas for Progress Browse the site
25 min Strategic Planning Model Think-Aloud
35 min Strategic Planning, Part 2 Partner-Plan
10 min Great Ideas Share and Compare
10 min Next Steps Group Think
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ACT Website www.act.org Composite Benchmarks
K-12 Education Professional > ACT’s College Readiness Benchmarks http://www.act.org/solutions/college-career-readiness/college-readiness-benchmarks/
Out of a total score of…Explore 25, Plan 32, ACT 36
ACT Writing Test Score 1 to 6 x 2 scorers = Score of 2 to12
Combines with English test for combined score
http://www.actstudent.org/writing/writing-scores.html
OR http://www.actstudent.org/scores/understand/studentreport.html
Combined score table http://www.actstudent.org/writing/combined.html
ACT College Readiness Standards http://www.act.org/standard/
OR whole pdf booklet http://www.oprfhs.org/assessment-and-research/documents/ACTIdeasforProgress.pdf
Ideas for Progress http://www.act.org/standard/ , scroll to bottom
ACT / SAT Score Comparison http://www.act.org/aap/concordance/pdf/reference.pdf
OR http://www.act.org/products/k-12-act-test/
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So… Let’s say…
My class has an Average of 17 on Plan Reading
Average of 15 on Plan English
I’ve already trained them to
Work in collaborative learning structures
Use digital tools for reading and composing
Use skills-based rubrics with descriptive indicators
Use Self-assess and Peer-assess
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Great. So what?
Move ‘em forward!
ACT Ideas for Progress
What can they already do?
What do they need to learn next?
What can we do to move them forward?
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Let’s see what this looks like
15 on Plan English – meets Benchmark
Ideas for progress
• Check for and correct unnecessary commas.
• Revise writing to ensure that information is in the best order.
• Read writers of various genres and imitate their work.
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Let’s see what this looks like
17 on Plan Reading— below benchmark
Ideas for progress
• Explain the significance of specific information.
• Distinguish between what is most and least important in a text.
• Identify statements in texts that clearly state the causes and effects of specific events.
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Common Core Standards http://rt3nc.org/objects/standards/cclitmap/ela.html
RI.1.9-10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.3.9-10. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Students examine how an author builds an opinion or a study with key details, paying close attention to how the ideas are introduced, sequenced, and developed. Finding the connections between ideas should be reviewed.
L.2.6-8. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
6.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
7.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
8.aUse punctuation (comma, ellipsis, dash) to indicate a pause or break.
W.5.9-10. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
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Begin with the end in mind
Learning Goals
Product – “Professional” Movie or TV Show Review
Rubric/Assessment
• Imitate the work of a professional reviewer.
• Justify the placement of information in best order.
• Justify the choices of information and detail.
• Identify the cause-effect relationships of information and significance.
• Avoid use of unnecessary commas
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Text or Topic
Current movie review
GravityPeter Travers
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5 E Instructional FrameworkDAY ONE
Engage– Whole Group - movie trailer – 10 min
Explore- Individual or Pairs– 30 min
• Read review and respond to 3-Level Reading Guide
• Right There, Text and You, Text and Author
• Respond to Dig In! Protocol for data collection
Explain – Groups of 4 –45 min
• Collect Dig In! data
• Rate the Reviewer
• Use Rubric for student work
• Provide evidence (from Travers’ text) on the Evidence Chart
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5 E Instructional Framework Extend – 2 days(DAY ONE)
• PBL Context: Professional Reviewer of movie or TV show
• PBL Audience: school newspaper editorsDAY TWO
• First draft—Compose by imitating Peter Travers
DAY THREE
• Use Rubric to self-assess skills
• Provide examples from YOUR review on Evidence Chart
• Second/Third drafts to imitate Travers and clearly show skills.
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5 E Instructional Framework
DAY FOUR
Evaluate
• Self-assess using Rubric
• Peer assess using Rubric
• Class Best using Rubric
• Newspaper editors choose School Best and publish in next edition
• (Teacher evaluates using student self-assessment as guide for feedback)
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Materials to Develop or Provide
Skills-based rubric with descriptive indicators (multiple copies for Rate the Reviewer, Self-assess, Peer-assess, Class Best)
Copies of professional movie review
Three-level reading guide (first reading)
Dig In! Template (second / third reading)
Evidence Chart for Rate the Reviewer
Scenario and Context for Project-Based Learning Task
Evidence Chart for Self-assess
Class Best Certificate
School Best Certificate
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Your Tasks:
Identify at least one READING and one ENGLISH Idea for Progress
Identify the relevant CCSS
Identify the text you’d like to use
Design 5-E lesson or lesson arc
List Materials To Develop
Your Turn!
You will need:
Groups of 3 or 4
CARDS with your class’s average benchmarks
ACT Benchmark Standards for READING and ENGLISH, plus a look at ACT WRITING
CCSS
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Share…WebsitesConceptsInformationInsightsModeland
Planning Experiences