visual tools for teaching college /career-readiness standards

STRAND A: A New Generation of School Reform: What Does It Mean for Special Education? Session 2: "College and Career Ready Standards: The

Common Core and Students With Disabilities."

Visual Tools for Teaching College /Career-Readiness Standards

Edwin Ellis, Ph.D. Professor, Special Education, The University of Alabama [email protected] (205) 394-5512

© 2013 Edwin S. Ellis All Rights Reserved [email protected] www.GraphicOrganizers.com

You may download this presentation from www.GraphicOrganizers.com

College / Career Readiness Standards have brought a lot of clarity to our destination…

…but very little clarity about how to get there.

Four big problems…


For example…Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

1. Some of the College / Career Readiness standards are really complex




For example…Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.


© 2013 Edwin S. Ellis


2. Attempting to teach grade-level standards when critical prerequisite skills haven’t been gradually developed over a series of years.

Standards are organized around CATEGORIES of leveled critical thinking & communication skills

Recognizing, Analyzing & Explaining

Point-of-View

Forming & Expressing Opinions

Making & ExplainingRelationship Connections

Making & ExplainingComparisons

Drawing & Explaining Inferences & Conclusions

Summarizing & Explaining Key Ideas, Messages &

Themes

Asking & Answering Questions

Each category has a scope and sequence




RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and

patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or

drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a

summary of the text distinct from personal opinions or judgments.RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an

objective summary of the text.RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including

its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.


Themes

Each category has a scope and sequence


Trying to teach this…




RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and

patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or

drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a

summary of the text distinct from personal opinions or judgments.RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an

objective summary of the text.RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including

its relationship to the characters, setting, and plot; provide an objective summary of the text.RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text,

including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

RL.11-12.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.


Themes


Trying to teach this…

When very little of this has been previously addressed



3. Balancing instruction in content subject-matter with instruction in content-literacy skills (college/college readiness standards).





4. Instructional resources Professional development

3. Balancing instruction in content subject-matter with instruction in content-literacy skills (college /career readiness standards).




Point-of-View






Themes


The challenge…* How to make the complex standards

more simple

* Instructional resources that…* SIMPLE

* SERIOUSLY ROBUST

* TEACHERS & STUDENTS VALUE

…teachable

Extensive research VISUAL TOOLS are very powerful devices for teaching these thinking & communication skills


* Reading comprehension* Vocabulary acquisition* Writing fluency & ideation* Content-area learning

High-achievingTypical-achievingLow-achievingLearning Disabilities


Point-of-View






Themes


Extensive research visual tools are very powerful devices for teaching these thinking & communication skills


Webs can be excellent visual tools for teaching basic summarization skills

…but are they effective when addressing complex C/C-R standards?


Point-of-View






Themes



What’s the difference between…THIS …and THIS?


Let’s say you are attempting to teaching this standard…Write arguments focused on discipline-specific content: Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.

End by re-stating your position and summarizing the most important reason why

Establish a clear position on the issue

Back-up the position with reasons and supporting facts (weakest reason 1st, strongest reason last)

Acknowledge the opposition’s position

Tell why the opposition’s position is incorrect (their strongest reason 1st, their weakest reason last)

My position is…

Opposition's position is…

REASON Supporting facts


REASON opposition might give… Why this reason is faulty…

WHO should be concerned about the issue? WHY?

WHAT is the issue?

WHEN did the issue emerge? Why then?


Define the issue© 2013 Edwin S. Ellis All Rights Reserved






My position is…






WHAT is the issue?



Define the issueWHAT is the issue?WHO should be concerned about the issue? Why?WHEN did the issue emerge? Why then?

Whether to raise the speed limit on interstatesEverybody that travels or buys goods shipped via highwaysPres. Carter ordered slower speed-limits due to gas shortage







My position is…






WHAT is the issue?




Establish a clear position on the issueMy position is…

The speed limit should be lowered to 65mph on interstates







My position is…






WHAT is the issue?



The speed limit should be lowered to 65 on interstates


Back-up position with reasons & supporting factsWeakest reason 1stStrongest reason last

Slower speed = less gas “greener” + less travel & shipping costs

Safer at lower speeds Slower speed = less wrecks = less deaths







My position is…






WHAT is the issue?







Acknowledge the opposition’s positionOpposition’s position is….

We should raise the speed limit to 75 or 80, not lower it!







My position is…






WHAT is the issue?








Tell why opposition’s position is incorrectReason opposition might give…Why this reason is faulty…

Cars made safer now 105,000 fatal car accidents last yearPeople won’t speed as much ifspeed limit is higher

Research: Drivers ave. speed = 15-20 mphover limit no matter what speed limit is







My position is…






WHAT is the issue?








Cars made safer now 105,000 fatal car accidents last year

speed limit is higher no matter what speed limit is

End by re-stating your position & summarizing the most important reason why


DEBATE the Issue Strategy






My position is…






WHAT is the issue?




The speed limit should be lowered to 65 mph on interstatesSlower speed = less gas “greener” + less travel & shipping

costsSafer at lower speeds Slower speed = less wrecks = less

deaths


Cars made safer now 105,000 fatal car accidents last yearPeople won’t speed as much ifspeed limit is higher

Research: Drivers ave. speed = 15-20 mphover limit no matter what speed limit is


Interstate Speed Limits An important issue that concerns everyone is whether

the speed limit on interstate highways should be raised. It affects everyone, even children too young to drive and elderly people too old to drive. This is because so many people travel on the interstates, both as drivers and as passengers. It even affects people who never go on the interstate because the speed limit affects the price of goods in terms of their transportation costs. Long ago, President Carter ordered that the speed limit be dropped to 55 miles per hour. This has been raised back to 70 mph on most interstates, but this may not be the ideal speed.

Personally, I think the speed limit should be lowered to 65 mph on interstates. Slowing down just a few miles an hour can save this country a lot of gas because slower speeds burn less gas. Not only will people save at the gas pump, they will save in the grocery store as well because it will not require as much money to ship items if truckers go a little slower.

Most importantly, however, slightly slower speeds can save thousands of lives. According to the National Insurance Council, dropping the speed limit just 5 mph can save as many as 35,000 lives per year. The bottom line is that we are all safer if we all slow down just a little. Slower speeds mean less wrecks and that means less deaths.

There are many people who would like to see the speed limit increased to 75 or even 80 mph on the interstates. They argue that, now that cars have air bags and other safety features, they are a lot safer than they once were and thus are safer to drive at higher speeds. However, according to Laws.com (http://accident.laws.com/fatal-accidents), 105,000 people died in auto-accidents last year. While cars may be safer, that doesn't make them completely safe.

Some also argue that if the speed limit were raised, drivers would be less likely to exceed speed limits and break the law. The reality is that statistics show that drivers are likely to exceed the speed limit an average of 10-15 mph, no matter what the limit is. Thus, when the speed limit is at 70, speeders are actually driving between 80-85 miles an hour. If the limit is raised to 75, they are likely to just drive even faster at 85-90 miles an hour, suck up even more gas and kill more people. While I agree that it is more fun to drive fast, it is more important to lower emissions and protect our planet, be less dependent on gas, and be safer. Let's lower the limit to 65 and we'll all be better off. © 2013 Edwin S. Ellis All Rights Reserved


Point-of-View






Themes




Venn diagrams can be excellent visual tools for making basic comparisons…

…but are they effective when addressing complex C/C-R standards?


What’s the difference between…THIS

Consider this standard…Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).


…and THIS?

RL.9-10.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

O.K… Right... Like, what’s a theme anyway?



COMMON THEMES IN LITERATUREThe Individual in Society

* Society & a person's inner nature are always at war.* Social influences determine a person's final destiny.

* Social influences can only complete inclinations formed by Nature.* A person's identity is determined by place in society.

* An individual is essentially alone & frightened even among people.* Good triumphs over evil; man is inherently good (or evil).

An Individual's Relation to the Gods* The god(s) are benevolent & will reward humans for overcoming

evil & temptation.* The gods mock the individual & torture him or her for presuming to

be great.* The gods are jealous of & constantly thwart human aspiration to

power & knowledge.* The gods are indifferent toward human beings & let them run their

undetermined course.* There are no gods in whom people can place their faith

The Individual in Nature* Nature is at war with each of us & proves our vulnerability.

* People are out of place in nature & need technology to survive.* People are destroying nature & themselves with uncontrolled

technology.

Human Relations* Marriage is a perpetual comedy bound to fail.

* Marriage is a relationship in which each partner is supported & enabled to grow.

* An old man marrying a young woman is destined to be a cuckold.* Parents should not sacrifice all for a better life for their children.

* There are few friends who will make extreme sacrifices.* Love always has a big price.

Growth and Initiation* A child must go through a special trial or series of trials before

maturing.* Adulthood is often established by an abrupt, random crisis, sometimes

at an unusually early age.* Aspects of childhood are retained in all of us, sometimes hindering

growth, sometimes providing the only joy in later life.* Everyone must face a crisis of confidence or identity.* Humans respond to trauma in different ways.* Everyone has a destiny that must be searched for.* One has control (or no control) over his/her destiny.* One’s significance must be searched for.* Incompetence can only be overcome with confidence.* Spirituality must be intentionally searched for and developed.

Life & Death* Enjoy life now, for the present moment, because we all die too soon.* By the time we understand life, there is too little left to live.* Death is part of living, giving life its final meaning.* Death is the ultimate absurd joke on life.* There is no death, only a different plane or mode of life without

physical decay.* Without love, death often appears to be the only alternative to life.* Life is a circle.

Alienation* An individual is isolated from fellow human beings and foolishly tries

to bridge the gaps.* Through alienation comes self-knowledge.* Modern culture is defective because it doesn't provide group ties.

© 2013 E. S. Ellis


Common themes in literature

THEME

SOURCE MATERIAL ADAPTED STORY

Evidence of themeHow author adapted that idea when composing a new story

Evidence of themeHow author adapted that idea when composing a new story

Mystery solved!

© 2013 E. S. Ellis


What’s the point?While the generic visual tools can be effective with some of the basic CCS standards…

…what is needed for teaching C/C-R are specialized discipline-specific

visual tools


Point-of-View






Themes


So what’s so special about these visual tools?

It’s all about the prompts!* Clear & explicit* Guide thinking* Simple


* Discipline-specific

So why discipline-specific visual tools?

How one thinks about history (e.g., a famous person) is fundamentally different than how one thinks about literature (e.g., a character in a story)


The essential understandings are similar, but also very different

CHARACTERAffects of setting on character’s personality & interactions with others

Character’s point-of-view of other characters

Character’s motivation

How the character changed

Role of character & theme

FAMOUS PERSONAffects of historical context on person’s personality & interactions with others

Person’s point-of-view of critical events, policies, etc.

Person’s goals, actions, impact

Conflicts & challenges

Role of person in history


So why discipline-specific visual tools?

How one thinks about history (e.g., a famous person) is fundamentally different than how one thinks about literature (e.g., a character in a story)

The essential understandings are similar, but also very different

Thus, the prompts that cue students about essential understandings will differ

So what so special about these visual tools?

It’s all about the prompts!* Clear & explicit* Guide thinking* Simple

It’s also about not using one visual tool, but rather employing a series of them that build up to sophisticated applications


* Discipline-specific


Point-of-View






Themes

Asking & Answering Questions …rather, we build up to it

Thus, we don’t start with something this complex…


for teaching National Common CoreCollege Readiness State Standards LITERATURE

Grade 3



Point-of-View





Themes


Standards are organized around CATAGORIES of leveled critical thinking & communication skills


Software v1.0

Grade 3 Grade 4 Grade 5

Grade 6 Grade 8 Grade 9-12

Literaturefor teaching National Common CoreCollege Readiness State Standards LITERATURE


Messages & themes


Software v1.0

Grade 3 Grade 4 Grade 5

Grade 8 Grade 9-12Grade 6

Literaturefor teaching National Common CoreCollege Readiness State Standards LITERATURE


Point-of-View


Software v1.0

ETC.

Messages & Themes

STORY

What is the story’s message about life?

The story was about…

What was the story’s moral or message about life?

ORWhat I liked (or did not like) about the message

Why I think it is the message© 2013 E. S. Ellis

Messages & Themes

What was this story about?

What was the message about life in the story?

Reason WHY I think this is the message

Another reason WHY I think this is the message

Message + 2 reasons why

© 2013 E. S. Ellis

Messages & Themes

What was the message about life in the story?

Reason WHY I think this is the message

Details

Another reason WHY I think this is the message

Details

CONCLUSION: Is the message important? Why?

Message + 2 reasons & supporting details why / conclusion

© 2013 E. S. Ellis

Messages & Themes

Story TOPIC + 2 reasons / conclusion

© 2013 E. S. Ellis

1st Reason + evidence why I think the story is about the topic(s)

CONCLUSION: What is important to understand about the topic(s)?

2nd Reason + evidence why I think the story is about the topic(s)

Select the topic(s) that best matches what the story was about

The Outsiders

The Outsiders by S.E. Hinton is a book about what happens to two teenagers as they are growing up. Ponyboy is 15 and Johnny is 14. The book is basically about “coming of age,” and “loss of innocence.’ Both of these topics are pretty similar. “Coming of age” stories are about what happens when children change into young adults. Ponyboy and Johnny face problems like being in gangs, and dealing with girls and school. When they were children, they didn’t worry about these things much. Now that they are teenagers, reality kicks in and they have to deal with them.

Ponyboy and Johnny join a gang called “Greasers.”To be really accepted, they have to do bad thingsand act really tough. At the same time, they want to be good and improve their lives, so they face a lot of tough choices. Their parents are either dead or deadbeat, so they don’t get much help from them. Both Ponyboy and Johnny “come of age” because they realize they’re on their own and have to deal with these problems.

The book is also about “loss of innocence.” This means that when you are a child, the world seems like a safe place. While you can’t wait to grow up and get bigger, you don’t realize how harsh things are. Then something really bad happens that causes you to loose your childish view of the world really fast. When Ponyboy and Johnny were children, murder was just something that happened on TV. The Greasers gang decides to murder a guy named Bob. Dallas and Johnny get caught, they go to court, and they end up dying. This was a real eye-opener for both Ponyboy and Johnny, so they quickly lost their innocent view of the world. In conclusion, I really liked this book. It’s about “coming of age” and ”loss of innocence.” These topics are important to understand because sooner to later, everybody has to grow up and realize that real-life is harsh and you have to deal with it. © 2013 E. S. Ellis

Messages & Themes

AbandonmentAccomplishmentAffirmationAlienationAmbitionAmerican DreamAnger Beauty Betrayal Birth/ChildhoodComing of AgeCommercialismCommunity

CompromiseCourage CrueltyCuriosityDeathDeterminationDiscovering TalentDiscovering selfDiversityDuty EducationEthicsFamilyFate

Fear FreedomFriendshipFutilityGenderGriefGuiltHappiness HeroismHonestyHopeIdentityIllnessImagination

Innocence IsolationJealousy JusticeLonelinessLoveLoyalty MemoryNationalismNatureOppressionParenthoodPatience

PerseverancePrejudice PrideRaceRegretRejectionReligionResponsibilitySex/SensualitySinceritySocial ClassSanity

SpiritualityStages of LifeSuccessSufferingSurvivalTeamworkTraditionTruth ViolenceWarWork

Common Topics Addressed in Themes

Individual & Society Science & Technology Things not as they seemWelfare of others


STORY AUTHOR

TOPIC THEME (author’s opinion about topic)

EVIDENCE of theme in story

Conclusion: Connections (or disconnections) between the theme and your own life

© 2013 E. S. Ellis

“Coming of Age” theme applies to my life. The story about the innocent girls getting bombed at church makes me think of the crazy people who come to a school and kill a bunch of innocent children and teachers. I guess I “came of age” when I realized that you are never ever really completely safe anywhere, and that crazy mean people can come from nowhere.

The Watsons Go to Birmingham Christopher Paul Curtis

Coming of Age

Coming of age is what happens when you realize you are growing up and start thinking about who you are, what the world is really like, and acting more mature.

At first, Byron is a bully. He makes fun of everybody and doesn’t care what happens to others or how he makes them feel. After killing a bird just to be mean, he feels sorry he killed it and cries. Then he buries it. This shows that he is beginning to realize how bad he is and wants to change (pg. 82-85). He is starting to grow up. .

Kenny is really upset about the church bomb and goes to Byron for help. Rather than teasing Kenny, Byron helps him think about and better understand what happened, and he tries to make Kenny feel better (pg. 196-200). This is a big change from the days when he was teasing everybody and being a bully.

© 2013 E. S. Ellis


Point-of-View






Themes


We’re developing similar series of specialized visual tools for ALL of the College / Career Readiness standards



Point-of-View






Themes






Point-of-View






Themes



ETC.

Analyzing text, forming & expressing opinions

Favorite Part of Story + 2 ReasonsStory

What happened BEFORE your favorite part of the story?

What happened DURING your favorite part of the story?

Reason WHY this was your favorite part

Another reason WHY this was your favorite part


Initially, start with VERY basic application of this skill

Group’s Point-of-View & Actions related to Topic


Eventually, work up to very sophisticated applications of this skill

Analyzing text, forming & expressing opinions

What the group wants others to believe about VALUES and/or ACTIONS related to this topic

Group or Organization

TOPIC (person, group, event, policy, conflict, issue, etc.)

Is about…

Why the group wants others to believe this

Evidence Evidence


ACTIONS the group wants people to take related to this topic

Evidence

Conclusion: What’s important to understand about this?

Inclusion or omission of infoChoices author makes to include or omit specific info about a topic can reflect bias

A reporter may express opinion (approval, ridicule, etc.) via tone of voice used when discussing the topic

Tone

Placement of infoThe position in a report (beginning, middle, end) that an idea is presented may cause people to view its importance differently.

Word choiceThe choice of words an author uses to describe something (gathering vs. mob) or name something / someone (child vs. brat); use of words that express positive / negative value.

BalanceDegree that author explains different sides or views of topic

ImpartialityDegree that author’s opinion about topic is obvious vs. neutral

Picture / video selection / captionsHow something / someone appears in a picture or video, as well as picture captions or video narrations, can dramatically sway perceptions

Substantiation of infoDegree that author provides multiple-sources of information in the report that can be independently verified

Exaggerating the characteristics of something/ someone often reflect bias.

Exaggeration Title Title’s wording may reflect the author’s opinion about the topic

Evidence of Author BiasAnalyzing text, forming & expressing opinions


© 2013 E. S. Ellis

Reason I gave it this rating

Details / Evidence

In conclusion…

Another reason…

Details / Evidence

REALLY important! Genius is NOT just about these various visual tools!

…it’s also about the high-engagement instructional routines for using them


Text-to-Notes-to-Writing instructional routinesTHIS is as important…

…as THESE


Whole premise is based on these research-based statements:

When students talk about what they read about, reading, vocabulary, and writing skills improve

When students write about what they read and talked about, reading, vocabulary, and writing improves

Scaffolded, strategic instruction works!

Text-to-Notes-to-Writing instructional routines


DURING the heart of the lessonTeacher - guided reading/writing/note-taking routines using VTsPeer-assisted routines using VTsIndependent work routines using VTs

BEFORE the lessonUse VTs as advance organizers routinesUse VTs to review & activate background knowledge routinesUse VTs to pre-teach vocabulary routines

END of the lessonReflective review routines using VTsProject-based Learning routines using VTs

Text-to-Notes-to-Writing instructional routines

© 2013 E. S. Ellis

So how well does this stuff work? Extensive research validates use of visual tools… * Reading comprehension* Vocabulary acquisition* Writing fluency & ideation* Content-area learning

High-achievingTypical-achievingLow-achievingLearning Disabilities

So how well do these work? research

Large N quantitative studies (true- & quasi-experimental designs) Qualitative studies Program Evaluations

Typical measures include…General performance on high-stakes testsPerformance in specific skills (writing) and vocabularyDepth / Breadth / Accuracy of new content knowledgeSocial validity (teacher & student satisfaction)Fidelity & factors that affect it

Results consistently show that …FAR better than “business as usual” (control groups)Significantly better than generic graphic organizersTeachers and students HIGHLY value them

Visual Tool Resources designed for teaching CCS Standards

© 2013 E. S. Ellis

Intermediate

Middle School

High School

Language Literacy Grades K-3

Primary

Edwin Ellis, Ph.D. Professor, Special Education, The University of Alabama

[email protected] (205) 394-5512
