welcome, i’m so glad you’re here today. make sure collect resources from the front table
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Welcome, I’m so glad you’re here today. Make sure collect resources from the front table. Find a seat where you will be comfortable. Get ready for what I believe is some pretty exciting stuff. [email protected]. W-1 & W-2 Performance Tasks. The 2013-2014 CMS - PowerPoint PPT PresentationTRANSCRIPT
Welcome, I’m so glad you’re here today.• Make sure collect resources from the front
table.
• Find a seat where you will be comfortable.
• Get ready for what I believe is some pretty exciting stuff.
W-1 & W-2 Performance Tasks
CMS Expectations
The 2013-2014 CMS Non-Negotiables for all grade bands clearly state:
“All teachers are required to have students complete performance tasks in their discipline
areas.”
What is a Performance Task?
A performance task is a learning experience that replicates or simulates situations in which people are faced with a complex situation that needs to be resolved. This could include a real-life problem or the need to formulate a hypothesis and test it.
Purpose
Performance tasks result in the students being engaged in the purposeful production or creation of something that is communicated, shared, or used with others for some observable purpose.
Why Performance Tasks?
• Develop critical habits of mind• Showcase learning in real-world contexts• Make students college and career ready• Prepare for Next Generation Assessments
Design Questions
• What of long-term significance do students need to know, be able to do, understand, or apply?
• How might tasks be embedded in real-world contexts to increase their relevance?
• What evidence is necessary to prove students know, are able to do, understand, or apply?
• How can the task achieve a student-valued purpose for an audience?
• What are the quality expectations (standards) students should master with the task?
Authentic Contexts
Career Category Profession Product Audience
Arts Lyricist Songs Music ProducerPerformer
Environmental Surveyor GraphsChartsReports
Civil EngineersArchitects
Legal/Political Lobbyist ProposalsSpeechesEvents
Special Interest Groups Congress
Health Care Nutritionist Meal Plans HospitalSchool System
Career Category Profession Product Audience
What are some other Authentic Contexts?Use Appendix E
Helpful VerbsAnalyze Formulate Research
Apply Illustrate Resolve
Convince Investigate Summarize
Create Justify Support
Develop Persuade Synthesize
Discuss Produce Teach
Explain Report Validate
THE VERB(With Definition)
•Example: Discuss (to examine in speech or writing)
ACTIONS NECESSARY TO DO
THE VERB
•Examples: Understand the topic or question, have an idea related to topic or response to question, listen to others ideas, respond accordingly to prompt citing textual evidence. (Can be done orally or written)
OUTCOMES THAT SHOW ACCURATE ACTIONS OF VERB
•Examples: Socratic Seminar notes, correct points and counterpoints, restating of others’ ideas, oral presentations, written responses, journal entries, etc that show an examination of topic or idea.
Using the list of verbs from Appendix B, supplies and chart paper complete the following chart
Performance Task Products
Advertisements Interviews Portfolios
Commercials Lab Reports Sculptures
Concept Maps Maps Software
Dances Mock Trials Spreadsheets
Editorials Murals Timelines
Games Oral Presentations Videos
Graffiti Wall Pictographs Web Pages
Reminder of Purpose
Performance tasks result in the students being engaged in the purposeful production or creation of something that is communicated, shared, or used with others for some observable purpose.
Reminder: Design Questions• What of long-term significance do students need to
know, be able to do, understand, or apply?• How might tasks be embedded in real-world
contexts to increase their relevance?• What evidence is necessary to prove students know,
are able to do, understand, or apply?• How can the task achieve a student-valued purpose
for an audience?• What are the quality expectations (standards)
students should master with the task?
See Copy of 8th Grade Unit 2 Performance Task
Unit Essential Questions: 1. How do the internal and external factors on an author influence the author’s creation and the meaning of a text? 2. How do experiences and beliefs of an author impact the elements within texts? 3. How do history and culture shape one’s identity?
Unit 2 Required Culminating Task: Required Culminating Task: What are “classics?”
Let’s analyze the task!
See Copy of 8th Grade Unit 2 Performance Task• What is the real-world frame and context?
Why?• What standards are being measured?• What are the verbs used in the task?• How will students communicate their learning
(product)?• What are the critical attributes of the task?• What are the teacher action steps?
• Be cautious when limiting or approving student selected topics, texts, etc.
• They should be age appropriate. • Be willing to reach out to parents about appropriateness of
topics, texts, etc.
• Remember all the advantages of a performance task. It allows for students and teachers to have an authentic, real-world opportunity to show and determine mastery. Texts and topics should not interfere with this beneficial opportunity.
A Gentle Disclaimer
What are your initial thoughts after reviewing the example task?
What are some instructional, planning or assessment implications that come to mind?
How are performance tasks equally beneficial for teachers and students?
W-1 Key Terms (Argumentative)
ArgueAssessClaimCounter ClaimDefendEvidenceEvaluateJustifyJudge
OpinionPersuadeQuoteRateReasonsRelevantSupportWarrant
W-2 Key Terms(Explanatory)
AnalyzeDevelopDetailsDefinitionsElaborateExplainExamineFacts
FormulateInformInterpretOrganizeResolveReviewSupportThesis
“I Can” Statements
Teachers create “I Can” statements by analyzing a standard and identifying what skills students should be able to do based on mastery of the standard. The purpose is to help students track their own learning.
Sample Standard
WHST.6-8.1 Write arguments focused on discipline-specific content.
• Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
• Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
• Establish and maintain a formal style.• Provide a concluding statement or section that follows from and
supports the argument presented.
Sample “I Can” Statements
WHST.6-8.1 Write arguments focused on discipline-specific content.
I can…• Use credible sources to analyze a topic or text • Introduce a claim about a topic or issue• Identify and distinguish counterclaims (Grade 7 and up)• Support my claim using logical reasons, accurate data, and evidence
from credible sources• Organize reasons and evidence to support the topic• Determine relevance of evidence • Use transition words, phrases and clauses to create cohesion and clarify
relationships among claim(s), counterclaims, reasons, and evidence• Maintain a formal style • Provide an effective conclusion
Assessment
Rubrics or a critical attributes list may be used to assess the performance of students.
• Definition and explanation of authors’ style • Analysis of textual features and theme • Biographical sketch of both authors • Impact of texts on readers (current and future) • Significance of authors and their texts across time • Appropriate multimedia product and presentation
format
http://my.cms.k12.nc.us/DepartmentsHumanities
Middle School Literacy 2013-2014
• Click on Unit 1 Curriculum Guide for your grade level under material type(+).
• Find the performance task located on page 2.
1. Arrange yourself in groups based on Grade Levels.
2. Access online the Unit 1 Performance Task for your grade level. (Or use paper copy)
3. Analyze your task.
4. Develop a list of “I Can” statements to accompany the task.
Your Turn
Let’s analyze the task!
Use your Grade Level Specific Unit 1 Task• What is the real-world frame and context? Why?• What standards are being measured?• What are the verbs used in the task?• How will students communicate their learning
(product)?• What are the critical attributes of the task?• What are the teacher action steps? • What are some potential “I Can” statements for the
task?
Exhale!
Universal Design for Learning
Representation (what)
Engagement (why)
How do I plan for multiple means of…
Differentiating for Varied Learners
Content
Barriers
Solutions
Examples
Content
Complex directions
Bold words, chunk text, provide check list
Review Performance Task
Possible Barriers to Performance Task Grade 8 Unit 2
• Generate a list of barriers for EC Students and EL’s.
English Language Development Standards Essential Standards in the Common Core
Making Performance Tasks Accessible for English Learners
• Who are the English Learners in my class?
• What is the English language proficiency level of those students?
• How can I use the language data to guide instruction?
• What specific language is needed for the task?
CAN DO Descriptors
Are Not AreChanging final grade Individualized
Watering down content, rigor, or changing standards
Using language support strategies for teaching Common Core and Essential Standards
Talking louder Modifying content, process, product, and learning environment
Giving alternative busy work or an alternate assignment
Using a variety of supports for same content and tasks
Teaching all students the same way Multiple opportunities for engagement
Modifications for ELs
Examples of Supports
Sensory Supports Graphic Supports Interactive Supports
• Real-life objects• Manipulatives• Pictures &
photography• Illustrations, diagrams
& drawings• Magazines &
newspaper• Physical activities• Videos & films• Broadcasts• Models & figures
• Charts• Graphic organizers• Tables• Graphs• Timelines• Number lines
• In pairs or partners• In triads or small
groups• In a whole group• Using cooperative
group structures• With the Internet (Web
sites) or software programs
• In the native language (L1)
• With mentors
Proficiency Levels
Use words or phrases related to weather from pictures or photographs
Proficiency Levels
Make statements about weather from pictures or photographs
Proficiency Levels
Ask questions about weather from pictures or photographs
Proficiency Levels
Forecast weather and provide reasons from pictures or photographs
Proficiency Levels
Evaluate and weigh options related to weather forecasting
Review Performance Task
Possible Solutions forPerformance Task Grade 8 Unit 2
• Generate a list of solutions for the previously identified barriers.
A word about curriculum guides…
Critical Attributes of the curriculum guides:1. Structure2. Composition3. Updated4. Rationale
Note: to completely utilize the features of the guides, it is recommended that you print and keep as a working document and as a teacher artifact. For those who prefer, an electronic version is available.
Collaborative Planning
• In the time remaining, take advantage of the opportunity to connect with teachers in the room who teach the same course/content/grade as you.
• Identify resources, list next steps, and create plans for the first unit of study.
Next Steps
What were some Next Steps you discussed?
Resources
http://my.cms.k12.nc.us/DepartmentsHumanities
Middle School Literacy 2013-2014
2. Middle Literacy Curriculum 2013-2014
1. The High Performance Toolbox, 3rd Edition. Rogers, Spence and Graham Shari
3. One Another4. [email protected]
Discussion into Practice
• How do we move from planning and discussion into practice?
• What are the implications of using performance tasks with your students?
• How will the use of performance tasks equally benefit teachers and students?