1 implications for instruction & assessment - uw … · with speech or other graphics, ......

Sheila Valencia

College of Education

University of Washington

Gear Up Presentation, June 28, 2012

Thinking about Common Core State Standards:

Implications for Instruction & Assessment 1

Text Complexity—CCSS, Appendix A

Qualitative evaluation of the text

Levels of meaning, structure, language conventionality and clarity, and knowledge demands

Quantitative evaluation of the text

Readability measures and other scores of text complexity

Matching reader to text and task

Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

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New/CCS Text Difficulty Range

Old Text Difficulty Range (Lexiles)

New (Common Core State Standards) & Old (Lexiles)

Grapes of Wrath (9-10 Complexity Band) (CCSS, Appendix A)

Qualitative Measures

Levels of Meaning

There are multiple and often implicit levels of meaning within the excerpt and the novel as a whole. The surface level focuses on the literal journey of the Joads, but the novel also works on metaphorical and philosophical levels.

Structure

The text is relatively simple, explicit, and conventional in form. Events are largely related in chronological order.

Language Conventionality and Clarity

Although the language used is generally familiar, clear, and conversational, the dialect of the characters may pose a challenge for some readers. Steinbeck also puts a great deal of weight on certain less familiar words, such as faltering. In various portions of the novel not fully represented in the excerpt, the author combines rich, vivid, and detailed description with an economy of words that requires heavy inferencing.

Knowledge Demands

The themes are sophisticated. The experiences and

perspective conveyed will be different from those of

many students. Knowledge of the Great Depression,

the “Okie Migration” to California, and the religion and

music of the migrants is helpful, but the author himself

provides much of the context needed for

comprehension.

Quantitative Measures The quantitative assessment of The Grapes of Wrath demonstrates the difficulty many currently existing readability measures have in capturing adequately the richness of sophisticated works of literature, as various ratings suggest a placement within the grades 2–3 text complexity band. A Coh Metrix analysis also tends to suggest the text is an easy one since the syntax is uncomplicated and the author uses a conventional story structure and only a moderate number of abstract words. (The analysis does indicate, however, that a great deal of inferencing will be required to interpret and connect the text’s words, sentences, and central ideas.) Reader-Task Considerations These are to be determined locally with reference to such variables as a student’s motivation, knowledge, and experiences as well as purpose and the complexity of the task assigned and the questions posed.

Recommended Placement Though considered extremely easy by many quantitative measures, The Grapes of Wrath has a sophistication of theme and content that makes it more suitable for early high school (grades 9–10), which is where the Standards have placed it. In this case, qualitative measures have overruled the quantitative measures.

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Highlights—Text Issues

CCSS establish “staircase” of increasing complexity to prepare students for college & career-level reading

Students expected to read diverse array of classic and contemporary literature along with challenging info texts in a range of subject areas

CCSS mandate certain critical types of content for all students including classic myths, foundational U.S. docs, seminal works of American lit, Shakespeare

CCSS intentionally do not offer reading list/s, but do offer sample texts to help guide and inform

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CCSS Caution Worth Noting

“ While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.” (CCSS, pg. 5)

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Next Steps-Assessment 7

The next set of slides on SBAC are taken from a webinar presentation by the Measured Progress and ETS Collaborative, Feb. 2012.

For a full set of slides google: smarter balance 04 Showcase 03

Optional Interim assessment system — no stakes

Summative assessment for accountability

Last 12 weeks of year*

DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; an interactive reporting system; scorer training modules; and teacher collaboration tools.

Scope, sequence, number, and timing of interim assessments locally determined

PERFORMANCE TASKS

• Reading • Writing • Math

COMPUTER ADAPTIVE

ASSESSMENT

Re-take option

The SBAC Assessment System

* Time windows may be adjusted based on results from the research agenda and final implementation decisions.

English Language Arts and Mathematics, Grades 3 – 8 and High School

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

Computer Adaptive Assessment and Performance Tasks

INTERIM ASSESSMENT

6-Sep-12

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5 MAJOR CLAIMS FOR SBAC ASSESSMENTS

Students are expected to: Read closely and critically to comprehend a range of increasingly

complex literary and informational texts

Produce effective writing for a range of purposes and audiences

Employ effective speaking and listening skills for a range of purposes and audiences

Engage appropriately in collaborative and independent inquiry to investigate/research topics, pose questions, and gather and present information

Use oral and written language skillfully across a range of literacy tasks

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Structure of ELA Performance Tasks

Performance Task

Stimulus Information Processing Product/Performance

• readings

• video clips

• audio clips

• research topic/issue/

problem

• graphs, charts, other

visuals

note taking

comprehension

questions

small group

discussion/notes

investigation/search

(group or indiv.)

simulated internet

search

use of tools such as

T-charts, Venn

diagrams, and other

graphic organizers

essay/report

oral presentation

w/wo graphics, other

media

Structure of Tasks…

Three main parts:

Stimulus: readings, video clips, audio clips, research topic, visuals…

Information Processing: note taking, comprehension questions,

small group discussions, simulated internet search, graphic org…

Product/Performance: essay, report, story, script, oral presentation

with speech or other graphics, responses to embedded construct-

ed response questions…

The Role of Performance Tasks…

Measure capacities such as depth of understanding, research skills, complex analysis, and identification of relevant evidence.

Require student-initiated planning, management of information and ideas, interaction with materials

Require production of more extended responses (oral presentations, exhibitions, other scorable products…

Reflect a real-world and/or scenario-based problem

TIME REQUIREMENT PER TASK

Grade 3: 60-90 minutes over 2 days

Grades 4-7: 90 to 120 minutes over 2 days

Grades 8-11: 180 minutes over three days

ELA/LITERACY: 3 SHIFTS

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

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ELA Sample Performance Task—

“The Task”

Your assignment: A local newspaper is publishing student essays about important environmental topics. You are invited to submit an essay about invasive plants, which have become a serious problem in your state. Your essay should be informative and interesting to read, and it should give readers a basic introduction to the issue of invasive plants.

Steps you will follow: Read through all the steps below before beginning your assignment by following the “Directions for Phase 1.”

Phase 1 (45 minutes) 1.Read the two documents (Reading 1 and Reading 2) that are provided below. 2.As you read, take notes on the important ideas you will want to cover in your essay. 3.Plan your essay by making an outline or list of ideas in the order you want to write about them in your essay. Break (5 minutes) Phase 2 (60 minutes) 4.Write your informational essay about invasive plants, referring to the notes you have taken. Be sure to revise and edit your draft before submitting your final essay.

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“The Task” continued

How your essay will be scored: People scoring your essay will be assigning scores for 1.organization and flow – how well the ideas you write about are ordered and logically flow from your statement of focus (main idea or position) at the beginning, to supporting ideas, to concluding statement(s) 2.topic development and support – how well you provide support for your main idea with other ideas and details 3.focus – how well you stay on topic throughout the essay 4.language use – the appropriateness and consistency of language, vocabulary, and tone for your purpose and audience 5.conventions – how well you follow the rules of grammar and mechanics (spelling, punctuation, capitalization, etc.) Directions for Phase 1: Begin now reading the two documents below, taking notes as you read. After you finish reading and taking notes on the second document, plan your essay by making an outline or list of ideas. You will have 45 minutes for this part of the assignment. Reading 1: Our Great Garden Invasion The following passage is a blog entry written by a dedicated gardener. Talk about poor timing. My wife and I took a one-month trip out of the U.S. just at the end of winter. We have ………………

Summary of Text Difficulty: Elementary Exemplars

Average level of Gr. 2-3 exemplars provided by CCS

Average level of Gr. 4-5 exemplars provided by CCS

Hiebert, E.H. (December 9, 2010). Anchoring Text Difficulty for the 21st Century: A Comparison of the Exemplars from the National Assessment of Educational Assessment and the Common Core State Standards. Keynote presentation at the annual meeting of the American Reading Forum, Sanibel, FL.

What does good instruction look like?

Effective Comprehension

Instruction

Giving

Instructions,

Directions,

Assignments

Providing Instruction

Common Features of Successful Teachers

INSTRUCTION

Providing Instruction vs Giving Directions Explicit; scaffold; coach

Focus on skills and strategies in both word identification AND comprehension

Higher level

Application to reading and writing


Instruction

Explicit Instruction

in HOW to

Comprehend

Support for

Comprehending

Specific Texts

Strategies to Support Comprehension

Support the reading of reading of specific texts

Support the reader to become independent

Build engagement & motivation Meaningful, purposeful, relevant

Choice and control

Social interaction

Self-efficacy

Accessible texts & tasks

Provide more time with text that will build skill & will to read


Instruction

Support for

Comprehending

Specific Texts

Support the reading of text

Teacher anticipates text difficulties then . .

Intervenes before, during, & after (Directed Reading Activity)

Changes texts as needed

Changes tasks as needed

Always gives a good assignment

A Framework

Before

During

After

Before Reading

Engage and motivate

Build & activate background

Discuss important concepts and vocabulary

Set purpose(s) with students

Suggest strategies

During Reading (with teacher, partners,

independently)

Follow up on purpose

Chunk text with stop and think points

Self-monitoring for meaning

Explore meanings and push on deep comprehension

Read text

Characteristics of Traditional Questions & Queries

Questions Queries (from Questioning the

Author - Beck, McKeown, Hamilton, & Kucan, 1997)

1.Assess comprehension

of text information after

reading

2.Evaluate individual

student responses to

teacher’s questions &

prompt student-to-

teacher interactions

3.Are used before or after

reading

1.Assist students in

grappling with text ideas

to construct meaning

2.Facilitation group

discussion about an

author’s ideas & prompt

student-to-student

interactions

3.Are used during initial

reading

Initiating Queries

What is the author trying to say here?

What is the author’s message?

What is the author talking about?

Beck, McKeown, Hamilton, & Kucan (1997). Questioning the Author.

Follow-up

What does the author mean here?

Does the author explain this clearly?

Does this make sense with what the author said before?

How does this connect with what the author said before?

Does the author tell us why?

Why do you think the author tells us this now?


Narrative Queries

How do things look for this character now?

How has the author let you know that something has changed?

How has the author settled this for us?

Given what the author has already told us about the character, what do you think he’s up to now?

How has the author let you know that something has changed?

Why is the author including this? Stating in this way?


Asking Good Questions

Also consider:

Text explicit Literal Right there

Text implicit Interpretive Think & search Author & you

Script implicit Evaluative On your own

After Reading:

After Reading

Follow up on purposes

Pull it together

Discuss, deliberate, negotiate, take action

Extend learing

DO SOMETHING IMPORTANT

http://vimeo.com/27056255

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Instruction

Explicit Instruction

in HOW to

Comprehend

Support for

Comprehending

Specific Texts

Support the reader to become independent

Teacher PROVIDES STRATEGY INSTRUCTION:

self-monitoring & fix up***

activating background/prediction/previewing

questioning (answering & asking)

drawing inferences

determining importance

visualizing/visual representations

synthesizing/summarizing

using your textbook

studying

Metacognition

Thinking About Thinking

Becoming a Strategic Reader

“Being strategic is much more than knowing individual strategies. One must also have an overall idea of what it means to be strategic; that is, how to adapt and combine individual strategies within an overall plan” (Duffy, 1993).

Mature Readers Have Awareness

4 Things Mature Readers Monitor:

• Inner Voice

• Pace

• What’s Important

to the Author

• Confusion

Monitor Your Inner Voice

Readers have TWO TYPES of voices in their

head as they read.

• One is them reciting the text

• The other is “talking back” to the

words on the page

Good readers catch themselves when they are

thinking about something unrelated to the text.

Monitor Pace

Sometimes, struggling readers believe –

FASTER IS BETTER

But sometimes -

FASTER IS ONLY FASTER

Monitor What is Important to the

Author

•Each type of text has specific organizational

patterns.

•Recognizing how a piece is organized helps

determine what is important.

•When meaning breaks down, readers can stop and

read the text features or think how the text is

organized to help them understand.

Monitor When Confused

Mature readers

• Isolate confusion and

• Make a plan to repair meaning

Mature readers know that if they

continue reading without doing anything

to help themselves, their confusion will

get worse.

Metacognition

Helps students understand that

reading happens in our minds and not on the

page . . .

Making

Thinking

Visible

Making Thinking Public: Teacher Modeling

What What we will be doing

Why Why is it important

How will it be useful to you

How How am I supposed to think about this

How am I supposed to do it

When When and with what text should I used this

How will I know if I am doing a good job

Making Thinking Public: Student Think-Aloud

What

What I am trying to do Why

Why is it important How

How I am thinking about this

How I am trying to (did I )solve this problem

How do I know if this working

Talking to the Text

• Writing down your

thoughts, questions,

visualizations, connections,

etc. as you read

• Think aloud on paper

• A written record of your

thoughts as reading

See Schoenbach, Greenleaf, Cziko, & Hurwitz (1997). Reading for Understanding.

Advantages of Talking to the Text

•Allows students to feel safer and better prepared to discuss texts

•Allows time to analyze personal reading processes

•Engages students with the text

•Allows students to choose which comments to share

•Especially helpful for second language learners

•Leaves an enduring record of the

students’ thinking

Tips for Talking to the Text • Be sure to have plenty of “white space” in which

to have students write.

• When copying is an issue, try using post it notes.

• Try using “pre-written” post it notes to save

students from writing repeated comments.

• Try folding a piece of paper lengthwise for

students to place next to the text with their

comments.

• Set expectations for a variety and quantity of

questions and comments.

• Allow yourself the luxury of taking time – it does

take time for the students to use TttT initially.

http://www.wested.org/cs/ra/print/docs/ra/success_dixon.htm

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