introduction to ela performance tasks what is expected of students to demonstrate end- of-year ccss...

Introduction to ELA Performance Tasks

What is expected of students to demonstrate end-of-year CCSS proficiency?

Secondary ELA Preservice, 2014Presented by:

LaRae BlomquistJennifer Hammond

Welcome and Introductions

• Welcome• Presenter introductions• Logistics – 3 hours of workshop with a

15 minute break– Back to sites at noon for

morning attendees– Handouts/ppt. uploaded to

CCSS blog address: http://blogs.egusd.net/ccss/

http://blogs.egusd.net/ccss/

http://blogs.egusd.net/ccss/

Norms

California Standards for the Teaching Profession

6.7 Demonstrating professional responsibility, integrity, and ethical conduct

Historical Context: Road to CCSS Implementation

Preservice, 2012• Gradual Release of Responsibility

Winter, 2012-13• ELA release day– Overview of CCSS – Writing text-dependent questions– Using say/do/mean graphic organizer

during close reading opportunities– Connecting writing to reading with

a layer of research infused

Historical Context: Road to CCSS Implementation

Preservice, 2013• Introduction of Odell info text materials• Close reading multi-media text• Connecting writing to reading

ELA Steering Work, 2013-14• Creation of 7-12 performance tasks

Spring/Summer, 2014 (optional for 6th-12th)• Creating cohesive sets of text-dependent

questions• Building shared knowledge of “text

complexity”• Debriefing via an ELD standards lens

On the Road Again: Where We’re Headed

Outcomes for Preservice, 2014 Identify end-of-year ELA

expectations for CCSS

Introduce components of a performance task

Identify, deconstruct, and discuss implications for literacy instruction


Fall Release Day, 2014 • District-wide writing calibration using

performance task anchor papers• Implications for instruction and assessment

ELA Steering Work, 2014-15• Revising7-12 performance tasks/rubrics• Identifying anchor papers• Production of CCSS-aligned resources

Spring Release Day, 2015 • Integrated CCSS writing instruction• Break-out sessions

Let’s get started

Setting the Stage

Prior knowledge and experiences are important to learning. However, they can both help and hinder. Let’s explore the latter circumstance.

Considerations for Optimal Learning

Answer the following questions silently in your mind:• How many sides does a stop sign have?• What two colors are on the sign?

Considerations for Optimal Learning

Answer the following questions silently in your mind:• How many sides does a yield sign have?• What two colors are on the sign?

In 1971, yield signs went from yellow and black to red and white. They first showed up as a traffic sign in 1954.

The Point?

• Sometimes in learning experiences, we fail to see something since we think we already know it.

• New concepts are relegated to “Yellow Yield Sign” understanding—without really seeing the new message.

• This is particularly significant to professional learning situations where there is a vast continuum of participant knowledge.

Red & White “Yield Sign Thinking”

Red & White “Yield Sign Thinking”

Contrary to past overt (and unintended) messages about “getting students ready for the CSTs,” the purpose in deconstructing a CCSS-aligned performance task is NOT to prep students for an SBAC assessment…

but to better understand end-of-year literacy expectations.

What are end-of-year expectations for ELA Common Core standards?

Connect Writing to Reading

Write for a Purpose Use Text Evidence

Gather InformationResearch Cite Evidence/Examples

ReadKey Ideas and Details Integration of Knowledge & Ideas

Compare E-O-Y Expectations to Grade-Level Standards

Connect Writing to Reading

Write for a Purpose Use Text Evidence


ReadKey Ideas and Details Integration of Knowledge &

Ideas

Reading - Informational Text #7 & #9

Directions:• Read standards #7 and #9 from 6th-12th grade.• Underline verbs and content knowledge that

indicate shifts between grades.

Discuss with a partner:• One question I had when reading is______.• An implication for my instruction that came to

mind is_____.

Reading #1, Writing #7 and #8

• Read the following standards at your grade level:– Reading #1: cite evidence– Writing #7 and #8: research; gather information;

assess credibility

• Discuss at your table: – How do these three standards connect with each

other? – What is new, and what are the implications for

instruction?

Writing #1-3

• Read the following Writing standards #1-#3 at your grade level:– argument, – informational/explanatory, and – narrative

• Looking at the commonalities between the writing standards, identify one thing that you find difficult teaching or that students have difficulty learning.

Think of your students.

How have the former standards and assessment methods shaped the academic characteristics/ skills of the students in your class?

Setting the Context

The students you have in front of you…• Fill in blanks• Product-oriented/complete the task• Need to find the “Right”answer• “How long does this have to be?”• Explicit vs. inferential reading• One-and-done mentality• Fixed mindset• Risk-averse

What is an ELA performance task?

• Smarter Balanced Assessment Consortium (SBAC) is developing the assessments for CA.

• Assessments are comprised of the following:– Selected Response (multiple choice)– Constructed Response (short answer)– Technology Enhanced (technological interaction with

text)– Performance Task (multiple texts/sources with

corresponding constructed responses culminating with writing assignment—These go together!)

Determining Rigor Within Instruction and Assessment

Building shared understanding of

Depth of Knowledge

Webb’s Depth of Knowledge

DOK - Connecting Verbs to Tasks

Comparing DOK to Blooms

If you were paired with a new teacher who was hired after preservice, how would you explain to

him/her what DOK is?

Let’s examine a DOK level 4…performance tasks.

Process for Deconstructing Performance Tasks (PT)

1. Examine 7th grade SBAC sample together– Understand components of all PTs– Model the process for deconstruction

2. Grade-level teams deconstruct EGUSD performance tasks

3. Discuss instructional implications

Review Components of a Performance Task

Let’s take a few minutes to walk through a Smarter Balanced performance task.

NOTE: This sample also contains scoring information for a teacher resource that would not be included in the student copy.

Napping Explanatory Performance Task

Read the overview of the student task to get a big picture of what students will be expected to do.

Source Examination

Read Source #1 and #2 with a 7th grader in mind. (pp. 1-2)

Consider the skills necessary to

comprehend the materials.

Components of a Performance Task

Constructed Response (CR):• Look at the DOK for the constructed response.• DOK does not equal a specific standard #.

Page 6

Read the Constructed Response

Page 6

Chart: Deconstruct Discrete Student Skills/Vocabulary

What discrete skills/vocabulary would a student need to independently complete this task?

Constructed Response Discrete Skills:

Opportunities for Instruction:

Academic Vocabulary:


• Cite relevant evidence

SAMPLE RESPONSE

Scoring Guide Discussion

1. Review the Key Elements outlined in the dashed box.

2. Read both the rubric and the student exemplars for a score point 2 and 1.

3. Highlight/underline in the 2 point rubric the elements required (i.e., correctly identifies relevant source).

Compare Rubric to Student Response

• (2 points) 1. The table in Source #1 shows the amount of sleep that people of different age groups need every day to function well. 2. This supports the claim in Source #2 that says everyone has an internal clock that follows day and night patterns. 3. If your internal clock gets out of sync because of your habits, your sleep patterns will get messed up and you don't get the good night's sleep your body needs. 4. In Source #3 a 12-year-old middle school student says she gets 8 hours of sleep a night and feels tired after school. 5. Long naps just make her groggy. 6. She writes to a doctor for advice about how to get more energy. 7. The doctor tells her that a short nap might help, but she really needs to get more sleep at night. 8. The table in Source #1 supports the doctor's advice. 9. According to the table, a school-aged person should get 9-10 hours of sleep a day.

1. Reread the exemplar for score point 2.2. With your table group, determine which

sentences represent the specific elements identified in the rubric.

3. When prompted, write the number(s) of the sentence(s) on the whiteboards.

Table Talk - Examining the Rubric

• What are the differences between a 2-point and a 1-point score according to the rubric?

• What would the 1-point exemplar response need to add in order to receive a 2 on the rubric?

Read Remaining SBAC 7th Constructed Responses

What additional skills and/or vocabulary may be necessary for students?

p. 7

p. 8 & 9

Grade-Level Application:Materials Needed

ALL: “Deconstructing a Performance Task”7th : Yellow, EGUSD performance Task8th: Green, EGUSD performance Task

ALL

7th 8th

Grade-LevelEGUSD Deconstruction

• Examine and deconstruct the first constructed response found in your grade-specific, EGUSD-created performance task.

• Record discrete skills and academic vocabulary necessary on the blue handout.

• Be prepared to share out in a whip-around.

Debrief Constructed Responses

• What are the implications for instruction now that you’ve examined both SBAC and EGUSD constructed responses?

Gather Information

Research Cite Evidence/Examples


Examining the Culminating Writing Task

Pages 9 and 10

Deconstruct Discrete Student Skills/Vocabulary – Writing Task

What discrete skills/vocabulary would a student need to independently complete this task?

Culminating Writing TaskDiscrete Skills:


Academic Vocabulary:


Share Out

By the way…the culminating tasks vary.

Task Overview (105 total minutes):Title: Narrating History

Part 1 (35 minutes): Ultimately tasked with writing an historical narrative, students will read an article and two stories and view a video, taking notes on these sources. They will then respond to three constructed-response questions addressing the research skills of analyzing and evaluating information.

Part 2 (70 minutes): Students will work individually to compose full-length historical narratives, referring to their notes as needed. Pre-writing, drafting, and revising will beinvolved.

EGUSD Grade-Level Deconstruction

• Examine and deconstruct the writing task found in your grade-specific, EGUSD-created performance task.

• Record discrete skills and academic vocabulary necessary on the blue handout.

• Be prepared to share out in a whip-around.

Compare the Components of a P.T. to CCSS End-of-Year Expectations

Connect Writing to ReadingWrite for a Purpose Use Text Evidence



Performance Task Components:• Read three or more texts• Gather relevant evidence to demonstrate

understanding of text• Produce writing using evidence gathered• What are the implications for instruction now that

you’ve examined both SBAC and EGUSD constructed responses?

• How do the constructed response questions after each reading selection connect to the writing task?

But Wait!

Myths vs. Facts…Addressing Assessment “Baggage”Curriculum mapping (getting to ch.___ by Dec.)Not a final examPermission to chunk teaching writingNot one grade-level’s responsibility (K-12 team)Literature/info text 50/50 (vs. 70/30)Text is not “just” written/multi-media literacyEPT results/Placement tests—50% fail rate approx.

statewide

ELA Resources

• Electronic resources listed on the page

• Expository Reading/Writing Course (ERWC) modules for those who have been trained

Grade-Level Planning

As a site, where and how will you incorporate the end-of-grade-level CCSS expectations for direct instruction and/or assessment (AKA performance tasks)? (It’s NOT about having to put the EGUSD-created tasks into the curriculum map.)

What are your next steps to be able to achieve

the above?

Feedback – Survey Monkey

Your valuable feedback is being requested via Survey Monkey.

Please respond to the brief questions which are accessed through an email sent to you from Research and Evaluation.

Thank you!

https://www.surveymonkey.com/s/7-12_ELA_Preservice_2014

introduction to ela performance tasks what is expected of students to demonstrate end- of-year ccss...

Documents

reading standards

ela teachers

writing standards

reading info text standards

student reading

normscalifornia standards

ela performance tasks

eld standards lens