preparing for the milestones - liberty county school system · learning targets •identify key...
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Preparing for the Milestones:
Analyzing Instructional Growth
in ELA Classrooms
First District RESA
November 2014
Learning Targets • Identify key components of the New Georgia
Milestones ELA Assessments
• Understand and practice strategies for teaching students to respond to open-ended prompts and rigorous selected response items
• Learn about resources to help teachers prepare students for the assessments through appropriate instructional practices
Honoring Your Knowledge
Where are you in the continuum on how well you understand and are prepared for
Milestones?
• High-speed rail: 100+mph, able to help others
• Interstate: 70mph, can still learn more
• Four lane highway: 55 mph, need more speed
• Two lane county road: 35 mph, making my way slowly
Georgia Milestones General Test Parameters: ELA
Criterion-Referenced Total Number of Items: 44 / Total Number of Points: 55
Breakdown by Item Type: – 40 Selected Response (worth 1 point each; 10 of which are aligned NRT)
– 2 Constructed Response (2 points each)
– 1 Constructed Response (worth 4 points)
– 1 Extended Response (worth 7 points)
Norm-Referenced – Total Number of Items: 20 (10 of which contribute to CR score)
Embedded Field Test – Total field test items: 6
Total number of items taken by each student: 60
Georgia Milestones Writing at Every Grade
– All students will encounter an extended constructed-response item allowing for narrative prose, in response to text, within first or second section of the test.
– Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items: o 3 selected-response items asking about the salient features of each
passage and comparing/contrasting between the two passages
o 1 constructed-response item requiring linking the two passages
o 1 writing prompt (allowing for an extended writing response) in which students must cite evidence to support their conclusions, claims, etc.
Genres Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre.
Warning: Students who simply rewrite excerpts from the passage(s) to illustrate their point(s) will not receive favorable scores.
Analysis of Sample Assessments
Question:
Which standards/skills are required of your students in order for them to successfully respond to items on these assessment?
• New York, grades 3 and 5
• OAS Formative Items
Findings from the Pilot
Instructional Shifts
• Cognitive demands
• More complex texts
• Content knowledge
• Textual evidence
Instructional Strategies • Reading closely
• Coding the text
• Analyzing of a text
• Annotating the text
• Summarizing the text
• Promoting students’ self-monitoring
• Modeling thoughtful reading
• Building and constructing meaning from the text
• Having written conversations
11/24/2014 7
Instructional Strategies
• Close Reading/Marking the Text
• Power(ful) Writing Practice
• 5 Minute Comprehension
• Mentor Text Lesson Model (video)
Close Reading: Poplar Tree
• Read with a pencil…
• Mark up the text…
• Find text evidence…
• Re-read…
• Record key ideas and details…
• Write a response…
Power(ful) Writing (Practice) • Purpose: Develop students’ writing fluency; provide an
opportunity for students to record their progress in writing fluency.
• An 8 step process that can be done in all content areas.
• Research: Expert writers write longer strings of ideas and words more quickly and fluently than struggling writers.
• Most effective when the prompts, questions, or general topics are related to units of study
• Students build speed, volume, and confidence as writers!
First Topic
What is your dream vacation?
• Write as much as you can, as well as you can about this topic.
• You will have one minute—go!
Second Topic
Describe your family’s Thanksgiving traditions.
• Write as much as you can, as well as you can about this topic.
• You will have one minute—go!
Third Topic
What do you think of when you hear the word Milestones?
• Write as much as you can, as well as you can about this topic.
• You will have one minute—go!
5 Minute Comprehension: Secret Garden
1. Read for one minute, silently.
2. Write for one minute to capture what was read.
3. Talk for one minute to a peer about what was read.
4. Re-read for one minute, silently (the same passage).
5. Write for one minute to add new information from the passage.
Model Lesson from TCRWP
• Mary Ehrenworth, lead teacher trainer from Teacher’s College Reading and Writing Project, demonstrates a lesson that incorporates all the strategies needed to support students as we prepare for Milestones.
• Analyzing Point of View in Multiple Texts
Sharing Your Ideas
• Brainstorm and record ideas that are being used in various schools/systems
• Share out with the rest of the participants
Resources available from GaDOE
Assessment for Learning Series Module 1: Understanding and Using Constructed Response
Items in Elementary Classrooms
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Eliciting-Evidence-of-Student-
Learning.aspx
A comprehensive presentation on the Formative Item Bank can be found at http://www.gadoe.org/Curriculum-Instruction-and-
Assessment/Assessment/Pages/OAS-Resources.aspx
Georgia Milestones homepage: http://www.gadoe.org/Curriculum-Instruction-and-
Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx
Formative Item Bank
• Teachers log into OAS and create assessments
https://www.georgiaoas.org/servlet/a2l
Learning Targets • Identify key components of the New Georgia
Milestones ELA Assessments
• Understand and practice strategies for teaching students to respond to open-ended prompts and rigorous selected response items
• Learn about resources to help teachers prepare students for the assessments through appropriate instructional practices
Checking in on the Parking Lot
If you think you can, or think you can’t, you are RIGHT!
“The positive
thinker sees the
invisible, feels the
intangible, and
achieves the
impossible.”
~ Anonymous
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