CFN 609 Professional Development |February 1, 2012 February 6, 2012 Myra Rose Educational Consultant...
64
CFN 609 Professional Development |February 1, 2012 February 6, 2012 Myra Rose Educational Consultant | Pearson School Achievement Services Digging into the Reading Standards Looking at Text Complexity and Performance Tasks
CFN 609 Professional Development |February 1, 2012 February 6, 2012 Myra Rose Educational Consultant | Pearson School Achievement Services Digging into
CFN 609 Professional Development |February 1, 2012 February 6,
2012 Myra Rose Educational Consultant | Pearson School Achievement
Services Digging into the Reading Standards Looking at Text
Complexity and Performance Tasks
Slide 2
Outcomes Plan appropriate classroom libraries and other reading
materials to scaffold students to higher standards Explain the
central importance of text complexity to the reading standards
Support ELLs in achieving the CCSS for ELA reading standards Use
Appendix B as a model for creating performance-based
assessments
Slide 3
Agenda Section 1: Text Complexity Section 2: Reading Resources
Section 3: Webbs Depth of Knowledge Section 4: Performance
Tasks
Slide 4
Reading Resources Meeting the Common Core State Standards for
ELA in reading will require rethinking the genres and levels of
texts that students are reading on a daily basis.
Slide 5
Learning Objectives Make book choices for classroom libraries
and whole class texts based on genre and levels of complexity, as
well as student interest and curriculum connections Select books
and other texts for students, with text complexity as a guiding
factor in the selection process Use genre and text complexity when
selecting texts for read aloud, whole-class study, shared reading,
and small-group reading instruction
Slide 6
Learning More About Text Complexity Text complexity is a
foundational concept of the CCSS for ELA Reading strand.
Slide 7
Big Questions What should students be reading in Common Core
classrooms? What types of texts at what levels of complexity should
students be reading at each grade level? What classroom resources
will be needed to support reading in order for students to meet the
CCSS for ELA?
Slide 8
Increase in College Remedial Reading Courses In 2004, 43% of
students in two-year colleges received remedial courses. In 2004,
29% of students in four-year public colleges received remedial
courses. Across the country, more than one-third of all students
enroll in remedial courses. In 2008, four out of five students in
remedial courses had a high school GPA of 3.0 or higher. (Strong
American Schools 2008)
Slide 9
Globally Competitive Educational Systems Academic standards in
top-performing nations are similar. US standards are different from
top-performing nations. The United States falls behind on
international reading comprehension tests. Every state has its own
set of academic standards. PW | p. 11 (Quay 2010)
Slide 10
Appendix A Research Supporting Key Elements of the Standards
Why text complexity matters Increasing complexity of texts and
tasks in college, careers and citizenship Declining complexity of
texts and a lack of reading complex texts independently
Consequences growing numbers of students reading at lower levels
Explanation: the Standards approach to measuring text complexity
Glossary of Terms
Slide 11
Appendix A Levels of Meaning Structure Language Conventionality
Knowledge Demands life experiences, cultural knowledge, content or
discipline Read Qualitative and Quantitative Measures of Text
Complexity (p. 5) in Appendix A to yourself
Slide 12
Measures of Text Complexity (Common Core State Standards 2010,
Appendix A, 4)
http://schools.nyc.gov/Academics/CommonCoreLibrary/Toolkit/Literacy/default
Slide 13
Measuring Text Complexity: Three Factors 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)
Slide 14
Text Complexity Grade Band in the CCSS for ELA Old Lexile
Ranges Lexile Ranges Aligned to College and Career Readiness
Expectations K1N/A 23450725450790 45645845770980 6886010109551155
910960111510801305 11CCR1070122012151355 (Common Core State
Standards Initiative 2010b, 8) Lexile Ranges
Slide 15
Text Complexity Demands Grade(s)Reading Standard 10 (individual
text types omitted) K Actively engage in group reading activities
with purpose and understanding. 1 With prompting and support, read
prose and poetry [informational texts] of appropriate complexity
for grade 1. 2 By the end of the year, read and comprehend
literature [informational texts] in the grades 23 text complexity
band proficiently, with scaffolding as needed at the high end of
the range. 3 By the end of the year, read and comprehend literature
[informational texts] at the high end of the grades 23 text
complexity band independently and proficiently. 4 By the end of the
year, read and comprehend literature [informational texts] in the
grades 45 text complexity band proficiently, with scaffolding as
needed at the high end of the range. 5 By the end of the year, read
and comprehend literature [informational texts] at the high end of
the grades 45 text complexity band independently and proficiently.
6 By the end of the year, read and comprehend literature
[informational texts, history/social studies texts,
science/technical texts] in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the
range.
Slide 16
Text Complexity Demands Grade(s)Reading Standard 10 (individual
text types omitted) 7 By the end of the year, read and comprehend
literature [informational texts, history/social studies texts,
science/technical texts] in the grades 68 text complexity band
proficiently, with scaffolding as needed at the high end of the
range. 8 By the end of the year, read and comprehend literature
[informational texts, history/social studies texts,
science/technical texts] at the high end of the grades 68 text
complexity band independently and proficiently. 9-10 By the end of
grade 9, read and comprehend literature [informational texts,
history/social studies texts, science/technical texts] in the
grades 910 text complexity band proficiently, with scaffolding as
needed at the high end of the range. By the end of grade 10, read
and comprehend literature [informational texts, history/social
studies texts, science/technical texts] at the high end of the
grades 910 text complexity band independently and proficiently.
11-12 By the end of grade 11, read and comprehend literature
[informational texts, history/social studies texts,
science/technical texts] in the grades 11CCR text complexity band
proficiently, with scaffolding as needed at the high end of the
range. By the end of grade 12, read and comprehend literature
[informational texts, history/social studies texts,
science/technical texts] at the high end of the grades 11 CCR text
complexity band independently and proficiently.
Slide 17
Implications on Increasing Text Complexity The standards
establish a staircase of increasing complexity in what students
must be able to read so that all students are ready for the demands
of college- and career-level reading no later than the end of high
school. Activity: Work with a partner to examine the grade-level
standards. Using information from the CCSS for ELA, record
information on the genres included at the given grade levels and
differences in adjacent grade levels. (Common Core State Standards
Initiative 2010b)
Slide 18
LiteratureInformational Texts Stories DramaPoetry Literary
Nonfiction and Historical, Scientific, and Technical Texts Includes
childrens adventure stories, folktales, legends, fables, fantasy,
realistic fiction, and myth Includes staged dialogue and brief
familiar scenes Includes nursery rhymes and the subgenres of the
narrative poem, limerick, and free verse poem Includes biographies
and autobiographies; books about history, social studies, science,
and the arts; technical texts, including directions, forms, and
information displayed in graphs, charts, or maps; and digital
sources on a range of topics (Common Core State Standards
Initiative 2010a, 31) Range of Text Types Students in K5 apply the
Reading standards to the following range of text types, with texts
selected from a broad range of cultures and periods.
Slide 19
What Does Reading Instruction Look Like in Your Schools?
GradeLiteraryInformational 4 8 12
Slide 20
GradeLiteraryInformational 450% 845%55% 1230%70% (National
Assessment Governing Board 2009, 11) NAEP Reading Framework
Distribution of Literary and Informational Passages by Grade in the
2009 NAEP Reading Framework The CCSS for ELA aim to align
instruction with this framework so that more students can meet the
requirements of college and career readiness.
Slide 21
Texts Illustrating the Complexity, Quality, and Range of
Student Reading K5- Page 32
Slide 22
Texts Illustrating the Complexity, Quality, and Ranges of
Student Reading 6 12, Page 58 Texts Illustrating the Complexity,
Quality, and Range of Student Reading 6 - 12 Literature: Stories,
Dramas, Poetry Informational Texts: Literary Nonfiction 6 - 8
Little Women, by Louisa May Alcott (1869) The Adventures of Tom
Sawyer by Mark Twain (1876) The Road Not Taken by Robert Frost
(1915) The Dark is Rising by Susan Cooper (1973) Dragonwings by
Laurence Yep (1975) Roll of Thunder, Hear My Cry by Mildred Taylor
(1976) Letter on Thomas Jefferson by John Adams (1776) Narrative of
the Life of Frederick Douglass, an American Slave by Frederick
Douglass (1845) Blood, Toil, Tears and Sweat: Address to Parliament
on May 13 th, 1940 by Winston Churchill (1940) Harriet Tubman:
Conductor on the Underground Railroad by Ann Petry (1955) Travels
with Charley: In Search of America by John Steinbeck (1962) 9 -10
The Tragedy of Macbeth by William Shakespeare (1592) Ozymandias by
Percy Bysshe Shelley (1817) The Raven by Edgar Allan Poe (1845) The
Gift of the Magi by O. Henry (1906) The Grapes of Wrath by John
Steinbeck (1939) Fahrenheit 451 by Ray Bradbury (1953) The Killer
Angels by Michael Shaara (1975) Speech to the Second Virginia
Convention by Patrick Henry (17775) Farewell Address by George
Washington (1796) Gettysburg Address by Abraham Lincoln (1863)
State of the Union Address by Franklin Delano Roosevelt (1941)
Letter from Birmingham Jail by Martin Luther King, Jr. (1964) Hope,
Despair and Memory by Elis Wiesel (1997) 11 - CCR Ode on a Grecian
Urn by John Keats (1820) Jane Eyre by Charlotte Bronte (1848)
Because I Could Not Stop for Death by Emily Dickinson (1890) The
Great Gatsby by F. Scott Fitzgerald (1925) Their Eyes Were Watching
G-d by Zora Neale Hurston (1937) A Raisin in the Sun by Lorraine
Hansberry (1959) The Namesake by Jhumpa Lahiri (2003) Common Sense
by Thomas Paine (1776) Walden by Henry David Thoreau (1854) Society
and Solitude by Ralph Waldo Emerson (1857) The Fallacy of Success
by G. K. Chesterton (1909) Black Boy by Richard Wright (1945)
Politics and the English Language by George Orwell (1946) Take the
Tortillas Out of Your Poetry by Rudolfo Anaya (1995) Note: Given
space limitations, the illustrative texts listed above are meant
only to show individual titles that are representative of a range
of topics and genres. (See Appendix B for excerpts of these and
other texts illustrative of grades 6 12 text complexity, quality,
and range.) At a curricular or instructional level, within and
across grade levels, texts need to be selected around topics or
themes that generate knowledge and allow students to study those
topics or themes in depth.
Slide 23
Listing Reading Resources What resources do you have? What
resources do you need? # 28
Slide 24
Reflecting on Text Complexity What opportunities will arise for
students because of this focus on text complexity? What challenges
will arise for students because of this focus on text
complexity?
Slide 25
What Next? Buy the books listed in Appendix B and distribute
them at each grade level? NO! Explore readability formulas already
bring used? (TWCRP, Fountas and Pinnell, Fry, Fleish-kincaid, SMOG,
Dale-Chall, Lexiles) Match kids to texts? (DRA. QRI,
Gates-MacGinitie) Shared Reading, Guided Reading, Reading
Conferences? Other?check out DOE website:
http://schools.nyc.gov/Academics/CommonCoreLibrary/To
olkit/Literacy/defaulthttp://schools.nyc.gov/Academics/CommonCoreLibrary/To
olkit/Literacy/default Or lexile website:
http://www.lexile.comhttp://www.lexile.com
Slide 26
LUNCHLUNCH
Slide 27
Learning Outcomes Examine the performance tasks in the CCSS for
ELA as indicators of the rigor required at your grade span.
Identify the four levels of Webbs Depth of Knowledge (DOK) and
explain its links to the cognitive demand of tasks in the
CCSS.
Slide 28
When the standards change, the assessments will also change.
The CCSS for ELA documents provide insight into the kinds of tasks
students will be asked to do on the new assessments. Learning Tasks
and Assessment
Slide 29
Big Question What will students need to know and be able to do
to demonstrate proficiency with the CCSS for ELA?
Slide 30
Revisiting Wiggins: Color Coding the Standards Ask and answer
questions to demonstrate understanding of a text, referring
explicitly to the text as the basis for answers (Grade 3) Verbs
Nouns Adverbs
Slide 31
Color Coding the Standards Verbs Nouns Qualifiers Students read
Selby Beelers Throw Your Tooth on the Roof: Tooth Traditions Around
the World and identify what Beeler wants to answer as well as
explain the main purpose of the text. (Grade 2)
Slide 32
Color Coding the Standards Analyze how particular elements of a
story or drama interact (e.g. how setting shapes the characters or
plot). (Grade 7) Verbs Nouns Qualifiers
Slide 33
Color Coding the Standards Students analyze how the playwright
Louise Fletcher uses particular elements of drama (e.g. setting and
dialogue) to create dramatic tension in her play Sorry, Wrong
Number. Verbs Nouns Yellow
Slide 34
Depth of Knowledge- DOK Measures the degree to which the
knowledge elicited from students on assessments is as complex as
what students are expected to know and do as stated in the state
standards
Slide 35
Understanding DOK DOK is about intended outcomes, not
difficulty
Slide 36
What Does DOK Accomplish? Mechanism to ensure that the intent
of the standard and the level of student demonstration required by
that standard matches the assessment items Provides cognitive
processing ceiling (highest level students can be assessed) for
item development
Slide 37
How Does DOK Work? DOK was developed by Dr. Norman Webb, a
senior research scientist at the National Institute for Science
Education At this time, at least 20 other states use DOK to
evaluate the rigor of their states assessments Depth of Knowledge
is broken into 4 levels. Level One is the most basic level,
essentially the definition stage. As the levels increase, students
must demonstrate increasingly complex mental strategies. Higher
levels of DOK require that students solve problems in new and
creative ways, and allow for multiple solutions to solve those
problems.
Slide 38
Slide 39
Levels of DOK LEVEL ONE - RECALL Recall of a fact, information,
or procedure LEVEL TWO SKILL/CONCEPT Use information or conceptual
knowledge LEVEL THREE STRATEGIC THINKING Reasoning, developing a
plan LEVEL FOUR EXTENDED THINKING Requires an investigation,
collection of data and analysis of results
Slide 40
DOK Focuses on content standard in order to successfully
complete an assessment/standard task. Descriptive, not a taxonomy
The Depth of Knowledge is NOT determined by the verb, but the
context in which the verb is used and the depth of thinking
required.
Slide 41
Level 1: Recall List animals that survive by eating other
animals Describe physical features of places Determine the
perimeter or area of rectangles given a drawing or labels
Slide 42
Level 2: Skills/Concepts Compare desert and tropical
environments Explain the causes/effect of historical events
Classify plane and three dimensional figures
Slide 43
Level 3: Strategic Thinking Analyze or evaluate the
effectiveness of literary elements (eg. Characterization, setting,
plot, point of view, conflict and resolution, plot structures)
Solve a multiple-step problem and provide support with a
mathematical explanation that justifies the answer Explain,
generalize or connect ideas when using supporting evidence from a
text or source
Slide 44
Level 4: Extended Thinking Gather, analyze, organize and
interpret information, from multiple print and non- print sources,
to draft a reasoned report Specify a problem, identify solution
paths, solve the problem and report the results Write and produce
an original play
Slide 45
DOK 3- Describe a model that you might use to represent the
relationships that exist within the rock cycle. (requires deep
understanding of rock cycle and a determination of how best to
represent it) DOK 2- Describe the difference between metamorphic
and igneous rocks. (requires cognitive processing to determine the
differences in the two rock types) DOK 1- Describe three
characteristics of metamorphic rocks. (simple recall) Same
verbthree DOK levels
Slide 46
DOK Compared to Blooms Taxonomy DOK is similar to Blooms
Taxonomy. The handout is a rough comparison of the levels of DOK
and Blooms Taxonomy. We can use these descriptors to guide us in
planning instruction for the demands of CCSS.
Slide 47
Content or Performance Standards The CCSS for ELA are
performance standards because they not only define what students
should know at each grade level, but they also: -suggest sample
texts at each grade level span that students who meet the standards
can read without scaffolding; -provide sample tasks that students
should be able to perform at the various grade levels or
spans.
Slide 48
Performance Tasks: Elementary Reading Standards for
Informational Text (Integration of Knowledge and Ideas) Grade 2 8.
Describe how reasons support specific points the author makes in a
text. Students describe the reasons behind Joyce Miltons statement
that bats are nocturnal in her Bats: Creatures of the Night and how
she supports the points she is making in the text. [RI.2.8] (Common
Core State Standards Initiative 2010a, 13) (Common Core State
Standards Initiative 2010c, 61)
Slide 49
Reading Informational Text Determine the meaning of general
academic and domain-specific words and phrases in a text, relevant
to a grade 3 topic or subject area. (RI.3.4)
Slide 50
What do the DOKs look like in the classroom? Level One
(Recall): Level Two (Skill/Concept): Level Three (Strategic
Thinking/Reasoning): Level Four (Extended Thinking/Reasoning)
Slide 51
Remember Depth of Knowledge (DOK) is a scale of cognitive
demand DOK requires looking at the assessment item/standard-not
student work-in order to determine the level DOK is about the
item/standard-not the student
Slide 52
When the standards change, the assessments will also change.
The CCSS for ELA documents provide insight into the kinds of tasks
students will be asked to do on the new assessments. Learning Tasks
and Assessment
Slide 53
Learning Objectives Identify the performance tasks in the CCSS
for ELA as indicators of the rigor required at each grade span
Examine performance tasks for examples of integrated ELA
instruction Explain the implications for instruction when new
assessments use these kinds of tasks
Slide 54
Big Question What will students need to know and be able to do
to demonstrate proficiency with the CCSS for ELA?
Slide 55
How Do You Define Rigor in ELA?
Slide 56
Performance Task: Elementary Reading Standards for Literature
(Craft and Structure) Kindergarten 5. Recognize common types of
texts (e.g., storybooks, poems) Students read two texts on the
topic of pancakes (Tomie DePaolas Pancakes for Breakfast and
Christina Rossettis Mix a Pancake) and distinguish between the text
that is a storybook and the text that is a poem. [RL.K.5]
Slide 57
Performance Task: Elementary Reading Standards for Literature
(Craft and Structure) Grade 5 6. Describe how a narrators or
speakers point of view influences how events are described.
Students describe how the narrators point of view in Walter Farleys
The Black Stallion influences how events are described and how the
reader perceives the character of Alexander Ramsay, Jr.
[RL.5.6]
Slide 58
Performance Task: Secondary Reading Standards for Literature
(Craft and Structure) Grade 6 6. Explain how an author develops the
point of view of the narrator or speaker in a text. Students
explain how Sandra Cisneros choice of words develops the point of
view of the young speaker in her story Eleven. [RL.6.6]
Slide 59
Performance Task: Secondary Reading Standards for Informational
Text ( Integration of Knowledge and Key Ideas) Grade 8 Determine a
central idea of a text and analyze its development over the course
of the text, including its relationship to supporting ideas;
provide an objective summary of the text Students provide an
objective summary of Frederick Douglasss Narrative. They analyze
how the central idea regarding the evils of slavery is conveyed
through supporting ideas and developed over the course of the
text.
Slide 60
Unpacking
Slide 61
Creating a Sample Performance Task At your table, you will be
working in groups of two or three. Turn to page 35 in your
Participants Workbook and follow the instructions for creating a
sample task Review the sample tasks for your grade span. Identify
three to five tasks to think about more deeply Using the standards,
list three or four qualities you would expect in a proficient
performance of each task What are the standards embedded in the
task? ELLs: What are the content demands of the task? What are the
language (linguistic) demands of the task? Create a sample
performance task that you can try out with your students to
determine their readiness for the kind of instruction illustrated
by the tasks in Appendix B
Slide 62
Development of Tasks Across the Grades The standards are
developing across the grades, so to the tasks may also be changing
K 5 Reading Literature, Standards 1, 8 K 5 Reading Information,
Standards 2, 5 6 -12 Reading Literature, Standards 2, 5 6 12
Reading Information, Standards 6, 8 Describe how the tasks are
changing What does this mean for instruction and assessment?
Slide 63
SAMPLE PERFORMANCE TASKS Sample Performance Tasks: Elementary
Identify other ELA standards that are implied in the reading task
below. Performance Task Students read Alikis description of A
Medieval Feast and demonstrate their understanding of all that goes
into such an event by asking questions pertaining to who, what,
where, when, why and how such a meal happens and by answering using
key details. [RI.2.1] WritingSpeaking and ListeningLanguage W.2.8
(page 10) SL.2.1a,b,c SL.2.6 (page 23) L.2.4a L.2.6 (page 27)
Slide 64
Reflection # 38 How will the adoption of the Common Core State
Standards for ELA change my instruction and assessment practices?
or How will the adoption of the Common Core State Standards for ELA
change instruction at my grade level?