Using ACT Resources for

Strategic Planning

English I and II PLT Leaders October 15, 2013

3:30-5:00 pm

AgendaLearner Objectives: By the end of our workshop, learners will be able to…• Locate the ACT Benchmark Standards Ideas for Progress resource• Analyze and evaluate Ideas for Progress to determine best “next

steps” for students• Use backwards-design practices for strategic lesson and unit planning

using CCSS and Ideas for Progress

When What How

10 min The ACT Ideas for Progress Browse the site

25 min Strategic Planning Model Think-Aloud

35 min Strategic Planning, Part 2 Partner-Plan

10 min Great Ideas Share and Compare

10 min Next Steps Group Think

ACT Website www.act.org Composite Benchmarks

K-12 Education Professional > ACT’s College Readiness Benchmarks http://www.act.org/solutions/college-career-readiness/college-readiness-benchmarks/

Out of a total score of…Explore 25, Plan 32, ACT 36

ACT Writing Test Score 1 to 6 x 2 scorers = Score of 2 to12

Combines with English test for combined score

http://www.actstudent.org/writing/writing-scores.html

OR http://www.actstudent.org/scores/understand/studentreport.html

Combined score table http://www.actstudent.org/writing/combined.html

ACT College Readiness Standards http://www.act.org/standard/

OR whole pdf booklet http://www.oprfhs.org/assessment-and-research/documents/ACTIdeasforProgress.pdf

Ideas for Progress http://www.act.org/standard/ , scroll to bottom

ACT / SAT Score Comparison http://www.act.org/aap/concordance/pdf/reference.pdf

OR http://www.act.org/products/k-12-act-test/

So… Let’s say…

My class has an Average of 17 on Plan Reading

Average of 15 on Plan English

I’ve already trained them to

Work in collaborative learning structures

Use digital tools for reading and composing

Use skills-based rubrics with descriptive indicators

Use Self-assess and Peer-assess

Great. So what?

Move ‘em forward!

ACT Ideas for Progress

What can they already do?

What do they need to learn next?

What can we do to move them forward?

Let’s see what this looks like

15 on Plan English – meets Benchmark

Ideas for progress

• Check for and correct unnecessary commas.

• Revise writing to ensure that information is in the best order.

• Read writers of various genres and imitate their work.

Let’s see what this looks like

17 on Plan Reading— below benchmark

Ideas for progress

• Explain the significance of specific information.

• Distinguish between what is most and least important in a text.

• Identify statements in texts that clearly state the causes and effects of specific events.

Common Core Standards http://rt3nc.org/objects/standards/cclitmap/ela.html

RI.1.9-10. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.3.9-10. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Students examine how an author builds an opinion or a study with key details, paying close attention to how the ideas are introduced, sequenced, and developed. Finding the connections between ideas should be reviewed.

L.2.6-8. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

6.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

7.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

8.aUse punctuation (comma, ellipsis, dash) to indicate a pause or break.

W.5.9-10. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Begin with the end in mind

Learning Goals

Product – “Professional” Movie or TV Show Review

Rubric/Assessment

• Imitate the work of a professional reviewer.

• Justify the placement of information in best order.

• Justify the choices of information and detail.

• Identify the cause-effect relationships of information and significance.

• Avoid use of unnecessary commas

Text or Topic

Current movie review

GravityPeter Travers

5 E Instructional FrameworkDAY ONE

Engage– Whole Group - movie trailer – 10 min

Explore- Individual or Pairs– 30 min

• Read review and respond to 3-Level Reading Guide

• Right There, Text and You, Text and Author

• Respond to Dig In! Protocol for data collection

Explain – Groups of 4 –45 min

• Collect Dig In! data

• Rate the Reviewer

• Use Rubric for student work

• Provide evidence (from Travers’ text) on the Evidence Chart

5 E Instructional Framework Extend – 2 days(DAY ONE)

• PBL Context: Professional Reviewer of movie or TV show

• PBL Audience: school newspaper editorsDAY TWO

• First draft—Compose by imitating Peter Travers

DAY THREE

• Use Rubric to self-assess skills

• Provide examples from YOUR review on Evidence Chart

• Second/Third drafts to imitate Travers and clearly show skills.

5 E Instructional Framework

DAY FOUR

Evaluate

• Self-assess using Rubric

• Peer assess using Rubric

• Class Best using Rubric

• Newspaper editors choose School Best and publish in next edition

• (Teacher evaluates using student self-assessment as guide for feedback)

Materials to Develop or Provide

Skills-based rubric with descriptive indicators (multiple copies for Rate the Reviewer, Self-assess, Peer-assess, Class Best)

Copies of professional movie review

Three-level reading guide (first reading)

Dig In! Template (second / third reading)

Evidence Chart for Rate the Reviewer

Scenario and Context for Project-Based Learning Task

Evidence Chart for Self-assess

Class Best Certificate

School Best Certificate

Your Tasks:

Identify at least one READING and one ENGLISH Idea for Progress

Identify the relevant CCSS

Identify the text you’d like to use

Design 5-E lesson or lesson arc

List Materials To Develop

Your Turn!

You will need:

Groups of 3 or 4

CARDS with your class’s average benchmarks

ACT Benchmark Standards for READING and ENGLISH, plus a look at ACT WRITING

CCSS

Share…WebsitesConceptsInformationInsightsModeland

Planning Experiences