SecondaryReading Coaches’

Meeting

October 17 & 18, 2012

Agenda• Welcome• Names with Friends & “What’s in a Name?” activity• PARCC FAQ’s/ELA Common Core State Standards (CCSS)• Video (Tom Sawyer Lesson)• Amelia Earhart-PARCC Assessment (prototype)

LUNCH & Updates• “Ba-da-bing” activity• Writing-scoring using rubrics & calibrated papers• FCAT 2.0 Writing FAQ’s• Exit Slips

Names with Friends

#1 Educators must…determine which Common Core State Standards are essential within:

Reading

Writing

Listening/Speaking

Language

Why do we need essential learning goals?

• So new teachers (or teachers new to a grade level or course) know what to teach.

• So we have clear a understanding for all teachers of what is essential at each grade level/course.

• So we don’t rely on programs and supplemental materials to tell us what to teach.

So that .…• students have greater opportunities to gain a deeper,

connected understanding of what is deemed “Essential”.

• we stop talking “about” teachers at other grade levels and begin talking, planning, and teaching WITH them!

• teachers don’t simply pick what they like to teach.

• students don’t end up with gaps in their learning.

What are the criteria for essential learning ?• Endurance (Will this provide knowledge and skills that will be of

value beyond a single test date?)

• Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?)

• Readiness for next level of learning (Will this provide students with the “tools” they need for success at the next level or grade.)

Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.

Larry Ainsworth describes a powerfulillustration in “Unwrapping” the Standards

Two students leaving a college history class were comparing results from an essay exam about the Asian Revolution . . .

One student recalled nothing.

The other student recalled the common attributes noted in all revolutions he’d learned in high school (ENDURING UNDERSTANDINGS).

Students need explicit instruction for college/career readiness in order to be able to ……..

Literacy Standards for Other Disciplines in Grades 6-8

Central to the vision for literacy embedded within the standards and the Model Content Frameworks is the idea that instruction in reading, writing, speaking, listening, and language is a shared responsibility within schools. All fields of study demand analysis of complex texts and strong oral and written communication skills using discipline-specific discourse.

Each discipline…..

acquires, develops, and shares knowledge in distinct ways; educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to better prepare students for college and careers.

-PARCC

A Common Core Lesson

FAQ’s

What we know so far…..

7th Grade SampleItem and Task Prototype

Amelia Earhart

Just the Facts!!!!! Comprehension/Conventions

•Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS.

•Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).

•Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment.

Synthesizing Informational TextPARCC Prototype

• Read the Biography of Amelia Earhart• Read the article: “Earhart’s Final Resting Place Believed

Found”• View the video• Complete Claims Activity• In a paragraph, summarize and explain the challenges

Amelia Earhart faced throughout her life

Reading Across GenresBiography

When 10-year-old Amelia Mary Earhart saw her first plane at a state fair, she was not impressed. "It was a thing of rusty wire and wood and looked not at all interesting," she said. It wasn't until Earhart attended a stunt-flying exhibition, almost a decade later, that she became seriously interested in aviation. A pilot spotted Earhart and her friend, who were watching from an isolated clearing, and dove at them. "I am sure he said to himself, 'Watch me mak e them scamper,'" she said. Earhart, who felt a mixture of fear and pleasure, stood her ground. As the plane swooped by, something inside her awakened. "I did not understand it at the time," she said, "but I believe that little red airplane said something to me as it swished by." On December 28, 1920, pilot Frank Hawks gave her a ride that would forever change her life. "By the time I had got two or three hundred feet off the ground," she said, "I knew I had to fly."

Although Earhart's convictions were strong, challenging prejudicial and financial obstacles awaited her. But the former tomboy was no stranger to disapproval or doubt. Defying conventional feminine behavior, the young Earhart climbed trees, "belly-slammed" her sled to start it downhill and hunted rats with a .22 rifle. She also kept a scrapbook of newspaper clippings about successful women in predominantly male-oriented fields, including film direction and production, law, advertising, management, and mechanical engineering……

AS of today, PARCC prototype will require students to…..

•click-and-drag information from a text into a graphic organizer or map.

•write about the same passages that they read for the reading section.

•be scored for development of ideas, organization, and clarity of language.

•reduce reliance on formulaic writing.

•use information from a single text (summarization in the example shown); other assessments require the synthesis of information from either two or three texts.

•be scored on 4 point rubrics.

•have their writing scored by machine, but other parts will be scored by readers.

Write three claims that are supported by the most relevant and sufficient evidence within “Earhart’s Final Resting Place Believed Found.”

The answer is…

Claims

Earhart and Noonan’s plane crashed

into the Pacific Ocean.

Earhart and Noonan’ lived as castaways on Nikumaroro Island.

People don’t really know where Earhart and Noonan died.

Let’s Have Lunch!

Changes to FCAT 2.0 Writing

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State’s expectations for FCAT 2.0 Writing - 2013 and Beyond

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Adjusted FCAT 2.0 Writing

Why were changes made to the Why were changes made to the scoring of FCAT 2.0 Writing in scoring of FCAT 2.0 Writing in

2012? 2012? Florida raised the expectations of writing to prepare for the increased rigor students will encounter with the implementation of the 2014-2015 PARCC writing component.

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How will the scoring change How will the scoring change in 2013 and beyond?in 2013 and beyond?

• The State of Florida envisions a two-year (2012-2013 and 2013-2014) approach to implement rigorous writing.

• Responses will continue to be scored holistically as draft writing, but scoring will be more stringent.

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What are the expectations for high scores on What are the expectations for high scores on the FCAT 2.0 writing assessment ?the FCAT 2.0 writing assessment ?

• Increased attention to quality of details, requiring use of relevant, logical, and plausible support, rather than contrived statistical claims or unsubstantiated generalities.

• Increased expectation of overall control of the quality of support and the correct use of conventions.

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2013 Administration Parameters 2013 Administration Parameters

60 minutes to

•Read the prompt independently.

•Plan the response according to the task and purpose .

•Draft, revise, and edit the response.

•REMINDER: One prompt; two scorers; purpose not announced in advance; NOT a systematic rotation of writing purposes!

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Embracing Holistic Scoring• Judge the total response using pre-defined criteria of focus,

organization, support, and conventions;

• Understand the interrelatedness of writing skills;

• Pay attention to what is essential in realistic communication;

• Refuse to grade, list, or count weaknesses; and

• Consider how all the components work in harmony to achieve an overall effect.

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WRITING ELEMENTSWRITING ELEMENTSFOCUS• refers to how clearly the

paper presents and maintains a main idea, theme, or unifying point.

ORGANIZATION• refers to the structure or plan

of development (beginning, middle, and end) and the relationship of one point to another.

• refers to the use of transitional devices (terms, phrases, and variations in sentence structure) to signal both the relationship of the supporting ideas to the main idea, theme, or unifying point and the connections between and among sentences.

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WRITING ELEMENTSWRITING ELEMENTS

SUPPORT• refers to the quality of details

used to explain, clarify, or define. The quality of the support depends on word choice, specificity, depth, credibility, and thoroughness.

CONVENTIONS• refer to the punctuation,

capitalization, spelling, and sentence structure.

• These conventions are basic writing skills included in the Next Generation Sunshine State Standards.

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Looking at CALIBRATION Sets

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Looking at CALIBRATION Sets

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The Holistic Rubric Provides The Holistic Rubric Provides a Scoring Descriptiona Scoring Description

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The rubric is like a compass to get you going in the right direction.

The annotations are the street level map showing you how to get there!

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ACTIVITY: FCAT Writing rubricsare available at

http://fcat.fldoe.org/rubrcpag.asp

8th Grade Holistic Rubric 10th Grade Holistic Rubric

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ActivityActivity

With your table group, examine the differences between the FCAT 2.0 Writing rubrics for 8th and 10th grades.

Examine the different word choice between the grade levels and score points.

VERTICAL ALIGNMENT TO VERTICAL ALIGNMENT TO SHOW APPLICATIONS SHOW APPLICATIONS OF THE HOLISTIC RUBRIC OF THE HOLISTIC RUBRIC FOR FCAT WRITING 2.0 FOR FOR FCAT WRITING 2.0 FOR 20132013

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Let’s Try Holistic ScoringLet’s Try Holistic Scoring

It’s

,right?54

References

Reeves, D. Cited in Ainsworth, L. (2003). “Unwrapping” the Standards. Englewood, CO. Advanced Learning Press.

http://www.parcconline.org/samples/item-task-prototypes

Division of Language Arts/Reading

Karen SpiglerAdministrative Director

Dr. Sharon Scruggs-Williams Instructional Supervisor

North

Dr. Erin Cuartas Instructional Supervisor

Central

Laurie Kaplan Instructional Supervisor

South

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