Aligning teaching, learning, and assessment with student learning outcomes in the Common Core

Linda A. Pelc, LaGuardia Community College CUNY

Cynthia S. Wiseman, CUNY BMCC

Fernando A. Zaike, Urban Action Academy, NYC DOE

PCI TESOL March 2014

Three-part Workshop Part I:

• Introduction to the Common CorePart II:

• Development of units & lesson plans aligned to the Common Core Standards

Part III:• Examination of assessments related to the

Common Core

• Blueprint for the Common Core• Structure of the Standards • Big Shifts for ELLs• Student learning outcomes • Model units & lesson plans • Assessments

Introductions

Introductions How does this video resonate with

you? Introduce yourself to a partner and share your thoughts with each other and then with the larger group. (15m)

KWL: Common Core (15m)–What do you know?

–What do you want to know?

Introductions– How does this video resonate with

you? Introduce yourself and share your thoughts with a partner. (15m)

KWL: Common Core (15m)– What do you know?

– What do you want to know?

– What have you learned?

Part I: Common Core (CCSS)

Rationale: Language Arts: Literacy in a global 21st century world

Close attentive reading to understand and enjoy complex works of literature

Critical reading for important points Able to handle large amounts of information Actively seek wide, deep, thoughtful engagement with

high-quality literary and information texts that builds knowledge, enlarges experience & broadens worldviews

Reflexively demos cogent reasoning and use of evidence essential to private deliberation and responsible citizenship in democracy

Common Core

Organization

StrandsStrands

ClusterCluster

ClusterCluster

StandardStandard

StandardStandard

StandardStandard

Sub-Standard

Sub-Standard

Sub-Standard

Sub-Standard

Sub-Standard

Sub-Standard

Sub-Standard

Sub-Standard

Writing Standards K-5 Text Types and Purposes

Grade 3 Grade 4 Grade 5

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

1. Write opinion pieces on topics or texts, supporting a point of view with reasons & information.

1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

a. Introduce a topic or text clearly, state an opinion and create an organizational structure in which ideas are logically grouped to support the writer’s purpose

b. Provide reasons that support the opinion.

B Provide reasons that are supported by facts and details.

b. Provide logically ordered reasons that are supported by acts and details

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion & reasons

C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition)

c. Link opinion and reasons using words, phrases and clauses (e.g., consequently, specifically)

d. Provide a concluding statement or section.

d. Provide a concluding statement or section related to the opinion presented.

d. Provide a concluding statement or section related to the opinion presented.

Common Core Standards

http://www.corestandards.org/in-the-states

Part I: The Common Core State Standards (CCSS)

The BIG Shifts:

Six Shifts in ELA/Literacy –Text complexity–Close Reading

Text ComplexityQualitative X Quantitative

Qualitative Attributes Text Complexity

– Words with multiple meanings

– Nominalization

– Complex syntax

– Linking ideas

– Referential chains

– Organizational structure

– Academic stance

Fisher, D., Frey, N. & Lapp, D. (2012) Text complexity: Rasiing rigor in reading. Newark, DE International Reading Association.

Text Complexity: Qualitative Structure

– Low Complexity (simple, well-marked, and conventional structures

– High Complexity (complex, implicit, and unconventional structures in literary texts – from chronological order to frequent use of flashbacks, flash-forwards, multiple points of view an and other manipulations of time and sequence)

Norms and conventions– Simple: no deviation from common genres and subgenres – Complex: norms of specific discipline; variety of

structures Graphics

– Low complexity: simple or not necessary– High complexity: complex graphics independent source

of information, essential to understanding a text

Text Complexity: Qualitative Language Conventionality and Clarity

– Easier to read: literal, clear, contemporary, and conversational

– Harder to read: figurative, ironic, ambiguous, purposefully misleading, archaic, unfamiliar language, e.g., general academic and domain-specific vocabulary

Knowledge demands– Less complex: few assumptions about readers’ life

experiences and depth of their cultural litarary and content/discipline knowledge

– More complex: many assumptions in 1+ areas Levels of meaning or purpose

– Easier: literary with single level of meaning; explicitly stated purpose

– Harder: multiple levels of meaning, e.g., literal message intentionally at odds with underlying message – satire or irony; informational texts with implicit, hidden or obscure purpose

Analysis of TextsRead and determine the level

Qualitative Measures/Text

Your World

Eleven A Rain of Daffodils

My Child is Missing

CCSS What they

fought for

Structure of text, e.g., simple or complex, chronological order

Norms & Conventions

Graphics, e.g., Limited use of text features and graphics

Language, e.g., significant use of dialect or figurative language or archaic language, ambiguity

Background knowledge required

Sentence structure, e.g., complex & varied

Vocabulary range

Quantitative Analysis of Texts

ATOS Lexile

Text complexityQuantity:

– Text Complexity

– Word frequency

– Sentence length

www.lexile.comwww.renlearn.com/ar/overview/atos/www.readingmaturity.comwww.questarai.com

ATOSText ATOS

LevelWord Count

Avg Word Length

Avg sentence length

Avg Vocab level

Your World 9.4 78 4.2 19.5 4.1

Eleven 4.7 258 4 14.2 1.7

Daffodils 4.8 263 3.9 12.9 2.2

Missing Child

5.0 207 4 11.2 2.7

CCSS 10.1 248 4.3 27.6 3.8

What They Fought For

10.0 238 4.9 21 3.8

LexileText Lexile

MeasureMean Sentence Length

Mean Log word frequency

Word Count

Your World 1130L 19.50 3.62 78

Eleven 810L 13.58 3.76 258

Daffodils 950l 17.29 3.85 242

Missing Child 830L 14.31 3.80 186

CCSS 1460l 27.56 3.42 248

What They Fought For

1190l 19.83 3.50 238

NewsELA.com

Helping Homeless College Students by Lexile Level

TweenTribune

Functional Analysis: Sentence in your own wordsWho? What

happened?What? Where? When?

Descriptor Detail(s)

Part II: Aligning Lesson Plans with the Common Core

– Common Core-friendly lesson plan template (NYCDOE)

– Identifying content and theme within the unit

– Identifying student learning outcomes

– Identifying CCSS/College Readiness Anchor Standards

– Choosing/evaluating appropriate texts: Text Complexity

– Instruments and models in K-12 that support evidence-based learning

• DOK (Depth of Knowledge, a.k.a. Bloom’s Taxonomy)

• Mind Mirror

• Script Writing Exercise

• ICE paragraph

• Sample lesson: The Golden Touch

– Creating Tasks

Readers & Text

Gauge Student Ability, Learning Styles & Interests

Determine Text Complexity Create opportunities for engagement &

comprehension– Close Reading– Critical Thinking– Evidence-based learning

Common Core College Readiness Anchor Standards

Anchor Standards for Writing 6-12

(Insert p. 54 writing anchor standards)

Depth of Knowledge DOK

Mind Mirror Tool for differentiating instruction Enables students to showcase understanding

of unit Integrates critical thinking into the ESL

classroom Sight, hearing, taste, smell, touch Ss create a poster and presentation Thinking into the English Language

Classroom: Mind Mirror

Script Writing Exercise

ICE Paragraph: The Golden Touch

Activity for evidence-based learning– Introduce a claim– Provide (Cite) evidence– Explain how the evidence supports the claim

Create a task that….

Fits a theme or unit Identifies instructional objectives Is aligned with Common Core standards Requires process skills for critical thinking

AND Engages students

PARCC: Partnership for Assessment of Readiness for College and Careers PARCC Core Commitments Key shifts in the Standards Advances

– Innovative item types– Summary of PARCC components– Literary analysis task – Research simulation task– Narrative writing task– End of year assessment

PARCC: Design to reward quality instruction aligned to the Standards

Texts worth reading: authentic texts vs. artificially produced or commissioned

Questions worth answering: sequences of questions that draw out deeper encounters with texts rather than random questions of varying quality

Rooted in language of the standards Model Content Frameworks: key elements

of excellent instruction aligned with Standards

The CCSS Shifts Build Toward College and Career Readiness for All Students

1. Complexity: Regular practice with complex text and its academic language.

2. Evidence: Reading and writing grounded in evidence from text, literary and informational.

3. Knowledge: Building knowledge through content rich nonfiction.

What Are the Shifts at the Heart of PARCC Design (and the Standards)?

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Shift 1: Regular practice with complex text and its academic language

Staircase of complexity to ensure college and career reading

Rewards careful, close reading rather than racing through passages

Systematically focuses on the words that matter most – not obscure vocabulary but academic language that pervades complex texts

Shift 2: Reading & writing grounded in evidence from text, literary and informational

Rigorously citing evidence from texts throughout assessment (selected-response items)

Questions w/ more than 1 right answer to allow Ss to generate a range of rich insights that are substantiated by evidence from texts

Writing to sources rather than writing to decontextualized expository prompts

Rigorous expectations for narrative writing, e.g., accuracy and precision in writing

Shift 3: Building knowledge through content rich nonfiction Assesses ELA + full range of reading and

writing across the disciplines of science and social studies

Simulates research on the assessment, e.g., the comparison and synthesis of ideas across a range of informational sources

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.

Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts

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Literary Analysis Task (Grade 10):

Ovid’s “Daedalus and Icarus” andSexton’s “To a Friend Whose Work

Has Come to Triumph”

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•Students carefully consider two literary texts worthy of close study.•They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas. •Students write a literary analysis about the two texts.

Understanding the Literary Analysis Task

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Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band.

Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton. Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore.

Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10.

Texts Worth Reading?

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On the following pages, there are two Evidence-Based Selected-Response Items and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts.

Questions Worth Answering?

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Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus.

As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis.

Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Grade 10 Prose Constructed-Response Item

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Specific CCSS alignment to:– RL.10.1 (use of evidence); RI.10.9 (comparison of authors’ presentation);

RL.10.10 (complex texts). – W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9

(drawing evidence from texts).– L10.1-3 (grammar and conventions).

Measures the ability to explain how one text transforms ideas from another text by focusing on a specific concept presented in the texts (the transformation of ideas with regard to the experience of flying).

Asks students to write to sources rather than write to a de-contextualized prompt.

Focuses on students’ rigorously citing evidence for their answer. Requires students to demonstrate they can apply the knowledge of

language and conventions when writing.

Aligns to the Standards and Reflects Good Practice

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Part A

Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”?

a.Striving to achieve one’s dreams is a worthwhile endeavor.

b.The thoughtlessness of youth can have tragic results.*

c.Imagination and creativity bring their own rewards.

d.Everyone should learn from his or her mistakes.

Part B

Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.

a.“and by his playfulness retard the work/his anxious father planned” (lines 310-311)*

b.“But when at last/the father finished it, he poised himself” (lines 312-313)

c.“he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329)

d.“Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*

e.“and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)*

f.“and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377)

g.“Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385)

h.“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)

Gr 10 Evidence-Based Selected-Response Item

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Creating a task to test L2 Describe the population you teach Define the purpose for an L2 writing

assessment task Define the construct that you are measuring,

e.g., ability to support with evidence or compare and contrast text

Design a task that would require the demonstration of these skills/knowledge

Share your task with a partner

Useful Links

http://www.corestandards.org/– Common Core State Standards Initiative

www.lexile.com www.renlearn.com/ar/overview/atos/ www.readingmaturity.com www.questarai.com Thinking into the English Language

Classroom: Mind Mirror

Self-Assessment I have a greater understanding of the Common Core State Standards I have an understanding of the Big Shifts in the Common Core I understand the general approach to assessment in the Common Core I understand text complexity and tools for determining appropriate text

level. I have some tools and models for aligning lessons/units with Common

Core Standards. I have some samples of lessons/units/assessment that ae aligned with

Common Core Standards. I have an approach for mapping unit/lessons onto the Common Core

Standards. I have an idea of formative assessments aligned with CCSS.

THANK YOU

for your participation!