Presentation on theme: "SARI BRECOSKY MEGAN CICCONI FEBRUARY 28, 2014 LANGUAGE ARTS SYMPOSIUM The Reading Achievement Center."— Presentation transcript:
SARI BRECOSKY MEGAN CICCONI FEBRUARY 28, 2014 LANGUAGE ARTS SYMPOSIUM The Reading Achievement Center
WELCOME! Steering committee Dr. Jillian Bichsel – Quaker Valley Dr. Judy Bulazo – Upper St. Claire Dr. Mike Loughead – South Fayette Dr. Shannon Varley - Avonworth Schedule Facilities and Smoking Blonde joke...
DEMYSTIFYING THE PSSA
QUESTION TYPES Multiple Choice Evidence Based Selected Response Text Dependent Analysis (Problem Based Essays) Open-ended response (Short Answer) Writing Prompts Opinion/Argument Informational/Explanatory Narrative
GRADE LEVEL & QUESTION TYPE MATRIX Grade LevelsMultiple ChoiceEBSRTDA/PBEOpen-endedWriting Prompt Third Grade X0 X Fourth Grade X 00 X Fifth Grade X 00 X Sixth Grade X 00 X X = Common Item (Legacy/PACS) 0 = Field Test Item 2014 (PACS) SY: 2013-2014
GRADE LEVEL & QUESTION TYPE MATRIX Grade LevelsMultiple ChoiceEBSRTDA/PBEOpen-endedWriting Prompt Third Grade XX X X Fourth Grade X XX X X Fifth Grade X XX X X Sixth Grade X X X X X X = Tested items on ELA PSSA (PACS aligned) SY: 2014-2015
MULTIPLE CHOICE The meaning of the Greek root “geo” helps the reader to know that a geologist studies_______. a) water b) people c) stars d) Land Where do most of the events in the passage take place? a) country farmhouse b) townhouse near the city park c) apartment in the city d) vacation cabin
EVIDENCE BASED SELECTED RESPONSE (EBSR) Two question structure Requires both single and multiple responses Part one usually requires one response Part two requires one, two, or three responses Part two may have between three - five choices Part two may have three correct answers but only ask students to select two correct answers Part one (rather than the text) should be referenced when answering part two This Year: ALL EBSR questions are field test items! Simply prepare students for the structural changes
EBSR EXAMPLE Part A Question: How are the events in paragraphs 1 and 2 important to the theme of the story? a. They list the many lessons that Lynn taught her younger sister, Katie. b. They explain that Katie’s family had very high expectations of her when she was young. c. They show how strong the relationship is between Katie and Lynn. d. They introduce the idea that Katie and Lynn want to learn more about the Japanese language. Part B Question: Which sentence from the story provides the best support for the answer in Part A? a. “My sister, Lynn, taught me my first word: kira-kira.” b. “When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex.” c. “She was dismayed over how un- Japanese we were and vowed to send us to Japan one day.” d. I didn’t care where she sent me, so long as Lynn came along.
TEXT DEPENDENT ANALYSIS SY 2014-2015 GRADES 4-8 Informational & Literature Rubric Effectively addresses all parts of the task demonstrating in-depth understanding of the text(s) Effective introduction, development, and conclusion identifying an opinion, topic, or controlling idea related to the text(s) Strong organizational structure that effectively supports the focus and ideas Thorough analysis of explicit and implicit meanings from text(s) to effectively support claims, opinions, ideas, and inferences Substantial, accurate, and direct reference to the text(s) using relevant key details, examples, quotes, facts, and/or definitions Substantial reference to the main idea(s) and relevant key details of the text(s) to support the writer’s purpose Skillful use of transitions to link ideas Effective use of precise language and domain-specific vocabulary drawn from the text(s) to explain the topic and/or to convey experiences/events Few errors, if any, are present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present do not interfere with meaning
TEXT DEPENDENT ANALYSIS SY 2014-2015 GRADES 4-8 Examples Write an essay analyzing how the author’s organization of the passage helps the reader to understand the tasks. Use information from the passage to support your response. When Cathy tells Paul about the camping trip, he is immediately interested. Write an essay analyzing how Paul’s actions convince his parents that he should be allowed to attend? Use evidence from the passage to support your response.
OPEN-ENDED ITEMS AKA SHORT ANSWER Example: Use at least three examples from the passage to explain how the pony auction is important to Chincoteague and Assateague Islands.
WRITING PROMPTS This year they appear only on the separate writing test (grades 5 and 8) or on the optional (separate) writing field test (grades 6 and 7) Students will have time to plan, write, and proofread your response to this writing prompt Four Point Rubric Focus, Content Development, Organization, Style
WRITING PROMPTS FIELD TEST AND 2014-2105 TESTS Narrative Think about a time when you were given the opportunity to care for something. Write a story that tells what you had to do and how it made you feel. Informational/Explanatory Write an essay that explains a talent or skill you have or would like to have. Opinion/Argumentative There are many reasons why people own pets. A pet can entertain you, keep you company or even protect you! Dogs and cats are the most popular pets in America today. Some people prefer an energetic dog and others, a cuddly kitten. Which do you think is best?
WHAT YOU REALLY NEED TO KNOW… SY 2013-2014 Prepare students for awkward structure Common items must simultaneously address both PACS and Legacy Standards Remember test security procedure
ELA: KEY INSTRUCTIONAL SHIFTS Balancing Literary and Informational Texts Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary
CLOSE READING It is a multilayered intensive analysis of a text Accomplished primarily by reading and discussing the text It is essential that readers re-read texts The path to deepening comprehension Shanahan, T. (2013).
CLOSE READING: SPIRAL OF INQUIRY 1 st Read: Unpacking the text Concept: Craft questions that ensure student understanding regarding major ideas and key details Identify potentially confusing vocabulary Resolve misconceptions Limit questions to big ideas or those that prime for mental queries Examples: Retell the plot of the story. Identify the ordinate and subordinate characters in the story. What characteristics distinguish plant cells from animal cells? 2 nd Read: Text analysis M AIN I DEA AND K EY D ETAILS C RAFT AND S TRUCTURE Concept: Craft questions focusing on how the text works. Students aim to uncover why the author made specific choices including: organization, literary devices, word choice, and evidence Often this reread is only a targeted excerpt specifically selected by the teacher Examples: What was the quality of evidence used in arguing against the inclusion of elephants in zoos? How does the author’s use of personification influence our understanding of and emotional response to the idea of captivity? 3 rd Read: deep text connections I NTEGRATION OF K NOWLEDGE & I DEAS Concept: Critical analysis of the value and quality of the text Connection of text to other texts, concepts, and student’s life Examples: Using examples from both texts what do the author’s want you to understand about the common theme of freedom? Which format of the article was more successful in helping the reader understand the author’s main idea?
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text base don specific information in the text. CC.1.2.5.C E05.B ‐ K.1.1.3 THE STANDARDS TELL US HOW AND WHAT
Day 1 Layer One Day 2 Layer Two Day 3 Layer Two Day 4 Layer Three Day 5 Layer Three Text Title___________ Selected Section of Text___________ Ancillary Texts (Day 4/5)___________ KEY IDEAS / DETAILS Focus: who, what, where, why, when, how, main ideas, details, support Clarify confusing vocabulary & potential obstacles CRAFT / STRUCTURE Focus: structure, point of view Speak to analysis not influence CRAFT / STRUCTURE Focus: author’s purpose, the relationship of word choice, figurative language, and syntax etc. to mood, perceived truth, adequacy & accuracy of details Speak to analysis and influence INTEGRATION OF KNOWLEDGE & IDEAS Focus: Interpretation and synthesis of various texts, analysis of evidence & bias, evaluation of multimedia elements Integrate ancillary texts and videos INTEGRATION OF KNOWLEDGE & IDEAS Focus: Interpretation and synthesis of various texts, analysis of evidence & bias, evaluation of multimedia elements Use the integrated ancillary texts and videos Standards A-C in Reading informational & Reading Literature Ex: CC.1.2.3.A D-F in Reading informational & Reading Literature Ex: CC.1.2.3.E D-F in Reading informational & Reading Literature Ex: CC.1.2.3.D G-I in Reading informational & Reading Literature Ex: CC.1.2.3.H G-I in Reading informational & Reading Literature Ex: CC.1.2.3.I Sample Question: Citing evidence from the text… Why did Lincoln fight to abolish slavery? To what type of writing structure does the text belong? How does the author elicit empathy from the reader? What elements did the author use to make the journal format more powerful? What do the authors want the reader to understand regarding the common theme?
INTEGRATION OF KNOWLEDGE & IDEAS TEXT LAYERING
FIVE REASONS TO SAY YES TO TEXT LAYERING 1.Increases range of complexity 2.Extends into varying genres 3.Promotes ideation 4.Requires synthesis 5.Increases domain knowledge
1. INCREASES RANGE OF COMPLEXITY Different authors - different syntactic structures Density of propositions More reading Scaffolds text interaction
2. EXTENDS INTO VARYING GENRES Allows for genre layering Explication of topics in differing constructs Same topic appearing in different venues
3. PROMOTES IDEATION Presentation of concepts in different ways supports thinking in a multi- perspective manner Instruction guides cognition giving parameters to complete tasks Ancillary interface with factoid type knowledge
4. REQUIRES SYNTHESIS One of the hardest comprehension processes Requires discernment Takes a learner from knowing about it to understanding it
5. INCREASES DOMAIN KNOWLEDGE Forces interface with the same aspects or principles Increases ability to comprehend Strengthens general intellect
BETTER IDEAS OFTEN REQUIRE CHANGE... Do not run out and buy new text books! Current books and attempts at layers Teachers, time, and know-how
GRADE THREE THE ARTIC AND ANTARCTICA
LIFE ON THE ICE Read story Share two things of importance with a partner Read article Discuss similarities/differences
VIDEO Use video sheet to collect specific information
SCAVENGER HUNT Use stories, article, and fact cards to determine if the statements are true or false.
GO FIND IT HTTP://WWW.KIDSKONNECT.COM/SUBJECTINDEX/16-EDUCATIONAL/HISTORY/270-ICE-AGE.HTML HTTP://WWW.SCIENCEKIDS.CO.NZ/SCIENCEFACTS/EARTH/ANTARCTICA.HTML HTTP://WWW.KIDSKONNECT.COM/SUBJECTINDEX/16-EDUCATIONAL/HISTORY/270-ICE-AGE.HTML HTTP://WWW.SCIENCEKIDS.CO.NZ/SCIENCEFACTS/EARTH/ANTARCTICA.HTML What was the coldest recorded temperature on Earth?_______________ ° F (in Fahrenheit) What was the name of the last ice age?____________________________ What % of the earth’s ice is found in Antarctica?____________________ What are three animals that lived during the Ice Age but are now extinct? _______________________________________________ Where did the name ‘Antarctica’ come from? ____________________________________________________________
BENEFITS Multiple interactions with specific parameters of cognitive attention Still has ancillary information Helps stimulate continuous engagement with concepts
REMINDERS & SUGGESTIONS Video in between readings Need more than one watch Too short and concentrated for one viewing Can put on kids computers Fact cards are made to elucidate intended learning Scavenger Hunt requires information from multiple sources Go Find It – a way to genuinely use technology as a learning tool
3 RD GRADE TEXT LAYERS Life on the Ice Ice Age article TedEX video Artic vs Antarctic Video discussion page Kidskonnect & Sciencekids website Fact Cards Scavenger Hunt activity Go Find It activity
Day 1 Layer One Day 2 Layer Two Day 3 Layer Two Day 4 Layer Three Day 5 Layer Three Text Title Life on the Ice Selected Section of Text Pages 1-2 Go Find It websites Ancillary Texts Day 4: Ice Age Article tinyurl.com /RACartic Day 5: Ice Age Article tinyurl.com /RACartic Fact Cards KEY IDEAS / DETAILS Focus: who, what, where, why, when, how, main ideas, details, support Clarifications: Desert Ice age Mars comparison CRAFT / STRUCTURE Focus: structure Speak to analysis not influence: Paired photographs Sequence & separation of topics Interspersion of scientific terminology CRAFT / STRUCTURE Focus: relationship of author’s organization to reader’s comprehension Speak to analysis and influence Due to author’s organization and possible misconceptions integrate Go Find It activity INTEGRATION OF KNOWLEDGE & IDEAS Focus: Synthesis of various texts & multimedia Ice Age Article Video: tinyurl.com / RACartic Video discussion page INTEGRATION OF KNOWLEDGE & IDEAS Focus: Analysis of evidence from multiple sources Ice Age Article Video: tinyurl.com / RACartic Video discussion page Scavenger Hunt Activity Standards 1.2.3.A 1.2.3.B 1.2.3.E 1.2.4.E 1.2.3.G 1.2.3.I Sample Question: Citing evidence from the text… What evidence does the author provide to demonstrate that life on the poles is far from ordinary? Create three headings and rationales for their addition on pages 146, 149, and 151? How does the author’s organization help or hinder the reader’s understanding of main differences between the Artic and Antarctica? How are the Artic and Antarctic similar? What are four distinctive features of the Artic? How do the main ideas of the TedED video and “Life on the Ice” differ? Compare and contrast author’s purpose in the texts “Life on the Ice” & “Ice Age.”
GRADE FOUR THE SCREECH OWL WHO LIKED TELEVISION THE EARTH DRAGON AWAKES
SCREECH OWL & EARTH DRAGON Read Screech Owl Talk about what you would “do” with the story Read Earth Dragon Talk about what you would “do with the story Complete the Inquiry Guide using both pieces of text
DISCUSSION TIME... With your team decide how you would connect these two pieces of text. What will be your two major foci?
PERSONIFICATION REVERSE PERSONIFICATION What is reverse personification? Use yellow and green cards Decide as a team if they evince personification or reverse personification
ADDITIONAL LAYERS AVALANCHE DEATHS SPIKE IN THE WEST & VIDEO
An avalanche can consist of snow or rocks. It is when large deposits of snow or rocks on a mountain side are disturbed in such a way that it causes a shift. When this shift occurs, the material becomes unstable and starts to roll down the side of the mountain bringing everything in its path with it. AVALANCHE Avalanche
TIME FOR A VIDEO
AVALANCHE DEATHS SPIKE IN WEST Read the news article When finished complete the Evidence Synthesis Chart as a team.
BENEFITS Taking the core concept and extending it to real world application Going beyond simply “knowing” about avalanches to knowing about technological advances Kids sometimes do realize that people make things all the time... Well-defined instructional purpose that embeds cognitive rigor AND make sense!
REMINDERS & SUGGESTIONS Scaffolding is non-negotiable You WILL have to modify things – and you are not going to find this expanse or quality in a package Video can be put on computer Common Sense Media Jennifer Ehehalt Paul Cindric Snap (the old Oscar sort of...) Jana Baxter
4 TH GRADE TEXT LAYERS Screech Owl that Liked to Watch Television story The Earth Dragon Awakes story Inquiry Guide Personification& Reverse Personification cards Robust vocabulary definition card Video and general points notes page Avalanche Deaths Spike in West article Evidence Synthesis Chart Evidence Synthesis Chart answer key
GRADE FIVE DANGEROUS CROSSING & PORTUGUESE MAN-OF-WARS
EXPLANATION... Dangerous Crossing Incited by: “One day a sailor pulled up a Portuguese man=of-war in a bucket. Johnny looked on in wonder. Was this truly a fish from the sea? “Careful,” the sailor warned him. One touch of its twisted cords would sting like a hundred bees. Portuguese man-of-war... Animal Portuguese Man-o-War...Ship Royal Navy History... Using diagrams to explicate and extract information
COLONY COMPARISON CHART DIRECTIONS: USE THE MAN-O-WAR FRIGATE DIAGRAM, THE INFORMATIONAL ARTICLES, AND VIDEO TO DETERMINE COLONY MEMBERS’ (CREW MEMBERS OF THE MAN-O-WAR VESSEL AND ZOOIDS OF THE PORTUGUESE MAN-OF-WAR) RESPONSIBILITIES FOR EACH SURVIVAL MECHANISM. Survival Mechanism Portuguese man-of-war Man-o-war Frigate Protection Floatation Nourishment
BENEFITS Diagrams are texts Extraction of concept Portuguese man-of-war to name-sakes Frigate Underlying concept in story Often witnessed in poetry and literature
5 TH GRADE TEXT LAYERS Dangerous Crossing story About the Portuguese man-of-war Article Sea Creatures & Sea Crusaders video Portuguese man-of-war diagram Man-o-war Frigate diagram Colony Comparison Chart