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Language Arts Symposium

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1 Language Arts Symposium
The Reading Achievement Center Language Arts Symposium Sari Brecosky Megan Cicconi February 28, 2014

2 Welcome! Steering committee Schedule Facilities and Smoking
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. . .

3 Demystifying the PSSA

4 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

5 Grade Level & Question Type Matrix
SY: Grade Levels Multiple Choice EBSR TDA/PBE Open-ended Writing Prompt Third Grade X Fourth Grade  0 Fifth Grade Sixth Grade  X X = Common Item (Legacy/PACS) = Field Test Item 2014 (PACS)

6 Grade Level & Question Type Matrix
SY: Grade Levels Multiple Choice EBSR TDA/PBE Open-ended Writing Prompt Third Grade X Fourth Grade  X Fifth Grade Sixth Grade X = Tested items on ELA PSSA (PACS aligned)

7 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

8 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

9 EBSR Example Part A Question: Part B Question:
How are the events in paragraphs 1 and 2 important to the theme of the story? Part B Question: Which sentence from the story provides the best support for the answer in Part A? 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. 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. Will add many websites to RAC’s website Answers c and d

10 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

11 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.

12 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. Not writing comprehension comprehension comprehension

13 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

14 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?

15 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

16 ELA: Key Instructional Shifts
Balancing Literary and Informational Texts Knowledge in the Disciplines Staircase of Complexity Text-based Answers Writing from Sources Academic Vocabulary

17 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 (as opposed to being told about the text by a teacher or being informed about it through some textbook commentary). ). Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts (not all texts are worth close reading Shanahan, T. (2013).

18 Close Reading: Spiral of inquiry
1st Read: Unpacking the text 2nd Read: Text analysis 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? Main Idea and Key Details 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? 3rd Read: deep text connections Craft and Structure Knowledge & Ideas Integration of 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? Unpacking the text- purely an issue of reading comprehension Framing your understanding for the passage

19 The standards tell us HOW and WHAT
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 C  E05.B‐K.1.1.3 The standards tell us HOW and WHAT

20 integration of knowledge & ideas
Day 1 Layer One Day 2 Layer Two Day 3 Day 4 Layer Three Day 5 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 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 Interpretation and synthesis of various texts, analysis of evidence & bias, evaluation of multimedia elements Integrate ancillary texts and videos Use the integrated ancillary texts and videos Standards A-C in Reading informational & Reading Literature Ex: CC A D-F in Reading informational & Reading Literature Ex: CC E Ex: CC D G-I in Reading informational & Reading Literature Ex: CC H Ex: CC 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? First time craft comes into play (as in author’s perspective ie point of view) is third grade CC D  Explain the point of  view of the author.  E03.B‐C.2.1.1  CC D  Compare and  contrast an event or  topic told from two  different points of  view.  E04.B‐C.2.1.1  CC D  Analyze multiple  accounts of the same  event or topic, noting  important  similarities and  differences in the  point of view they  represent.  How does the author’s order of points and counterpoints sway the reader’s opinion?

21 Integration of knowledge & Ideas
Text Layering Integration of knowledge & Ideas

22 Five Reasons to say yes to Text Layering
Increases range of complexity Extends into varying genres Promotes ideation Requires synthesis Increases domain knowledge

23 1. Increases range of complexity
Different authors - different syntactic structures Density of propositions More reading Scaffolds text interaction

24 2. Extends into varying genres
Allows for genre layering Explication of topics in differing constructs Same topic appearing in different venues

25 Instruction guides cognition giving parameters to complete tasks
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

26 4. Requires synthesis One of the hardest comprehension processes Requires discernment Takes a learner from knowing about it to understanding it

27 5. Increases domain knowledge
Forces interface with the same aspects or principles Increases ability to comprehend Strengthens general intellect

28 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

29 The Artic and Antarctica
Grade Three The Artic and Antarctica

30 Share two things of importance with a partner Read article
Life on the Ice Read story Share two things of importance with a partner Read article Discuss similarities/differences

31 Use video sheet to collect specific information

32 Scavenger Hunt Use stories, article, and fact cards to determine if the statements are true or false.

33 Go Find It http://www. kidskonnect
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? ____________________________________________________________

34 Benefits Multiple interactions with specific parameters of cognitive attention Still has ancillary information Helps stimulate continuous engagement with concepts

35 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

36 3rd 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

37 integration of knowledge & ideas
Day 1 Layer One Day 2 Layer Two Day 3 Day 4 Layer Three Day 5 Text Title Life on the Ice Selected Section of Text Pages 1-2 Go Find It websites Ancillary Texts Day 4: Ice Age Article Day 5: Fact Cards key ideas/details Focus: who, what, where, why, when, how, main ideas, details, support Clarifications: Desert Ice age Mars comparison craft/structure structure Speak to analysis not influence: Paired photographs Sequence & separation of topics Interspersion of scientific terminology 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 Synthesis of various texts & multimedia Video: Video discussion page Analysis of evidence from multiple sources 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.” Post it notes for day three : pink artic, yellow Antarctica, blue both

38 Grade Four The Screech owl who liked television
The Earth Dragon Awakes

39 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

40 With your team decide how you would connect these two 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?

41 Personification Reverse Personification
What is reverse personification? Use yellow and green cards Decide as a team if they evince personification or reverse personification

42 Avalanche deaths spike in the West
Additional layers Insert video AFTER WATCHING VIDEO ADD CLARIFICATIONS! Video and General Points: Those that ski in back country areas (places other than regulated slopes in ski resorts) have the highest risk of encountering an avalanche. Many times it is the skier that triggers the avalanche. In an avalanche of snow, things that have greater volume rise to the top. The airbag for skiers helps them become larger; it gives them greater volume. So instead of winding up under eight feet of snow, they might only be under one or two feet. In that way, they more easily seen by the rescue team. Avalanche deaths spike in the West & video

43 Avalanche Avalanche 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

44 Time for a video

45 Avalanche Deaths Spike in West
Read the news article When finished complete the Evidence Synthesis Chart as a team.


47 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!

48 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

49 4th 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

50 & Portuguese man-of-wars
Grade Five Dangerous Crossing & Portuguese man-of-wars

51 Explanation. . . Dangerous Crossing Portuguese man-of-war . . . Animal
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

52 Marine animal

53 Frigate

54 Survival Mechanism Protection Floatation Nourishment
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

55 Extraction of concept Portuguese man-of-war to name-sakes Frigate
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

56 5th 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

57 You make the difference
Thank you You make the difference

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