Middle School ELA Quarter 2 ELA Mini Academy WINNER Hello, and welcome to the second quarter ELA mini academy of the 2016-2017 school year! This presentation will serve as a guide to help you navigate through the second nine weeks for middle school English Language Arts.

Five Big Ideas Big Idea 1 - Quarter 2 standards Big Idea 2 - Examples and Non-examples Big Idea 3 - Plan Standard Aligned Tasks Big Idea 4 - Writing Progression Big Idea 5 - Resources There are 5 big ideas that will be covered in this presentation. I will begin by explaining the standards for the second nine weeks including how the standards are clustered, the progression, and the purpose of supporting and embedded standards. I will then present examples and non-examples of the types of questions and tasks as they relate to the LAFS standards. The writing progression for the year will be explained, as students should be practicing writing during every MTP, and I will end by reviewing helpful resources for teaching and learning.

Big Idea 1- Quarter 2 Standards The MTPs in this quarter have a greater focus on information standards. Though the first two MTPs in 8th grade do have a literary focus, the majority of the MTPs in middle school, quarter 2 are informational. Many of the standards in this quarter are repeated from quarter 1 with the addition of 3 new standards. This gives students more exposure to what was previously taught in quarter 1.

Big Idea 1- Quarter 2 Standards There are the 3rd and 4th MTPS of the second nine weeks. Again, notice the intense focus on informational standards and the addition of standards from cluster 3.

Big Idea 1- Which Standards Are New This Quarter? LAFS.910.RI.3.8 LAFS.910.RI.3.9 LAFS.910.W.1.1 Standards RI.3.8, RI.3.9, and W.1.1 are new knowledge this quarter. This cluster of standards is integration of knowledge and ideas. Students must have a grasp on the skills and concepts taught in clusters 1 and 2 to be successful with these standards. Don’t forget that even though standards may not be listed as essential, they are still embedded and supporting to help with the teaching of these standards. Also, according to the writing progression on the scope and sequence, this is the students’ first exposure to argumentative writing in instruction this year. Remember that writing should be incorporated into every lesson and scaffolded so students are prepared to write essays by the end of the quarter.

Big Idea 2 - Examples and Non-examples In order to better understand what the standards are asking, the following slides contain examples and non-examples of the standards in the second quarter MTPs. The examples focus on the types of questions students may see on FSA to highlight how the standard is tested and the academic language used on the assessment. The non-examples show ways in which standards may have been taught in the past or misconceptions about the standard.

RI.3.8 Standard RI.3.8 Requires students to trace and evaluate arguments and specific claims in 6th and 7th grade, preparing them to delineate the argument and specific claims in 8th grade. In 6th grade, RI.3.8 requires students to distinguish between claims that support reasons and evidence from those that do not, while in 7th and 8th students must assess whether evidence is sound and evidence is relevant and sufficient in supporting claims. In 8th grade, students must also recognize irrevelvent evidence. For these standards, students must do more than merely identify the arguments or claims in a text. Students may have to trace arguments or claims in either a section of the text or throughout the whole text. Students may need to evaluate how effective, persuasive, or biased an argument or claim is and recognize the irrelevancy of evidence in 8th grade.

RI.3.8 Examples LAFS.6.RI.38 LAFS.7.RI.38 LAFS.8.RI.38 Please take a moment to pause this slide to examine text item questions for RI.3.8

RI.3.8 Non-example What is the argument in the passage? These are some non-example for standard RI.3.8. Remember, students must do more than simply identify the argument. And again, while graphic organizers are useful in helping students map out their thinking, what is done with the graphic organizer will determine if it is meeting the rigor of the standard. A flow map in this case may be used to help students trace an argument and find supporting evidence, but teachers must decide what next steps will be employed to get students to evaluating the argument or claim, reasoning, and evidence.

RI.3.9 For standard RI.3.9, students compare and contrast two separate authors’ interpretations of the same event in 6th grade. This leads to students analyzing the interpretations of the same event in 7th grade through the separate authors’ emphasis of different evidence or the advancement of different interpretations of facts. In 8th grade, the students must analyze two or more texts that provide conflicting information and identify where the those texts disagree on facts or interpretations.

RI.3.9 Non-example These are both non-examples for meeting the depth of standard RI.3.9 in any grade. While these graphic organizers can be used for students to organize their thinking, the test item specifications require students to move beyond this thinking and explain or analyze claims and arguments.

Big Idea 3 - Plan Standards-Aligned Tasks Standard/Target Task 4 3 2 1 When planning lessons for instruction, make sure the tasks or assignments are aligned to the standard and targets. Remember the level 1 and 2 targets scaffold instruction in order to reach the rigor of the learning goal. It may be helpful to chart out a scale with a column for evidence so teachers can see the direct relationship between the task and the target. While students may not need detailed instructions of the task listed on the chart, be sure that the entire task is planned out from start to finish to ensure it is meeting the rigor of the target or standard.

Big Idea 4 - Writing Progression Here is the writing progression for the year, which can be found at the bottom of the scope and sequence. Please note that the entire standard for W.1.1 is on the first MTP this quarter. This is included to ensure that teachers and students understand the relationship between the standard and the MTP learning targets. This progression was created to help build students up to the full standard by the end of Quarter 2. The targets on the MTPs suggest the progression, as well. For example, this progression and the targets shows that students will ideally have mastered writing thesis statements and developing claims/counterclaims for argumentative writing during MTP 1. During MTP 2 students then are fine tuning their thesis statements, focusing on elaborating on claims and counterclaims in 7th and 8th grade, and practice writing complete academic paragraphs, leading to writing full argumentative essays by the end of the 2nd quarter. This is a chunked progression for argumentative writing and will help students build and fine tune their academic writing abilities throughout the second quarter. It is important for teachers to make sure students are receiving adequate practice with writing before assigning a full essay.

Big Idea 5 - Resources Additional Resource Documents (texts, question stems) Trade Books SpringBoard Resources Other Resources SAFARI Montage OCPS K-12 Literacy Plan Test Item Specifications Khan Academy Marzano DOK Crosswalk Please refer to the many resources available to you through IMS such as the standards, MTPS and Additional resource documents as well as the district adopted SpringBoard textbook resource. Remember, no matter what resource is chosen (whether from the adopted text, AR documents, or a different outside resource) the goal is to teach to the standards. Multiple resources may be needed to help teach to the full rigor of the standard. Digital objects are also available through safari, which is linked on the additional resource document. Test item specifications provide assessment limits for the standards, which are also found in the notes about the standards section on the MTP Don’t forget other teaching and learning resources such as Khan academy for reading skills and strategies.

Additional Resource Documents - Question Stems Question stems as they relate to the essential standards were added to the AR documents. Please make sure when using these stems that specific questions are chosen and paired as necessary to what is being taught.

Sample Question Stems LAFS.6.RI.3.8 LAFS.7.RI.3.8 LAFS.8.RI.3.8 Which details does the author use to support the idea that _____? Describe the reasons the author provides to support the idea that it is best to _____. Use at least two details from the text in your response. How does the author support the idea that _____ may not always be the better choice? Part B: Trace the author’s argument throughout the text by selecting the sentences that support this idea. Which claims are supported by evidence found in the text? LAFS.7.RI.3.8 How does the author ensure sound reasoning throughout the text? Trace the author’s argument throughout the text by selecting two sentences from two different paragraphs that express a central idea. [Excerpted text] Part A: What is the central claim of the paragraph? Part B: How does the author develop this claim throughout the paragraph? Part A: Select how the author develops an argument throughout the text. Part B: Select a sentence where the author uses relevant and sufficient evidence to support the argument. How does the author support the claim that _________? LAFS.8.RI.3.8 Select a sentence in the first text where the author appeals to the reader’s emotions to support an argument. [Excerpted text] Select the word or phrase where the author first introduces an argument. Select the sentence in this text where the author introduces irrelevant evidence. [Three paragraphs excerpted] Part A: Select the main argument of the text provided. Part B: Select a sentence containing relevant and supportive evidence for this argument. Part A: Select a sentence containing relevant and supportive evidence for the text’s central argument. Part B: Select a sentence containing irrelevant or inappropriate evidence. Here are some sample question stems for the essential standards covered in this presentation. When using question stems, make sure they are appropriately chosen based on what is being taught as some questions may serve a better purpose than others. Some of the question stems may be better suited for specific targets, while other questions reach toward the full standard. When using the questions stems to plan a lesson, remember that their purpose is not to be used as the entire lesson. For example, it is not recommended that students read a text and then answer the questions created from the stems as their entire task. It is recommended these stems are used as part of a lesson or discussion and embedded appropriately.

Test Item Specifications 6th Grade http://www.fsassessments.org/wp-content/uploads/2016/05/Grade-6-ELA-Test-Item-Specifications_Final_May-2016.pdf 7th Grade http://www.fsassessments.org/wp-content/uploads/2016/05/Grade-7-ELA-Test-Item-Specifications_Final_May-2016.pdf 8th Grade http://www.fsassessments.org/wp-content/uploads/2016/05/Grade-8-ELA-Test-Item-Specifications_Final_May-2016.pdf Please make sure to reference the test item specifications. Go to http://www.fsassessments.org/ and click on FSA Resources. In the search box you can type test item specifications, which will pull up all test item specs for all grades and subject areas tested.

The test item specifications not only list the standards, but offer helpful information on item types and the attributes of the texts and other stimuli students will see on FSA. For example, this chart shows the range of words in the excerpts students will read on the assessment. This can be helpful when planning so teachers can choose resources and excerpts from longer texts that have the appropriate length and complexity.

Marzano DOK Crosswalk This document was given out at the first coach meeting on September 14th. Remember when planning to be purposeful in the Marzano elements used to make sure lessons are progressing and elements match the rigor of the standards being taught. Also make sure students have the opportunity to at least process, elaborate, record and represent, and reflect during the majority of their lessons. The goal is to move toward more student-centered classrooms, which must be intentionally planned.

Thank you and if you have any questions, please feel free to email me at amy.london-tauriello@ocps.net. amy.london-tauriello@ocps.net