Reading primarysources fcat20

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  • Great workshop today. Thanks so much for the information and handouts. Please send the info about the UCF seminar. I would love to attend.
    susan.atlas@browardschools.com
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  • Florida Organization of Instructional Leaders November 19, 2009 FDOE Office of Assessment Photograph of poet Walt Whitman and original notebook that have been digitized for the American Memory project, Library of Congress.
  • The model lesson that you will see today is designed to help students develop higher level literacy skills. The lesson infuses primary sources and uses the Inquiry model as the framework. Before we begin the lesson let’s review the connection between Literacy and Inquiry, 21 st century teaching and learning and FCAT 2.0 category 4.
  • Florida Organization of Instructional Leaders November 19, 2009 FDOE Office of Assessment In January, Peggy Livingston and Terri Coyle presented a detailed ppt on FCAT 2.0 reading. I have pulled the slides from that presentation to review information related to FCAT 2.0/Category 4. Let’s start with the purpose of FCAT 2.0 Reading…. Constructing meaning from a wide variety of texts—literary texts that provide insight, entertainment or inspiration or informational texts that solve problems, raise questions, provide information and present new ideas. As we will model, integrating primary and secondary sources with reading curriculum can help students practice the skills of inquiry and deepen their comprehension of period literature.
  • We can see that the effective lesson design that will provide opportunities for students develop the stamina and skills for high level thinking require opportunities to generalize, make multiple connections, take several steps in planning, make complex inferences and analysis within and across text –take information from one portion of text and apply that information to a new task.
  • As we work through our model lesson today be on the look-out for opportunities in the lesson for students to identify how text features contribute to a text, evaluate strong versus weak arguments, examine validity and reliability of information within and across texts.
  • Students must be also able to identify and understand key differences in the types of text they are reading. Integrating primary and secondary resources related to reading curriculum helps students make those important text to self, text to text, and text to world connections in both with literary and informational text.
  • Primary and secondary sources also help expose students to a variety of texts and text features that have a specific purpose and point of view. Using primary sources is a great scaffolding tool to get students to practice investigating and evaluating different types of materials.
  • Based on what we know about how the Media and Information literacy strand is measured and assessed, we can see that infusing primary and secondary sources helps to promote critical thinking skills by deepening inquiry and questioning skills by asking students to think about…. Why? Why do things happen the way they do? Requires students to analyze, problem solve, determine cause and effect How? How does this work? How can things be made better? Requires students to synthesize information Which? Which is best? Requires students to make thoughtful decisions, make choices based on evidence.

Transcript

  • 1. Teaching Reading with Primary Sources
  • 2. What is Literacy?
    • The ability to identify, understand, interpret, create, communicate (speaking and listening), problem-solve, and process printed, written, and digital materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, develop and apply their knowledge, inventiveness, and potential, and participate fully in their community and wider society.
    • Definition developed based on The United Nations Educational, Scientific and Cultural Organization ( UNESCO ) 2010 and the BCPS Literacy Task Force 12/6/10
  • 3. Is this the focus of our teaching and learning in classrooms?
    • FCAT 2.0 Reading Mission Statement:
      • Although not all benchmarks lend themselves to large-scale testing, successful schools recognize the need for students to master all Florida’s standards. The increased rigor exemplified in the NGSSS will enhance student performance in a rapidly advancing, global environment.
    • Purpose of FCAT 2.0 Reading:
      • The purpose of FCAT 2.0 Reading is to measure student achievement in constructing meaning from a wide variety of texts . Reading texts may be either literary or informational…
      • Literary texts focus on the art of language as their medium . They provide insight, entertainment, or inspiration …
      • In informational texts, language is used to solve problems, raise questions, provide information, and present new ideas about subject matter…
        • 2010 FCAT 2.0 Reading Item Specifications, page 1-3
  • 4. Cognitive Complexity Low: Moderate High More than 70% of students are likely to respond correctly. Between 40% and 70% of students are likely to respond correctly. Fewer than 40% of students are likely to respond correctly. Require students to recall, observe, question, or represent basic facts. Require two steps: comprehension and subsequent processing of the text Make heavy demands on student thinking Demonstrate simple skills or abilities Make simple inferences within the text Explain, generalize, make multiple connections Basic understanding of texts Signal words: Summarize, infer, classify, gather, organize, compare, display; explain, describe or interpret Requires several steps involving abstract reasoning and planning; must support thinking “ Just read the lines” Skills and concepts May involve identifying theme and implicit main ideas “ Read between the lines” Make complex inferences or complex analyses within and across texts Take information from one portion of text and apply information to a new task. “ Read beyond the lines.”
  • 5. 2010 Item Specifications, p. 15
  • 6. Changes in Types of Texts
    • More public domain or texts commissioned for FCAT.
    • Texts reflect the diversity of Florida’s student population.
    • Texts should not be outdated, can stand the test of time.
    • Poems, Fables, and Plays will make up only a small portion of texts on FCAT 2.0
    30% Literary Texts 70% Informational Texts 2010 FCAT Reading Test Item Specifications Fiction: Short Stories; Poetry; Historical Fiction; Fables; Folk Tales, Tall Tales; Legends; Myths; Fantasy; Drama; Excerpts from longer works. Nonfiction: Biographical and Autobiographical Sketches; Diaries, Memoirs, Journals, Letters; Essays (Personal and Classical Narratives); Critiques. Primary Sources/Nonfiction: Historical Documents (e.g., Bill of Rights); Essays (e.g., Informational, Persuasive, Analytical, Historical, Scientific); Letters, Journals, Diaries. Secondary Sources/Nonfiction: Magazine and Newspaper Articles; Editorials; Encyclopedia Articles. Functional Materials: Consumer Documents (e.g., Warranties, Manuals, Contracts, Applications); Embedded in Text (e.g., Tables, Charts, Maps, Graphs, Illustrations, Photographs, Captions, Text Boxes); How-To Articles; Brochures, Fliers; Schedules; Website Pages.
  • 7. Reporting Category 4: Information and Media Literacy Standard 6: The student comprehends a wide array of informational text that is part of our day to day experiences. What are the implications for instruction? Text Features in 2.2.1 Category 3 Text Features in 6.6.1 Category 4 Texts should be literary and may include, but are not limited to, fiction, nonfiction (e.g. biographies, autobiographies, diary entries, memoirs), poetry, or drama Texts should be informational . Texts may include, but are not limited to, functional reading materia ls (e.g. websites, consumer documents, how-to articles, brochures, fliers, and other real-world documents.) Texts should include a single, identifiable text feature or should contain a variety of text features. Texts should include a single, identifiable text feature or should contain a variety of text features. Stimuli found in texts may include titles, headings, subheadings, charts, graphs, illustrations, maps, diagrams, information found in captions, stanzas, italicized text, and text boxes. Stimuli found in text may include headings, subheadings, titles, subtitles, maps, diagrams, captions, illustrations, graphs, or italicized text.
  • 8. Teaching with Primary Sources Promotes Inquiry & Critical Thinking Skills
  • 9. Contact Information: Learning Resources & Instructional Materials Lynne Oakvik, Specialist [email_address] Margaret Rhorbach/Atlantic Tech High School [email_address]