Now that you know you can still use a few of your favorite things, you may be asking yourself about how to go about planning lessons that will ensure students will be prepared for the Embedded Assessments. In order for teachers to make sure their students are prepared for the Embedded Assessments, they will first need to look at the grade level scope. These are available on the grade level landing pages on Learning Village (show pathway…use 8 th grade).
Once you have the scope open, it is important to look for the benchmarks that are highlighted in yellow and blue (show sample scope with highlighted colors…use 8 th grade). These highlighted benchmarks should be the focus of your lesson planning. As long as you are following the scope and hitting these tested benchmarks in your lessons, your students will be prepared for the Embedded Assessments. With that said, there are many other benchmarks that are not tested and are still important. It is imperative to include these benchmarks in your instruction, but they should not drive the instruction. Although there are many ways to work these benchmarks into your teaching, one way that we have seen that has been successful was to use the Warm-up or Wrap-up time segments. No matter which way you decide, just remember not to push them to the back burner.
Many teachers have been concerned/upset because they believe that they are not able to use the materials they have used and loved for so long. Fortunately, this is not true!! Teachers are encouraged to add their own “flair” to the Curriculum Frameworks. Although the lessons on the Frameworks are optional, the scope and embedded assessments are not. To be certain that students are prepared for the Embedded Assessments, teachers must make sure they are following the scope and using the tested benchmarks to guide their instruction. Many teachers say “Well, I teach Poe in October,” or “I like use Anne Frank during the last term.” Although these pieces fit nicely into seasons and certain times of year, it may not fit the sequence of benchmarks from the scope. Teachers can still use these pieces, they will just need to re-adjust when they teach them.
Before I end, I just wanted to share two resources. The first is an example of how I would link one of my all time favorite pieces of literature in with the scope. The second is a benchmark focused resource that I came across in my classroom last year. Example: One of my all time favorite pieces to use as an 8 th grade teacher is The Giver by Lois Lowry. So I can totally relate to your frustrations. If I was told I couldn’t use this piece of literature in my classroom, it would be a huge disappointment. However, now that I know that I still can use it with just a little bit of tweaking, I can relax a bit. Here is what I do to make it a successful match: Using the scope, I would choose benchmarks to focus on for each chapter or group of chapters. In Cycle #1 of the 8 th grade scope (show scope) the literature tested benchmark covers the elements of characterization, the reading tested benchmark is main idea, and the vocabulary tested benchmark is context clues for unfamiliar words. Using these three benchmarks, I would have my students use two column notes to record the main ideas and details contained in each chapter. Because the main ideas and details will be centered around the characters, setting, plot, and theme of the novel, I will also be covering the elements of characterization benchmark as well. To cover vocabulary, I would have the students choose one word from each chapter to study. The study of course would include writing a definition of the word based on how it is used in the text, comparing it with the dictionary definition, and then using it in an original sentence (show sample two column notes). This novel guide is a great example of how to incorporate what you have always done, while implementing the benchmark focused requirements of the new scope (show sample). Questions 1- 5, not only cover all three tested benchmarks for Cycle #1, they also provide practice for the performance items. Teachers can use materials like this to create quizzes and homework assignments to review the cycle’s targets. Summary: Creating lessons and materials like the two column notes and the questions from the Connections to Literature will allow you to incorporate all of the tried and true materials that you love so well. Just remember to use the scope as your guide and to stick to the tested benchmarks for the focus of your lessons.
Response: This is a myth! Teachers are not mandated to use these resources!!! If they wish to use their own, they have the freedom to do so granted their resources are used specifically to address the standards for a given cycle. For example, if a teacher wishes to use a PowerPoint he/she has created on a short story for Cycle #2, then the teacher must use that PowerPoint in way that emphasizes at least one of the benchmarks [e.g., Looking at the Scope for Cycle #2 [use 9 th grade username and password], I can see that LA.910.1.7.4 : I can identify cause and effect relationships in stories and informational text or LA.910.2.1.5 : I can identify literary elements (character development, setting, plot structures, theme, word choice) in various works.].
Explain that the content writers have added a variety of resources which include, but are not limited to, PowerPoints, video clips, voice recordings, tutorials, worksheets, assessments, websites, etc. throughout the lessons (e.g., Warm-up, Wrap-up, Teacher Modeling, Guided Practice, Independent Practice, Other, Reteaching and Enriching). Explain the reasons that these supplemental resources have been specifically incorporated (Read from slide and refer to examples and hyperlinks in the slide.) Use 9 th grade username and password when accessing the hyperlink in the first point. Use 12 th username and password when accessing the hyperlink in the fifth point (i.e., spotlight the various resources which are easily accessible within the lesson and then take them to the college websites in the Other and Reteaching/Enriching sections . While spotlighting the resources, emphasize that is important for teachers to use best practices when accessing these resources from the framework. Teachers should view, download, save, and print these resources in advance as well as ensure that all links are working prior to teaching a lesson since many of the lessons contain links to websites outside the district server and since all of the lessons are linked to a calendar managed by Google , a search engine which could have technical difficulties at times. Likewise, it is also a best practice to make copies of the resources for students in advance whenever possible. Use 9 th grade username and password when accessing the hyperlink in the 7th point.
Teachers may alternatively use the resources on the ELA Framework by Using resources from a portion of a lesson (Some teachers have expressed that they have found it useful, for example, to use the Warm-up and Wrap-up resources from the framework within their own lessons when they had difficulty thinking of a bell-ringer or closing activity that addressed the benchmarks. This is also a great way to be sure that you are covering the benchmarks for a given cycle.) Adding their own material directly to the resources provided on the ELA Framework by simply downloading and saving the resources (Other teachers have found it to be a time-saver to do this (e.g., a PowerPoint on The Odyssey or The Crucible etc.). Adding their own resources to those provided in a lesson. (Perhaps a teacher has a favorite webquest that he/she knows supplements a particular selection well and the use of the webquest aligns to the standards-focus of a lesson; then, by all means, we want to encourage that teacher to feel the freedom to add this resource to the lesson.) Emphasize that these resources are just that— resources/materials for teachers to use in order to help them meet the needs of their students . However, remind teachers that they know their students best and it is their ultimate responsibility to use the resources which will best meet the needs of their students since that is the priority.
Response: This is a truth! The content writers have filled the ELA Framework with information rich in substance and full of rigor designed for 50 minute class periods! We have included Warm-ups and Wrap-ups to gather students’ attention at the onset of class and help them wind-down at the end which are to last approximately 10 minutes a piece. We have included a structured lesson to include the I Do, We Do, You Do model. We have included Reteaching activities to reinforce skills and Enrichment activities for once skills have been mastered. Address the second question on the above slide by noting that the content writers realized that there would be times when a teacher could not cover every component of a lesson because of out-of-the-ordinary circumstances (e.g., fire-drill, testing , etc.). (Know Important Parts) With the first point, emphasize that when this happens, the teacher must be able to determine which part of a lesson is the most important part to be covered . Emphasize that to know this, teachers must refer to the Grade Level Scope & Sequence (use grade 10 username and password to access Scope and Sequence). Here the highlighted benchmarks will allow teachers to determine the tested benchmarks for grades 9 and 10 . For grades 11 and 12 , teachers can determine which benchmarks will be tested on FCAT Retakes . Consequently, these benchmarks take precedence in the lesson. (Make Adjustments) With the third point, remind teachers that the entire lesson is benchmark-focused . However, the lessons can be adjusted to meet their time frame. For example, a Warm-up or Wrap-up for a particular lesson may teach a standard which is not tested. If a Warm-up or Wrap-up in a lesson covers a grammar benchmark, for example, (i.e., going back to the Scope, you will notice that grammar standards are not highlighted which means they are non-tested benchmarks), and if a teacher is running short on time, he/she may need to adjust the lesson according to his/her time frame by using a part of the Teacher Modeling as the Warm-up or replacing the original Wrap-up with an extension of the Independent Practice. The teacher could also shorten the Warm-up or Wrap-up by having students complete only a portion of them (e.g. numbers 1-5 instead of 1-10) if applicable. (Assign Homework) Sometimes, teachers may need to assign homework if they find students will not have enough time to complete the independent practice in class. The content writers have incorporated homework occasionally within the lessons; however, teachers may need to add it to a day when the content writers did not. (Examine Additional Components) Likewise, additional components of the lesson entitled Other and Reteaching and Enriching may need to be examined quickly for need if a teacher is running short on time . For example, if I have determined that all of my students have grasped the concept of a lesson after the Independent Practice, then there would be no reason to reteach that skill in that lesson. Furthermore, there may be reteaching for this same standard in a later lesson ( Note: It is considered a best practice to look ahead at what will be covered in each lesson…even if it just a week at a time.)
Make note that the ELA content writers have also considered the time frame carefully when creating PB Writes and EA lessons . Refer to the examples listed on the above slide. Encourage those teachers who are following the framework on a block schedule to first attempt to make use of as many of the components of a lesson as possible (e.g., The Other, Reteaching , and Enriching sections work nicely for this since they often involve projects or supplemental activities.). Remind block teachers that they should be using two lessons per day. Reiterate that we urge teachers to adapt the ELA Framework to best meet the learning needs of their students since teachers know their students best.
(Angie) Make sure DILS get a copy of this document for their folders.
Dil Myths Meeting
English and Language Arts Department Instructional Leaders Workshop September 30, 2009
<ul><li>“… grant me the serenity to accept the things I cannot change, the courage to change the things I can, and the wisdom to know the difference.” </li></ul><ul><li>~Reinhold Niebuhr </li></ul>
MYTH OR FACT <ul><li>If I don’t use the curriculum framework lesson plans, my students won’t be prepared for the embedded assessments. </li></ul>
MYTH <ul><ul><ul><li>Use the grade level scope and focus on the following to ensure adequate preparation: </li></ul></ul></ul><ul><ul><ul><li>Focus on Tested Benchmarks </li></ul></ul></ul><ul><ul><ul><ul><li>Color Coded Tested Benchmarks (Yellow & Blue) </li></ul></ul></ul></ul><ul><ul><ul><li>Five (5) Tested Areas </li></ul></ul></ul><ul><ul><ul><ul><li>Literature, Reading, Writing, Vocabulary, Information and Media Literacy </li></ul></ul></ul></ul><ul><ul><ul><li>Non-Tested Benchmarks </li></ul></ul></ul><ul><ul><ul><ul><li>Incorporate vs. Focus </li></ul></ul></ul></ul>
MYTH OR FACT <ul><li>I cannot teach novels this year. </li></ul>
MYTH <ul><li>Look at the scope and to determine the sequence of benchmarks that need to be covered. </li></ul><ul><ul><li>Cycle #1 </li></ul></ul><ul><ul><ul><li>LA.126.96.36.199 Elements of Characterization </li></ul></ul></ul><ul><ul><ul><li>LA.188.8.131.52 Main Idea </li></ul></ul></ul><ul><ul><ul><li>LA.184.108.40.206 Vocabulary </li></ul></ul></ul><ul><li>Next, choose one of your favorite pieces that can adequately cover those benchmarks. </li></ul><ul><ul><li>The Giver by Lois Lowry </li></ul></ul><ul><li>Incorporate activities that will support the learning of each benchmark. </li></ul><ul><ul><li>Two Colum Notes </li></ul></ul><ul><ul><li>One Sentence Summary Quizzes (Warm-up/Wrap-up) </li></ul></ul>
MYTH OR FACT <ul><li>I cannot use supplemental technology-based resources such as PowerPoints, websites, webquests, tutorials, worksheets, etc. which I created or purchased in the past because of the requirements of the ELA framework. </li></ul>
MYTH <ul><li>Teachers are NOT mandated to use the supplemental technology-based resources from the ELA Framework!!!! </li></ul><ul><li>If teachers wish to use their own resources, they have the freedom to do so as long as they address the standards for a given cycle. </li></ul><ul><li>Remember to look to the Scope and Sequence to determine the benchmark focus. </li></ul>
The content writers have added a variety of technology-based resources throughout the ELA Framework for several reasons. <ul><ul><li>To enhance teaching practices with the use of multimedia and other forms of technology within the curriculum (e.g., PowerPoints, video clips, podcasts, websites, webquests, tutorials, assessments, etc.) </li></ul></ul><ul><ul><li>To provide an effective means for teaching information </li></ul></ul><ul><ul><li>To provide a fresh , exciting , and, often, new means for teaching information (e.g., “The Cask of Amontillado” music video from Cycle #1) </li></ul></ul><ul><ul><li>To help build or expand the resource repertoire of teachers (e.g., new and master teachers) </li></ul></ul><ul><ul><li>To make resources easily accessible to all teachers (i.e., Use Best Practices when accessing resources). </li></ul></ul><ul><ul><li>To include teacher-created, teacher-tested and/or teacher-friendly resources (e.g., Literary Analysis for Enrichment from the Prentice Hall Resource-Pro CD) </li></ul></ul><ul><ul><li>To provide standards-based resources. (e.g., Reader’s Log Notes for Cycle #2) </li></ul></ul>
Teachers may alternatively use the resources on the ELA Framework by… <ul><ul><li>Using resources from a portion of a lesson (e.g., Warm-up and/or Wrap-up). </li></ul></ul><ul><ul><li>Adding their own material directly to the resources provided on the ELA Framework by simply downloading and saving. </li></ul></ul><ul><ul><li>Adding their own resources to those provided in a lesson. </li></ul></ul><ul><li>The teacher best knows his/her students and, therefore, knows which resources will be the most effective for meeting their learning needs. </li></ul>
MYTH OR FACT <ul><li>I can adequately cover the material in one lesson from the ELA Framework given a fifty-minute class period or a block class period. </li></ul>
FACT <ul><li>The ELA Framework is full of information rich in substance and rigor designed specifically for a fifty-minute class period. </li></ul><ul><ul><li>Why are the lessons organized the way they are? </li></ul></ul><ul><ul><ul><li>Warm-up/Wrap-up </li></ul></ul></ul><ul><ul><ul><li>I Do, We Do, You Do Model </li></ul></ul></ul><ul><ul><ul><li>Reteaching and Enriching </li></ul></ul></ul><ul><ul><li>What do I do when out-of-the-ordinary (e.g., fire drill, testing, etc.) circumstances arise and I must deviate from the lesson? </li></ul></ul><ul><ul><ul><li>Focus on the most important part of the lesson. Refer to the Grade Level Scope and Sequence. </li></ul></ul></ul><ul><ul><ul><li>Adjust the lessons to fit your time frame and students’ needs. </li></ul></ul></ul><ul><ul><ul><li>Assign homework. </li></ul></ul></ul><ul><ul><ul><li>Examine additional components of lesson for need and time. </li></ul></ul></ul>
Content writers have carefully created the lessons for the Palm Beach Writes and Embedded Assessments. <ul><ul><li>Palm Beach Writes Lessons: Brief (5 minute) Warm-ups/No Wrap-ups </li></ul></ul><ul><ul><li>Embedded Assessment Lessons: Assessment is the focus of the lesson. </li></ul></ul><ul><li>Block Teachers… </li></ul><ul><ul><li>Make use of all of the components of a lesson. </li></ul></ul><ul><ul><li>Use two lessons per day. </li></ul></ul>
MYTH OR FACT <ul><li>I am expected to covered everything included in the curriculum framework within a given cycle exactly the way it has be written? </li></ul>
MYTH <ul><li>The lesson plans and resources found within the ELA framework may be used by teachers if they choose. </li></ul><ul><li>If a teacher is using the framework, he/she is encouraged to differentiate instruction in order to meet the needs of students. </li></ul><ul><li>Differentiation of instruction may require the lengthening or eliminating of calendar lesson plans. </li></ul>
Covering the Entire Cycle <ul><li>If a lesson must be lengthened, requiring the elimination of another lesson in the same cycle, just be sure to cover all primary benchmarks on the grade level scope. </li></ul><ul><li>Teachers may wish to take bits and pieces from framework lessons as well as from their own “bag of tricks” to create the most effective lesson. </li></ul>
Covering the Entire Cycle <ul><li>For example, I may select to teach cause and effect (LA.910.1.7.4) through the Leiningen and the Ants lessons, but I choose to use the warm-up from the Like the Sun, Tell all the Truth lesson to teach capitalization (LA.910.3.4.2) even though I will eliminate teaching the entire lesson due to time constraints. Additionally, I will include a self-made PowerPoint I found great success with in my classes last year to reinforce conflict (LA.910.2.1.2) instead of the PowerPoint found in the Leiningen and the Ants Lesson 1 . </li></ul>
Covering the Entire Cycle <ul><li>The most important point: </li></ul><ul><li>COVER ALL PRIMARY BENCHMARKS BEFORE THE END OF THE CYCLE AND EMBEDDED ASSESSMENT. </li></ul>
MYTH OR FACT <ul><li>I am evaluated on how my students perform on embedded assessments. </li></ul>
MYTH <ul><li>The embedded assessments were developed to establish where students are in their learning, assess where they are going, and determine how best to get there. They are formative assessment, meaning that they are used to inform the teacher about student progress and guide instruction. </li></ul>
Embedded Assessments Basics <ul><li>They are created from the CORE test bank (which contains, among others, passages and questions from the common assessments). </li></ul><ul><li>All questions are identified by the benchmark(s) which they test. Only questions which center on the benchmarks of the cycle are selected. </li></ul><ul><li>Passages are chosen based on lexile and length of text. </li></ul>
Question Creation <ul><li>LA.220.127.116.11 (Identify cause and effect relationships in text) </li></ul><ul><li>LA.18.104.22.168 (Identify and analyze literary elements) </li></ul><ul><li>LA.22.214.171.124 (Analyze a variety of text structures </li></ul><ul><li>including… cause/effect...and explain their impact </li></ul><ul><li>on meaning) </li></ul><ul><li>LA.126.96.36.199 (Use information from the text to answer questions </li></ul><ul><li>on main idea and supporting details) </li></ul><ul><li>What event leads to Marita finding new friends? </li></ul><ul><li>A Her apartment caught on fire. </li></ul><ul><li>B She knocked over a boy on the stairs. </li></ul><ul><li>C Pedro jumped out the window. </li></ul><ul><li>D She wrote a letter to her best friend . </li></ul>
MYTH OR FACT <ul><li>My reading re-take students will not be prepared for the 10 th grade embedded assessment. </li></ul>
MYTH <ul><li>Grade 11 and Grade 12 ELA teachers of FCAT Reading Re-take students may log onto Learning Village and go to FY10 ELA. Once on the High School Landing Page, scroll down to the “Additional Resources” section (see snapshot below). Click on “Palm Beach Writes and Embedded Assessment Information” and go to the second page. </li></ul>
Answer(s): Grade 11 and 12 Embedded Assessment – Support (cont.) <ul><li>The second page of the “FY10 ELA Assessment Windows” document provides teachers with necessary Embedded Assessment information to include a special note to Grade 11 and Grade 12. teachers. </li></ul>
Answer(s): Grade 11 and 12 Embedded Assessment - Support <ul><li>Grade 11 and Grade 12 ELA teachers of FCAT Reading Re-take students may log onto Learning Village and go to FY10 ELA. Once on the High School Landing Page, select Grade 10. Then scroll down to the “Additional Resources” section (see snapshot below). Click on “Benchmark-Focused Lessons/Tutorial Support: Tenth Grade.” </li></ul>
Answer(s): Grade 11 and 12 Embedded Assessment – Support (cont.) <ul><li>Here, Grade 11 and Grade 12 teachers may select lessons on Grade 10 tested benchmarks for each ELA Cycle. Teachers may wish to assign students lessons during class time or attach portions of the lesson(s) to EDLINE for students to work on from home. </li></ul>
<ul><li>For additional resources, teachers may also view the Grade </li></ul><ul><li>10 calendar and advance the calendar to the days marked “Embedded Assessment.” </li></ul>
<ul><li>By clicking on the Embedded Assessment bar, additional activities used to review, re-teach or enrich will appear. Teachers may select any of these support materials to assist FCAT Reading Re-take students with preparing for the Grade 10 Embedded Assessment. </li></ul>
MYTH OR FACT <ul><li>I have to Palm Beach Writes in specific windows of time this year as identified by the scope and calendar. </li></ul>
MYTH OR FACT <ul><li>As a Double Block Reading English/Language Arts teacher OR SpringBoard English/Language Arts teacher, I am expected to prepare my students for FCAT Writes!. </li></ul>
FACT <ul><li>A writing schedule was developed for Double Block Reading English/Language Arts teachers. This schedule is meant to serve as a guide when incorporating writing lesson plans. This schedule is not to be used everyday, but only when writing lessons are part of the framework. The reading scope and calendar for both middle and high school contain a red box around the days in which writing lessons are incorporated. </li></ul><ul><li>When writing plans are included in the framework, they are located via a link in the "Writing Connection" box and attached at the end of the Read 180/Edge lesson. </li></ul><ul><li>SpringBoard English/Language Arts teachers may opt to use the district writing lessons on the Train U site. </li></ul><ul><li>Both Double Block Reading/ELA teaches and SpringBoard ELA teachers administer the Palm Beach Writes in the specified windows. </li></ul>
<ul><li>“ Though no one can go back and make a brand new start, anyone can start from now and make a brand new ending.” </li></ul><ul><li>~Marcus Aurelius </li></ul>
ELA TEAM SUPPORT <ul><li>Rachel Amburgey Diana Yohe </li></ul><ul><li>Office: 434-8054 Office: 357-5989 </li></ul><ul><li>Cell: 629-6814 Cell: 951-8326 </li></ul><ul><li>Angie Fitch Tara Smith </li></ul><ul><li>Office: 434-8071 Office: 434-8094 </li></ul><ul><li>Jennifer Zumpano </li></ul><ul><li>Office: 963-3869 </li></ul>