Aligning Teaching, Learning, and Assessment with Student Learning Outcomes in the Common Core


Published on

PCI TESOL 2014 Portland OR
Cynthia Wiseman, Linda Pelc, & Fernando Zaike

Published in: Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Aligning Teaching, Learning, and Assessment with Student Learning Outcomes in the Common Core

  1. 1. Aligning teaching, learning, and assessment with student learning outcomes in the Common Core Linda A. Pelc, LaGuardia Community College CUNY Cynthia S. Wiseman, CUNY BMCC Fernando A. Zaike, Urban Action Academy, NYC DOE PCI TESOL March 2014
  2. 2. Three-part Workshop Part I: • Introduction to the Common Core Part II: • Development of units & lesson plans aligned to the Common Core Standards Part III: • Examination of assessments related to the Common Core • Blueprint for the Common Core • Structure of the Standards • Big Shifts for ELLs • Student learning outcomes • Model units & lesson plans • Assessments
  3. 3. Introductions
  4. 4. Introductions ♦How does this video resonate with you? Introduce yourself to a partner and share your thoughts with each other and then with the larger group. (15m) KWL: Common Core (15m) –What do you know? –What do you want to know?
  5. 5. Introductions –How does this video resonate with you? Introduce yourself and share your thoughts with a partner. (15m) KWL: Common Core (15m) –What do you know? –What do you want to know? –What have you learned?
  6. 6. Part I: Common Core (CCSS) Rationale: Language Arts: Literacy in a global 21st century world ♦ Close attentive reading to understand and enjoy complex works of literature ♦ Critical reading for important points ♦ Able to handle large amounts of information ♦ Actively seek wide, deep, thoughtful engagement with high-quality literary and information texts that builds knowledge, enlarges experience & broadens worldviews ♦ Reflexively demos cogent reasoning and use of evidence essential to private deliberation and responsible citizenship in democracy
  7. 7. Common Core Organization StrandsStrands ClusterCluster ClusterCluster StandardStandard StandardStandard StandardStandard Sub- Standard Sub- Standard Sub- Standard Sub- Standard Sub- Standard Sub- Standard Sub- Standard Sub- Standard
  8. 8. Writing Standards K-5 Text Types and Purposes Grade 3 Grade 4 Grade 5 1. Write opinion pieces on topics or texts, supporting a point of view with reasons. 1. Write opinion pieces on topics or texts, supporting a point of view with reasons & information. 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. a. Introduce a topic or text clearly, state an opinion and create an organizational structure in which ideas are logically grouped to support the writer’s purpose b. Provide reasons that support the opinion. B Provide reasons that are supported by facts and details. b. Provide logically ordered reasons that are supported by acts and details c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion & reasons C. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition) c. Link opinion and reasons using words, phrases and clauses (e.g., consequently, specifically) d. Provide a concluding statement or section. d. Provide a concluding statement or section related to the opinion presented. d. Provide a concluding statement or section related to the opinion presented.
  9. 9. Common Core Standards ♦
  10. 10. Part I: The Common Core State Standards (CCSS) ♦The BIG Shifts: Six Shifts in ELA/Literacy –Text complexity –Close Reading
  11. 11. Text Complexity Qualitative X Quantitative
  12. 12. Qualitative Attributes Text Complexity – Words with multiple meanings – Nominalization – Complex syntax – Linking ideas – Referential chains – Organizational structure – Academic stance Fisher, D., Frey, N. & Lapp, D. (2012) Text complexity: Rasiing rigor in reading. Newark, DE International Reading Association.
  13. 13. Text Complexity: Qualitative ♦ Structure – Low Complexity (simple, well-marked, and conventional structures – High Complexity (complex, implicit, and unconventional structures in literary texts – from chronological order to frequent use of flashbacks, flash-forwards, multiple points of view an and other manipulations of time and sequence) ♦ Norms and conventions – Simple: no deviation from common genres and subgenres – Complex: norms of specific discipline; variety of structures ♦ Graphics – Low complexity: simple or not necessary – High complexity: complex graphics independent source of information, essential to understanding a text
  14. 14. Text Complexity: Qualitative ♦ Language Conventionality and Clarity – Easier to read: literal, clear, contemporary, and conversational – Harder to read: figurative, ironic, ambiguous, purposefully misleading, archaic, unfamiliar language, e.g., general academic and domain-specific vocabulary ♦ Knowledge demands – Less complex: few assumptions about readers’ life experiences and depth of their cultural litarary and content/discipline knowledge – More complex: many assumptions in 1+ areas ♦ Levels of meaning or purpose – Easier: literary with single level of meaning; explicitly stated purpose – Harder: multiple levels of meaning, e.g., literal message intentionally at odds with underlying message – satire or irony; informational texts with implicit, hidden or obscure purpose
  15. 15. Analysis of Texts Read and determine the level
  16. 16. Qualitative Measures/ Text Your World Eleven A Rain of Daffodils My Child is Missing CCSS What they fought for Structure of text, e.g., simple or complex, chronological order Norms & Conventions Graphics, e.g., Limited use of text features and graphics Language, e.g., significant use of dialect or figurative language or archaic language, ambiguity Background knowledge required Sentence structure, e.g., complex & varied Vocabulary range
  17. 17. Quantitative Analysis of Texts ♦ ATOS ♦ Lexile
  18. 18. Text complexity ♦Quantity: – Text Complexity – Word frequency – Sentence length ♦ ♦ ♦ ♦
  19. 19. ATOS Text ATOS Level Word Count Avg Word Length Avg sentence length Avg Vocab level Your World 9.4 78 4.2 19.5 4.1 Eleven 4.7 258 4 14.2 1.7 Daffodils 4.8 263 3.9 12.9 2.2 Missing Child 5.0 207 4 11.2 2.7 CCSS 10.1 248 4.3 27.6 3.8 What They Fought For 10.0 238 4.9 21 3.8
  20. 20. Lexile Text Lexile Measure Mean Sentence Length Mean Log word frequency Word Count Your World 1130L 19.50 3.62 78 Eleven 810L 13.58 3.76 258 Daffodils 950l 17.29 3.85 242 Missing Child 830L 14.31 3.80 186 CCSS 1460l 27.56 3.42 248 What They Fought For 1190l 19.83 3.50 238
  21. 21. ♦ Helping Homeless College Students by Lexile Level ♦ TweenTribune
  22. 22. Functional Analysis: Sentence in your own words Who? What happened? What? Where? When? Descriptor Detail(s)
  23. 23. Part II: Aligning Lesson Plans with the Common Core – Common Core-friendly lesson plan template (NYCDOE) – Identifying content and theme within the unit – Identifying student learning outcomes – Identifying CCSS/College Readiness Anchor Standards – Choosing/evaluating appropriate texts: Text Complexity – Instruments and models in K-12 that support evidence-based learning • DOK (Depth of Knowledge, a.k.a. Bloom’s Taxonomy) • Mind Mirror • Script Writing Exercise • ICE paragraph • Sample lesson: The Golden Touch – Creating Tasks
  24. 24. Readers & Text ♦ Gauge Student Ability, Learning Styles & Interests ♦ Determine Text Complexity ♦ Create opportunities for engagement & comprehension – Close Reading – Critical Thinking – Evidence-based learning
  25. 25. Common Core College Readiness Anchor Standards
  26. 26. Anchor Standards for Writing 6-12 (Insert p. 54 writing anchor standards)
  27. 27. Depth of Knowledge DOK
  28. 28. Mind Mirror ♦ Tool for differentiating instruction ♦ Enables students to showcase understanding of unit ♦ Integrates critical thinking into the ESL classroom ♦ Sight, hearing, taste, smell, touch ♦ Ss create a poster and presentation ♦ Thinking into the English Language Classroom: Mind Mirror
  29. 29. Script Writing Exercise
  30. 30. ICE Paragraph: The Golden Touch Activity for evidence-based learning – Introduce a claim – Provide (Cite) evidence – Explain how the evidence supports the claim
  31. 31. Create a task that…. ♦ Fits a theme or unit ♦ Identifies instructional objectives ♦ Is aligned with Common Core standards ♦ Requires process skills for critical thinking AND ♦ Engages students
  32. 32. PARCC: Partnership for Assessment of Readiness for College and Careers ♦ PARCC Core Commitments ♦ Key shifts in the Standards ♦ Advances – Innovative item types – Summary of PARCC components – Literary analysis task – Research simulation task – Narrative writing task – End of year assessment
  33. 33. PARCC: Design to reward quality instruction aligned to the Standards ♦ Texts worth reading: authentic texts vs. artificially produced or commissioned ♦ Questions worth answering: sequences of questions that draw out deeper encounters with texts rather than random questions of varying quality ♦ Rooted in language of the standards ♦ Model Content Frameworks: key elements of excellent instruction aligned with Standards
  34. 34. The CCSS Shifts Build Toward College and Career Readiness for All Students
  35. 35. 1. Complexity: Regular practice with complex text and its academic language. 2. Evidence: Reading and writing grounded in evidence from text, literary and informational. 3. Knowledge: Building knowledge through content rich nonfiction. What Are the Shifts at the Heart of PARCC Design (and the Standards)? 44
  36. 36. Shift 1: Regular practice with complex text and its academic language ♦ Staircase of complexity to ensure college and career reading ♦ Rewards careful, close reading rather than racing through passages ♦ Systematically focuses on the words that matter most – not obscure vocabulary but academic language that pervades complex texts
  37. 37. Shift 2: Reading & writing grounded in evidence from text, literary and informational ♦ Rigorously citing evidence from texts throughout assessment (selected-response items) ♦ Questions w/ more than 1 right answer to allow Ss to generate a range of rich insights that are substantiated by evidence from texts ♦ Writing to sources rather than writing to decontextualized expository prompts ♦ Rigorous expectations for narrative writing, e.g., accuracy and precision in writing
  38. 38. Shift 3: Building knowledge through content rich nonfiction ♦ Assesses ELA + full range of reading and writing across the disciplines of science and social studies ♦ Simulates research on the assessment, e.g., the comparison and synthesis of ideas across a range of informational sources
  39. 39. ♦Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text that supports the answer they provided to the first question. Underscores the importance of Reading Anchor Standard 1 for implementation of the CCSS. ♦Technology-Enhanced Constructed Response (TECR)—Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships). ♦Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read and can communicate that understanding well both in terms of written expression and knowledge of language and conventions. There are four of these items of varying types on each annual performance-based assessment. Three Innovative Item Types That Showcase Students’ Command of Evidence with Complex Texts 48
  40. 40. Literary Analysis Task (Grade 10): Ovid’s “Daedalus and Icarus” and Sexton’s “To a Friend Whose Work Has Come to Triumph” 49
  41. 41. •Students carefully consider two literary texts worthy of close study. •They are asked to answer a few EBSR and TECR questions about each text to demonstrate their ability to do close analytic reading and to compare and synthesize ideas. •Students write a literary analysis about the two texts. Understanding the Literary Analysis Task 50
  42. 42. ♦ Range: Example of assessing literature and helping to satisfy the 70%-30% split of informational text to literature at the high school grade band. ♦ Quality: The story of Daedalus and Icarus from Ovid's Metamorphoses is a classic of the genre and has proven to be inspirational to painters and poets alike, and no poet’s version is more striking than that of Anne Sexton. Her “To a Friend Whose Work Has Come to Triumph” refashions the themes of the myth in dramatic fashion, providing a powerful counterpoint for students to explore. ♦ Complexity: Quantitatively and qualitatively, the passages have been validated and deemed suitable for use at grade 10. Texts Worth Reading? 51
  43. 43. On the following pages, there are two Evidence-Based Selected-Response Items and one Prose Constructed Response Item that challenge students’ command of evidence with complex texts. Questions Worth Answering? 52
  44. 44. Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. Grade 10 Prose Constructed- Response Item 53
  45. 45. ♦ Specific CCSS alignment to: – RL.10.1 (use of evidence); RI.10.9 (comparison of authors’ presentation); RL.10.10 (complex texts). – W.10.2 (writing to inform and explain); W.10.4 (writing coherently); W.10.9 (drawing evidence from texts). – L10.1-3 (grammar and conventions). ♦ Measures the ability to explain how one text transforms ideas from another text by focusing on a specific concept presented in the texts (the transformation of ideas with regard to the experience of flying). ♦ Asks students to write to sources rather than write to a de- contextualized prompt. ♦ Focuses on students’ rigorously citing evidence for their answer. ♦ Requires students to demonstrate they can apply the knowledge of language and conventions when writing. Aligns to the Standards and Reflects Good Practice 54
  46. 46. Part A Which of the following sentences best states an important theme about human behavior as described in Ovid’s “Daedalus and Icarus”? a.Striving to achieve one’s dreams is a worthwhile endeavor. b.The thoughtlessness of youth can have tragic results.* c.Imagination and creativity bring their own rewards. d.Everyone should learn from his or her mistakes. Part B Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A. a.“and by his playfulness retard the work/his anxious father planned” (lines 310-311)* b.“But when at last/the father finished it, he poised himself” (lines 312-313) c.“he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329) d.“Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)* e.“and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)* f.“and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377) g.“Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385) h.“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395- 396, 399) Gr 10 Evidence-Based Selected- Response Item 55
  47. 47. Creating a task to test L2 ♦ Describe the population you teach ♦ Define the purpose for an L2 writing assessment task ♦ Define the construct that you are measuring, e.g., ability to support with evidence or compare and contrast text ♦ Design a task that would require the demonstration of these skills/knowledge ♦ Share your task with a partner
  48. 48. Useful Links ♦ – Common Core State Standards Initiative ♦ ♦ ♦ ♦ ♦ Thinking into the English Language Classroom: Mind Mirror
  49. 49. Self-Assessment ♦ I have a greater understanding of the Common Core State Standards ♦ I have an understanding of the Big Shifts in the Common Core ♦ I understand the general approach to assessment in the Common Core ♦ I understand text complexity and tools for determining appropriate text level. ♦ I have some tools and models for aligning lessons/units with Common Core Standards. ♦ I have some samples of lessons/units/assessment that ae aligned with Common Core Standards. ♦ I have an approach for mapping unit/lessons onto the Common Core Standards. ♦ I have an idea of formative assessments aligned with CCSS.
  50. 50. THANK YOU for your participation!