Bergenfield workshop on common core and parcc
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This document discusses aligning literacy work with Common Core standards, depths of knowledge (DOK), and PARCC assessments. It provides an overview of DOK, which ensures assessment items match the intent and demonstration required by standards. DOK is determined by the context and depth of thinking, not just verbs. Examples show how the same verb can be different DOK levels. It also outlines the four DOK levels from recall to extended thinking. The document then examines understanding the Common Core standards and exploring the PARCC assessment framework.
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Bergenfield workshop on common core and parcc
- 1. { Literacy Work Aligned with Common Core Standards, Depths of Knowledge, & PARCC Patty McGee, Coordinator of Professional Learning in Literacy Northern Valley Curriculum Center pattymcgee33@gmail.com
- 2. Thank you for… Participating actively in the work Listening with the intent to learn Offering your own thoughts and ideas Supporting the learning of others Being present – silence phones, etc. Norms
- 3. Jigsaw Read the article and be prepared to talk abou the following questions: 1. What does the author want you to know or understand? 2. What is evidence of this understanding? 3. What do you think about this?
- 4. Common Core: Doug Reeves and Marc Aronson
- 5. {Complex Thinking and the Common Core Depth of Knowledge
- 6. Why Depth of Knowledge (DoK)? Mechanism to ensure that: • The intent of the standard and the level of student demonstration required by that standard matches the assessment items • Teachers are teaching to a level that will promote student achievement
- 7. It’s NOT about the verb... The Depth of Knowledge is NOT determined by the verb (Bloom’s Taxonomy), but by the context in which the verb is used and the depth of thinking required.
- 8. Same Verb—Three Different DOK Levels DOK 1- Describe three characteristics of metamorphic rocks. (Requires simple recall) DOK 2- Describe the difference between metamorphic and igneous rocks. (Requires cognitive processing to determine the differences in the two rock types) DOK 3- Describe a model that you might use to represent the relationships that exist within the rock cycle. (Requires deep understanding of rock cycle and a determination of how best to represent it)
- 9. Same Verb—Three Different DOK Levels DOK 1- Describe what a theme is. (Requires simple recall) DOK 2- Describe the difference theme and plot. (Requires cognitive processing to determine the differences in the two literary elements) DOK 3- Describe the common theme in two texts and critique which author better addresses the theme. (Requires deep understanding of theme, evidence, and craft using more complex thinking to create something original)
- 10. Same Verb—Three Different DOK Levels DOK 1- Describe what a primary source is. (Requires simple recall) DOK 2- Describe the difference between primary source and a secondary source. (Requires cognitive processing to determine the differences in two elements) DOK 3- Describe how you might use a primary source and a secondary source to better understand a particular event in history. (Requires deep understanding of use of sources and an explanation of ‘how’)
- 11. DOK is about complexity
- 12. Level 1: Recall and Reproduction Level 2: Skills & Concepts Level 3: Strategic Thinking Level 4: Extended Thinking Webb’s Four Levels of Cognitive Complexity
- 13. • Requires recall of information, such as a fact, definition, term, or performance of a simple process or procedure • Answering a Level 1 item can involve following a simple, well-known procedure or formula DOK Level 1: Recall and Reproduction
- 14. Skills/Concepts: DOK Level 2 • Includes the engagement of some mental processing beyond recalling or reproducing a response • Items require students to make some decisions as to how to approach the question or problem • Actions imply more than one mental or cognitive process/step
- 15. Strategic Thinking: Level 3 • Requires deep understanding exhibited through planning, using evidence, and more demanding cognitive reasoning • The cognitive demands are complex and abstract • A guiding question with more than one possible answer and requires students to justify the response
- 16. Extended Thinking: Level 4 • Requires high cognitive demand and is very complex • Students are expected to make connections, relate ideas within the content or among content areas, and devise one approach among many alternatives on how the situation can be solved • Due to the complexity of cognitive demand, DOK 4 often requires an extended period of time
- 17. “Wings” by Macklemore & Ryan Lewis
- 18. Using our shared reading of “Wings”, what work could we do at each level of DOK? Turn & talk… Level 1: Level 2: Level 3: Level4: DOK in Action
- 19. Understanding the Common Core Standards
- 20. What do the standards say? What are some highlights and important parts? What should we infer? What should we avoid? How does this align with current instruction? How does it differ? Studying Each Strand: Questions for Consideration
- 21. Tier 1, 2, 3 Words Tier 1: the most basic words, found often in conversation, rarely require instruction (tired, run, dog, warm) Tier 2: high utility and found most often in written text, have a powerful impact on verbal functioning (contradict, freedom, devour) Tier 3: infrequently used words, often limited to specific topic or domain, best used when a need arises (stamen, petal, leaf, photosynthesis)
- 22. A Test for Tier 2 vs. Tier 3 Words: If you can predict the words likely to be used in a specific text, it is probably a Tier 3. If you can’t it is probably a Tier 2.
- 23. A Glimpse at PARCC
- 24. Goal of Assessment – The PARCC assessments will enable teachers, schools, students and their parents to gain important insights into how well critical knowledge, skills and abilities essential for young people to thrive in college and careers are being mastered. The PARCC Assessment Review
- 26. PARCConline.org
- 28. PARCC Comprehensive Accessibility Policies Features for All Students Accessibility Features* Identified in advance Accommodatio ns**
- 29. Accessibility Features for All Students
- 30. Accessibility Features Identified in Advance
- 31. Accommodations for Students with Disabilities
- 35. PARCC is designed to reward quality instruction aligned to the Standards, so the assessment is worthy of preparation rather than a distraction from good work. What kind of instruction is rewarded by your assessments? Assess your Assessments
- 37. Wrapping it up… What shifts do you notice in the standards? What themes have emerged in our conversations and reading? What are the next steps from here?
Editor's Notes
- Words like explain or analyze have to be considered in context. “Explain to me where you live” does not raise the DOK of a simple rote response. Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting What comes after the verb is more important than the verb itself. “Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.” The student who has been taught the rule for using commas is merely using the rule.
- Think about the verb…. Make whatever follows less or more complex. Level 1- required definition, something I can google and find answer to (STANDARDS NOT SPENDING AS MUCH TIME HERE) Level 2- little more complex thinking- not take too long, some comparing, slightly more complex, might hear varied answers, but fairly basic Level 3- describe and critique- this is more complex – not one answer, takes more time, and they need to draw upon different sources and knowledge to answer this question This level ¾ is the spirit the standards were written. Level 1 or 2 are steps to 3 and 4, still important….. But shouldn’t be the only ones that we pay attention to. Level one can be difficult but not always complex…….it could be hard, but I can find the answer, so not complex (tell the 50 state capitals)
- Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome.
- Pick content free – to give example Lego club, young kids- Id different types of legos- kinds colors, one bump, two etc… – level one Create figure based on diagram- level two (use skills and concepts in production) Now create without model, w/o instructions but perhaps based on old designs learned… (level 3) *students who read materials in lieu of what they should be reading, like spark notes, could answer the questions at level 1 or 2, but not 3 or 4
- READING: Use a dictionary to find the meaning of words WRITING: Use punctuation marks correctly Identify figurative language in a reading passage Identify Standard English grammatical structures & refer to resources for correction List animals that survive by eating other animals Locate or recall facts found in text Describe physical features of places Determine the perimeter or area of rectangles given a drawing or labels See tasks for level 1 DOK Identify elements of music using music terminology Identify basic rules for participating in simple games and activities
- READING: Use context cues to identify the meaning of unfamiliar words WRITING: Construct compound sentences Predict a logical outcome based on information in a reading selection Use simple organizational strategies to structure written Identify and summarize the major events in a narrative work Write summaries that contain the main idea of the reading selection and pertinent details See the level 2 tasks Compare desert and tropical environments Identify and summarize the major events, problems, solutions, conflicts in literary text Explain the cause-effect of historical events Predict a logical outcome based on information in a reading selection Explain how good work habits are important at home, school, and on the job Classify plane and three dimensional figures Describe various styles of music
- READING: Determine the author’s purpose and describe how it affects the interpretation of a reading selection Summarize info from multiple sources to address a specific topic Analyze and describe the characteristics of various types of literature WRITING: Support ideas with details and examples Use voice appropriate to purpose and audience Edit writing to produce a logical progression of ideas Compare consumer actions and analyze how these actions impact the environment Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures) Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer Develop a scientific model for a complex idea Propose and evaluate solutions for an economic problem Explain, generalize or connect ideas, using supporting evidence from a text or source Create a dance that represents the characteristics of a culture
- READING: Analyze and synthesize information from multiple sources Examine and explain alternative perspectives across a variety of sources Describe and illustrate how common themes are found across texts from different cultures WRITING: Write an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report Analyzing author’s craft (e.g., style, bias, literary techniques, point of view) Look at the workbook pages and see where they fall in DoK Look at task cards and see where these fall in DoK Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”
- http://www.youtube.com/watch?v=gAg3uMlNyHA Students must talk to deepen comprehension– see viewpoints that you never would have thought about. The more successful students seek out study groups or buddies– a natural progression for students. Partner and read the first two stanzas, and then jot about it. Play video up to that part as well. Then write notes on the left hand side for written, left hand side for movie. Experts who study proficient readers, eyes go down and back up, they are constantly rereading This poem goes back and forth between time, also a great way to study authors craft if writing memoir– also within opinion writing, commodity gives you a false sense of confidence– debate protocol As Mary stated in the article (‘Unlocking the Secrets of Complex Text’), when we teach students that most texts are about more than one thing, we lead them to read more closely. To get students to read this way, she suggests looking for texts that are engaging (willing to work hard) and complex (if they so the work, it pays off…gain new insights and epiphanies) I wanted us to try a lesson on a piece of text that you, and your students will find engaging to try out close reading practices… Then we’ll look at ‘visual text’ (the video for the song) to deepen our understanding and talk about how this could help deepen our students’ comprehension **Common Core Standard Reading Standard 7 for grades 6-12 asks us to look at video, performances, etc. Read this text and then talk with a partner…who is in it? and what does it seem to be about? (Use the left side of your lyrics to jot notes as you read (can also underline, circle, highlight) One of the ways you increase comprehension and help you see complexity in the text is to compare your thinking with someone else’s. Close reading is about wanting to see more in the text. With complex text, there may be more than one message or underlying theme Repeated reading is key Deepens comprehension Notice more Strong readers go back and reread during – not finish the book and read it again, but right away Experts have tracked the eyes of proficient readers, they go down then back up quickly Use lenses to sharpen vision Signs of complicated conflict Clues that new ideas are being introduced Annotate to really trace author’s craft and how reader’s thinking changes Close reading can be motivating and get students ready for debate or argument writing Or, if writing memoir, go back and look at craft moves – complex text moves through time, back and forth Look for texts that are the same topic, different authors. Compare craft & structure. (author suggestions for this work: Gail Gibbons vs Seymour Simon) Be alert for parts you don’t understand! (also, you can’t do deep reading work on text you can’t read)
- Available to all students (i.e., not limited to students with IEPs, 504 plans, or English learners), but will be selected and “turned on” by school-based educators prior to the assessment, based on each student’s Personal Needs Profile (PNP). Based on each student’s individual needs, a PNP is created for the student to ensure that he or she receives appropriate access without the distraction of other tools and features that are not required by the student. Although school-based educators will enable specific accessibility features for students, the student will decide whether or not to use the feature. These accessibility features will be readily available on the computer-delivered testing platform. ADMINISTRATIVE CONSIDERATIONS FOR ALL STUDENTS: Detailed guidelines on the administration of the PARCC assessments will be included in the PARCC Test Administration Manual. Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: Small group testing Frequent breaks Time of day Separate or alternate location Specified area or seating Adaptive and specialized equipment or furniture
- UNIQUE/EMERGENCY ACCOMMODATIONS: A small number of students may require additional accommodations either because they are not listed in the PARCC manual, or they do not have an IEP or 504 plan but require an accommodation as a result of a recently-occurring accident or illness. PARCC states will review requests for unique accommodations in their respective states on an individual basis and will provide approval after determining whether the accommodation would result in a valid score for the student, using guidelines comparable across PARCC states.