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Building a Culture of Literacy in the 21 st Century 5-8 Classroom Title I School Improvement...
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Transcript of Building a Culture of Literacy in the 21 st Century 5-8 Classroom Title I School Improvement...
Building a Culture of Literacy in the 21st Century 5-8 Classroom
Title I School Improvement Technical Assistance Workshop
June 18, 2009 Roger Bennett, Melissa Given, Carrie Marcum
“Why?” Establishing the Need
• After viewing the movie “Why”, what impacted you the most.
• Turn to your neighbor and share your responses.
Activating Prior Knowledge
• Think about “A Classroom Culture of Literacy”• Use the post it notes to jot down building
blocks that you feel are important • Arrange them on the paper• Feel free to add, delete, or re-arrange the Post
It Notes as the session progresses
Importance of Vocabulary
• “Research shows that vocabulary knowledge is the single most important factor contributing to reading comprehension. The Strategy Bank contains a wealth of graphic organizers, word learning strategies, and tips for teachers to ensure that their students acquire the necessary vocabulary.”– Teach21 Website
Building Vocabulary
• Vocabulary knowledge grows in the following ways:1. Elaborating conceptual knowledge underlying a
known word.2. Relating new words to existing words.3. Relating new concepts to existing words.4. Learning both new words and new concepts.
Setup Directions:
• One participant stands with back to this presentation.
• The audience gives the student clues to the vocabulary word onscreen as a clock keeps time.
• The participant tries to guess the word before the buzzer.
Policy 2510Policy 2510 13.27
Definition of CurriculumThe content standards, objectives and performance descriptors for all required and elective content areas and 21st century learning skills and technology tools at each programmatic level
What is Depth of Knowledge?
• The degree of depth or complexity of knowledge reflected in the content standards and assessments
• How deeply a student needs to understand the content for a given response/assessment
Depth of Knowledge• Level 1 – Recall, recognition. Skill, a behavior or
sequence of behaviors learned through practice and easily performed
• Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding
• Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text
• Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time
The Rigor/Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Evaluation
Synthesis
Analysis
Application
Understanding
Awareness
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply across
disciplines
Apply toreal world
predictable situations
Apply to real-world
unpredictable situations
RLA CSO ComparisonPrevious Policy Revised Policy
RLA.O.5.1.08
differentiate and apply comprehension strategies in literary and informational texts to• draw conclusions• predict• use context clues• summarize• judge text critically
RLA.5.1.5
use comprehension skills (e.g., draw conclusions; predict; use context clues; summarize)
THE LEARNING TARGETS What basic knowledge will my students need to
master this objective?
What reasoning skills will students need?
What performances/skills must students have if they master the objective?
What products must students produce with mastery?
Knowledge Targets
Mastery of subject content where mastery includes both knowing and understanding it.
Examples
Identify sight words Identify similes and
metaphors Know defining
characteristics of various literary genres
Reasoning Targets
The ability to use knowledge and understanding to figure things out and to solve problems.
ExamplesMake a prediction based
on evidence Examine data/results and
propose a meaningful interpretation
Distinguish between fact and opinion
Evaluate information from a variety of resources
Performance/Skills Targets The development
of proficiency in doing something where the process is most important.
ExamplesRead aloud with
fluency and expression
Practice appropriate sight words and content vocabulary
Use self-correction strategies
Product Targets
The development of proficiency in creating something where the final product is most important.
Examples Produce a
grammatically correct sentence
Develop a proper paragraph form in a written composition
Compose a written composition using the five-step writing process
Learning Targets and Assessments• DOK of target needs to be assessed with a matching DOK assessment
• Assessment of What?o Knowledge Requiredo Patterns of Reasoningo Performance Skillso Product Development
• Assess How?o Selected Responseo Constructed Responseo Extended Written Responseo Performance/Product (demonstrated and observed)o Personal Communication – Finding out what students have learned through interacting with them
Target to Be Assessed
Assessment MethodSelected Response
Extended Written Response
Performance Assessment
Personal Communication
Knowledge Mastery
Good match for assessing mastery of elements of knowledge.
Good match for tapping understanding of relationships among elements of knowledge.
Not a good match – too time consuming to cover everything.
Can ask questions, evaluate answers and infer mastery - but a time-consuming option.
Reasoning Proficiency
Good match only for assessing understanding of some patterns of reasoning
Written descriptions of complex problem solutions can provide a window into reasoning proficiency.
Can watch students solve some problems and infer reasoning proficiency.
Can ask student to “think aloud” or can ask follow-up questions to probe reasoning.
Performance Skills
Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself.
Good match. Can observe and evaluate skills as they are being performed.
Strong match when skill is oral communication proficiency; not a good match otherwise.
Ability to Create Products
Not a good match. Can assess mastery of the knowledge prerequisite to the ability to create quality products, but cannot use to assess the quality of the products themselves.
Strong match when the product is written. Not a good match when the product is not written.
Good match. Can assess the attributes of the product itself.
Not a good match.
YOUR TURN!
• Collaborate with a partner • Use the Activity Sheet in your packet • Identify the different learning targets of
the Objective using the guiding questions• Determine the DOK level of the Objective
and assessment method(s) • Discuss the results at your table
Building a Culture of Literacy in the 21st Century 5-8 Classroom
Classroom Assessment of & for Learning
West Virginia 21st Century
CSO’s
Classroom Assessment For Learning
For teachers and students During Learning Ongoing Descriptive feedback Student responsibility
Classroom Assessment For Learning
A Process During Learning
What are the typical uses? What is being assessed? What methods are being used? When do we assess?
What is the Student Involvement Component?
Assessments become part of the learning process by keeping students aware of their progress and confident to continue learning.
Students become consumers of assessment information to set learning goals.
What is the Student Involvement Component?
Students and teachers work as a team.
Students are provided continuous descriptive (rather than evaluative) feedback.
“When consistently carried out as a matter of routine within and across classrooms, this set of practices has been linked to profound gains in student achievement, especially for low achievers.”
Benjamin Bloom, "The Search for Methods of Group Instruction as Effective as One-on-One Tutoring," Educational Leadership, May 1984
Paul Black and Dylan William, "Inside the Black Box: Raising Standards Through Classroom Assessment," Phi Delta Kappan, October 1998
Snowball Fight
Activity: techSteps Tips
• Locate the techSteps Tips handout in your packet
• Highlight one tip in the Functions/Benefits section that is important to you
• Highlight one tip in the Cautions section that is important to consider
• Share with a partner
Building a Culture of Literacy in the 21st Century 5-8 Classroom
Standards-Based Planning and Instruction
Classroom Assessment of & for Learning
West Virginia 21st Century
CSO’s
High Quality Standards-Based Planning and Instruction
• WV 21st Century CSOs• Backward Design• Rich Classroom Assessments• Student Engagement
Backward Design Process
1. Identify desired results
2. Determine
acceptable
evidence 3. Plan learning experiences and instruction
Stage One: Identify Desired Results:
a. Content Standards
b. Enduring Understandings & Essential Questions
c. Enabling Knowledge Objectives
Backward Design at a Glance
Backward Design at a Glance
Stage Two: Assess Desired Results:
a. Use a Photo Album, Not Snapshot Approach
b. Integrate Tests, Quizzes, Reflections and Self-Evaluations with Academic Prompts and Projects
Stage Three: Design Teaching and Learning Activities to Promote Desired Results:a. W.H.E.R.E.T.O. Design Principlesb. Organizing Learning So That Students Move Toward Independent
Application and Deep Understanding Using Research-Based Strategies
Backward Design at a Glance
Similarities
Differences
Examples of Literacy and where they are located:
Journal writing – Grade 6 Math Instructional Guide
Similarities Title Content Standards and Objectives 21st Century Skills Learning Skills Technology Tools Thinking and Reasoning Skills Personal and Workplace Skills Performance Objectives (know/do) Big Ideas Enduring Understanding Essential Questions Learning Plans and Notes to Instructors Academic Prompts (Real World Experiences) Links and Other Resources
Building a Culture of Literacy in the 21st Century 5-8 Classroom
Scientifically -Based Research
Strategies
Standards-Based Planning and Instruction
West Virginia 21st Century CSO’s
Classroom Assessment of & for Learning
Scientifically-Based Research Strategies
Reflect high quality instructional planningIncrease student engagementPromote active learningImprove student performance
Writing Across the Curriculum Activity
• RAFT Writing in all Content Areas• http://wvde.state.wv.us/strategybank/writing.html
Building a Culture of Literacy in the 21st Century 5-8 Classroom
Scientifically-Based Researched Strategies
Collaboration
Standards-Based Planning and Instruction
Classroom Assessment of & for Learning
West Virginia 21st Century CSO’s
Mystery PuzzleForm groups of 2 or 3Open envelope and remove all
piecesWait for signal to begin Complete the packet and stand up
when finished – 1 minute
Building a Culture of Literacy in the 21st Century 5-8 Classroom
Scientifically - Based Research
StrategiesCollaboration
Differentiated Instruction
Standards-Based Planning and Instruction
West Virginia 21st Century CSO’s
Classroom Assessment of & for Learning
RAFTS … Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…LearningContracts…Tiering...Learning/Interest Centers…Independent Studies…Intelligence Preferences
…Orbitals…Complex Instruction...4MAT…Web Quests & Web Inquiry…ETC.
RAFTS … Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…LearningContracts…Tiering...Learning/Interest Centers…Independent Studies…Intelligence Preferences
…Orbitals…Complex Instruction...4MAT…Web Quests & Web Inquiry…ETC.
Differentiation of InstructionDifferentiation of Instructionis a teacher’s response to learner’s needs
guided by general principles of differentiation:
ProcessProcess
ReadinessReadiness Learning ProfileLearning Profile
Teachers can differentiate through
through a variety of instructional strategies such as:
according to student
Affect/EnvironmentAffect/EnvironmentContentContent
InterestInterest
ProductProduct
Respectful tasksRespectful tasks
Quality curriculumQuality curriculum Flexible groupingFlexible grouping Continual assessmentContinual assessment
Building communityBuilding community
We would like to thank all contributors to this
presentation.
WVDE staffTeach 21 Contributors
County Staff