Preparing for the Milestones - Liberty County School System · Learning Targets •Identify key...
Transcript of Preparing for the Milestones - Liberty County School System · Learning Targets •Identify key...
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Preparing for the Milestones:
Analyzing Instructional Growth
in ELA Classrooms
First District RESA
November 2014
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Learning Targets • Identify key components of the New Georgia
Milestones ELA Assessments
• Understand and practice strategies for teaching students to respond to open-ended prompts and rigorous selected response items
• Learn about resources to help teachers prepare students for the assessments through appropriate instructional practices
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Honoring Your Knowledge
Where are you in the continuum on how well you understand and are prepared for
Milestones?
• High-speed rail: 100+mph, able to help others
• Interstate: 70mph, can still learn more
• Four lane highway: 55 mph, need more speed
• Two lane county road: 35 mph, making my way slowly
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Georgia Milestones General Test Parameters: ELA
Criterion-Referenced Total Number of Items: 44 / Total Number of Points: 55
Breakdown by Item Type: – 40 Selected Response (worth 1 point each; 10 of which are aligned NRT)
– 2 Constructed Response (2 points each)
– 1 Constructed Response (worth 4 points)
– 1 Extended Response (worth 7 points)
Norm-Referenced – Total Number of Items: 20 (10 of which contribute to CR score)
Embedded Field Test – Total field test items: 6
Total number of items taken by each student: 60
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Georgia Milestones Writing at Every Grade
– All students will encounter an extended constructed-response item allowing for narrative prose, in response to text, within first or second section of the test.
– Within the writing section of the test, students will read a pair of passages and complete a series of “warm-up” items: o 3 selected-response items asking about the salient features of each
passage and comparing/contrasting between the two passages
o 1 constructed-response item requiring linking the two passages
o 1 writing prompt (allowing for an extended writing response) in which students must cite evidence to support their conclusions, claims, etc.
Genres Writing prompts will be informative/explanatory or opinion/argumentative depending on the grade level. Students could encounter either genre.
Warning: Students who simply rewrite excerpts from the passage(s) to illustrate their point(s) will not receive favorable scores.
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Analysis of Sample Assessments
Question:
Which standards/skills are required of your students in order for them to successfully respond to items on these assessment?
• New York, grades 3 and 5
• OAS Formative Items
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Findings from the Pilot
Instructional Shifts
• Cognitive demands
• More complex texts
• Content knowledge
• Textual evidence
Instructional Strategies • Reading closely
• Coding the text
• Analyzing of a text
• Annotating the text
• Summarizing the text
• Promoting students’ self-monitoring
• Modeling thoughtful reading
• Building and constructing meaning from the text
• Having written conversations
11/24/2014 7
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Instructional Strategies
• Close Reading/Marking the Text
• Power(ful) Writing Practice
• 5 Minute Comprehension
• Mentor Text Lesson Model (video)
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Close Reading: Poplar Tree
• Read with a pencil…
• Mark up the text…
• Find text evidence…
• Re-read…
• Record key ideas and details…
• Write a response…
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Power(ful) Writing (Practice) • Purpose: Develop students’ writing fluency; provide an
opportunity for students to record their progress in writing fluency.
• An 8 step process that can be done in all content areas.
• Research: Expert writers write longer strings of ideas and words more quickly and fluently than struggling writers.
• Most effective when the prompts, questions, or general topics are related to units of study
• Students build speed, volume, and confidence as writers!
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First Topic
What is your dream vacation?
• Write as much as you can, as well as you can about this topic.
• You will have one minute—go!
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Second Topic
Describe your family’s Thanksgiving traditions.
• Write as much as you can, as well as you can about this topic.
• You will have one minute—go!
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Third Topic
What do you think of when you hear the word Milestones?
• Write as much as you can, as well as you can about this topic.
• You will have one minute—go!
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5 Minute Comprehension: Secret Garden
1. Read for one minute, silently.
2. Write for one minute to capture what was read.
3. Talk for one minute to a peer about what was read.
4. Re-read for one minute, silently (the same passage).
5. Write for one minute to add new information from the passage.
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Model Lesson from TCRWP
• Mary Ehrenworth, lead teacher trainer from Teacher’s College Reading and Writing Project, demonstrates a lesson that incorporates all the strategies needed to support students as we prepare for Milestones.
• Analyzing Point of View in Multiple Texts
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Sharing Your Ideas
• Brainstorm and record ideas that are being used in various schools/systems
• Share out with the rest of the participants
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Resources available from GaDOE
Assessment for Learning Series Module 1: Understanding and Using Constructed Response
Items in Elementary Classrooms
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/Eliciting-Evidence-of-Student-
Learning.aspx
A comprehensive presentation on the Formative Item Bank can be found at http://www.gadoe.org/Curriculum-Instruction-and-
Assessment/Assessment/Pages/OAS-Resources.aspx
Georgia Milestones homepage: http://www.gadoe.org/Curriculum-Instruction-and-
Assessment/Assessment/Pages/Georgia-Milestones-Assessment-System.aspx
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Formative Item Bank
• Teachers log into OAS and create assessments
https://www.georgiaoas.org/servlet/a2l
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Learning Targets • Identify key components of the New Georgia
Milestones ELA Assessments
• Understand and practice strategies for teaching students to respond to open-ended prompts and rigorous selected response items
• Learn about resources to help teachers prepare students for the assessments through appropriate instructional practices
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Checking in on the Parking Lot
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If you think you can, or think you can’t, you are RIGHT!
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“The positive
thinker sees the
invisible, feels the
intangible, and
achieves the
impossible.”
~ Anonymous
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