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This presentation focuses on standards-based instruction in ELA classrooms, exploring the anchor standards for reading and writing, providing meaningful feedback for writing improvement, and discussing instructional implications for the ELA classroom.
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Teaching Beyond the Test: Standards Based Instruction in ELA Classrooms Scaled Leadership Presentation November, 2015 Office of Academics and Transformation-Department of English Language Arts (ELA) 2015-2016
Agenda • It’s About the Standards, Not Just the Test • Reading Anchor Standards Revisited • Taking A Closer Look At the Anchor Standards for Writing • Meaningful Feedback to Improve Writing • Instructional Implications: “Look-Fors” in the ELA Classroom • Closure & Wrap-Up
Let’s Revisit K – 12 FL READING ANCHOR STANDARDS
K-12 FL Anchor Standards-Reading (comprehension • Literary • Informational 10 Standards Divided into Themes/Categories • Key ideas and details • Craft and structure • Integration of knowledge and ideas • Range and level of text complexity What did the author say? How did the author say it? How do I evaluate what the author has told me and how can I go beyond what the author has told me? How challenging and varied is the text?
K-12 FL Anchor Standards-Reading Evidence Standard Main Idea Standard Interaction Standard
K-12 FL Anchor Standards-Reading Vocabulary Standard Structure Standard Point of View Standard
K-12 FL Anchor Standards-Reading Multimedia Standard Argument Standard Multi-Text Standard
K-12 FL Anchor Standards-Reading Complexity Standard
Here’s What We Taught Your Teachers K – 12 FL WRITING ANCHOR STANDARDS
As a single footstep will not make a path on the earth, so a single thought will not make a pathway in the mind.To make a deep physical path, we walk again and again. -- Henry David Thoreau
FOUR WRITING CLUSTERS • Text Types and Purposes • Production and Distribution of Writing • Research to Build and Present Knowledge • Range of Writing
This domain has three (3) standards, which define three major types of writing that are tied to their purposes. LAFS.K12.W.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Cluster 1 - Text Types and Purposes LAFS.K12.W.1.2Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. LAFS.K12.W.1.3Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. • There is a blend of two or more text types. For example, an informative piece may include an argument, as well as narrative to describe the writer’s perspective. • We need to clearly link purposes for writing, not just the format for a genre.
Qualities of Strong ARGUMENTS The argumentative essay is a genre of writing that requires the student to investigate a topic; collect, generate, and evaluate evidence; establish a position on the topic in a concise manner. Synthesize and analyze ideas from the stimuli to present, argue and support a claim Text structure appropriate to focus with a variety of elaboration techniques to support the claim Acknowledge counterargument or counter claim Effective use of sources, facts, and details Various sentence structures
INFORMATIVE or EXPLANATORY Informative essays-can compare viewpoints on controversial subjects. They may analyze data, like in a cause and effect situation, or educate the audience on ways to do something, like solving a certain kind of problem. For example: An informative essay might explain the pros and cons of the death penalty, using statistics on crime rate reduction as a pro and statistics on innocent men being found guilty as a con. An informative essay might analyze whether lack of education is a cause of homelessness by using statistics and information about the educational attainment of homeless men and women.
Qualities of StrongINFORMATIVE WRITING Students must learn to read and write “short” responses for multiple audiences using multiple sources. Synthesize and analyze ideas from the stimuli to develop and support a controlling idea Use sources, facts, and details effectively Select appropriate text structure Choose a variety of elaboration techniques Vary sentence structures
NARRATIVE helps our students understand the world, makes sense of the world through fictional characters, and frames the human experience.
Qualities of Strong NARRATIVE WRITING Elements of story (plot, setting, character, conflict, etc.) Theme Use of literary elements Sequencing of events Point of view
This domain focuses on the communicative nature of writing. LAFS.K12.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Anchor standard four (4) encourages teachers to link the task, purpose, and audience to the selected genre or format. Cluster 2 - Production and Distribution LAFS.K12.W.2.5Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach. Anchor standard five is the bridge from standard four (4) to standard six (6). It articulates the processes a writer must necessarily engage with in order to communicate effectively LAFS.K12.W.2.6Use technology, including the Internet to produce and publish writing and to interact and collaborate with others. In anchor standard six (6) the writing is lifted from a solitary an isolated act to one that involves peers, fellow writers, teachers and experts across the classroom, community and world.
Use Audience and Purpose to Shape Your Focus Clarifying the audience and purpose is one way to help focus the writing. Audience affects what we write, how much, and the examples and details we emphasize, as well as the words and tone we choose. Who is this message directed to? Purpose shapes what angle(s) or aspects I choose. What will I include? What will I leave out? What important commonalities or threads do I see to create the message I want to send?
Activity Use Audience and Purpose to Shape Your Focus • Conduct a “Purpose – Audience” Lottery • Select an audience and purpose slip. (can’t share with anyone) • Write for five(5) minutes, using the purpose and audience slip. • Share writing while others listen to guess the purpose and audience • Discuss how the determination was made and how it impact the focus of the writing
Create COHESION • Connect your ideas with transitional words and phrases. • The transitions should be quick, smooth, quiet, reliable and logical, and they should bring to themselves a minimum of attention. • Transitions emphasize details, reveal organizational strategies, highlight text structures, and illuminate comparisons and contrasts. Transitions provide readers road signs to “go here next” or “bring this thought along with you,” keeping the reader on the road like a turn-by turn GPS.
Cohesive Writing: Removing Extraneous Information Extraneous information is distracting and veers writing away from coherence. From the Mixed-up Lincoln Files-ACTIVITY • Use the first three(3) paragraphs of the Newbery Award-winning Lincoln: A Photo-biography by Russell Freedman. Take what you know about transitions to rearrange the cut-out sentences and form clear and coherent writing. • Arrange the sentences in order. • Share how the transitional words and phrases helped to connect ideas and move the reader through the writing. • View the excerpt from Freedman’s book. • Discuss how deleting parts of a writing piece, even if “it is true” or even if you “like the flow”, impacts the harmony of the writing.
This domain emphasizes the importance of academic writing in its three anchor standards. LAFS.K12.W.3.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Cluster 3 - Research to Build and Present Knowledge LAFS.K12.W.3.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. LAFS.K12.W.3.9Draw evidence from literary or informational texts to support analysis, reflection, and research. • Students are encouraged to gather information from a variety of sources in order to investigate topics of worth. • Students must critically analyze information sources, both literary and informational and use the analysis in their writing to conduct inquiry and research.
Support with Layers of Facts, Resources and Quotes • Writers support what they say with facts, citing resources or providing meaningful quotes. • Layering information in a text is crucial. • Writers weave layers of evidence, giving ideas weight. • The type of support depends on the purposes for the writing.
Levels of Support Bare Extended Layered Elaborated Minimal support/evidence for the writer’s claim. Little if any use of sources, facts, or details. May include irrelevant evidence or citations from the source material Uneven, cursory support/evidence for the writer’s claim. Partial use of sources, facts, and details. May be weakly integrated, erratic, or irrelevant. Adequate support, citing evidence for the writer’s claim that includes the use of sources, facts, and details. Generally integrated and relevant evidence Thorough, convincing, and credible support. Cites evidence from writer’s claim using sources, facts, and details. Smoothly integrated and relevant evidence. Precise references to sources.
Nutritional supplements improve health. Nutritional supplements improve health because “fats play a vital role in our cardiovascular health”. Nutritional supplements improve health because “fats play a vital role in our cardiovascular health”. For someone who has heart problems, taking healthy fat supplements like omega 3 fatty acids could be beneficial. Nutritional supplements improve our heart health because “fats play a vital role in our cardiovascular health”. For someone who has heart problems, Dr. Ward explained that taking supplements like “monounsaturated fat, polyunsaturated fat, and the super-healthy fats omega 3 fatty acids, can actually improve the overall health of the heart”. Supplementing your diet with good fats can be beneficial for combatting heart disease.
Routinely is the key word in anchor standard ten (10). LAFS.K12.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences. Cluster 4 - Range of Writing • Writing is not something that is done only occasionally, but daily, and for extended periods of time in order to increase volume. • As with reading, the intent is to build skill and stamina through frequent application and practice.
Effective & Ineffective Feedback • Positive: Students’ learning can be advanced with teacher feedback through comments that are not judgmental, but constructive. • Negative: Numerical scores have a negative effect on students if there is no correlation to the students’ writing skills.
Effective FEEDBACK + Opportunity for REVISION = Great Writing The primary purpose of feedback is to... offer students clear and specific guidance of how to improve their performance.
Feedback is about guidance The goal is to leave students with a clear message about what they must do to improve future writings. Feedback is much more than making a few red marks on a paper. Diagnosis of what is wrong must be accompanied by clear suggestions for improvement: "Here's what's wrong and here's how to fix it.“ Start with higher-order concerns (support of ideas) and move to lower-order problems (mechanics) One studyfound that most students complained their writing feedback was too general and vague with no suggestions for improvement. Students report…. they are often left not knowing what they have done well what they need to change why they have achieved the grade they have
Feedback is for every student Less proficient writers often receive better and more frequent feedback than stronger writers. Proficient writers often suffer from this disproportionate attention to improve future writings. Even the best writers need your instructional guidance for improvement.
Feedback – Prompt and Timely Feedback comments should be limited to three or four major suggestions. This student should be writing multiple drafts and improving his/her writing each time with effective feedback and instruction. Restrain from pointing out every single mistake or suggesting every improvement that comes to mind. Too much feedback can prompt anxiety. Give students an opportunity to improve their writing through revisions guided by appropriate feedback. Feedback should help the student decide what is most important to improve, even if the end result isn't perfect. An overwhelming amount of feedback prevents the student from acting on the comments.
Examples of Effective & Ineffective FEEDBACK
Examples of Effective and Ineffective Feedback Focus—Personal (it says the report is great, but the attribution seems to be that this is a "good" student) Comparison—Norm-referenced Function—Judgmental Valence—Positive Focus—Task Comparison—Criterion-referenced Function—Descriptive Valence—Positive
UPCOMING ELA PD • Standards-Based Instruction in ELA Classrooms- Reading • North Region: Lawton Chiles Middle • Central Region: West Miami Middle • South Region: Bowman Ashe/Doolin K-8 Center
Department of English Language Arts-Secondary • Karen Spigler, Executive Director • Laurie Kaplan, Instructional Supervisor • Rosa Ochoa, Instructional Supervisor • Sharon Scruggs-Williams, Instructional Supervisor
