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Do not hire a man who does your work for money, but him who does it for love of it. Henry David Thoreau (1817 - 1862) . Agenda Day One . Welcome and OverviewFocusing on the Massachusetts English Language Arts Curriculum FrameworkGrapes of WrathNCS MentorLunch. Agenda Day One (continued) .
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1.
Written Response to Text Institute
Massachusetts Department of Education
August 1 & 2, 2007
Welcome group
Tell a storyWelcome group
Tell a story
2. Do not hire a man who does your work for money, but him who does it for love of it.
Henry David Thoreau (1817 - 1862) Go over the agendaGo over the agenda
3. Agenda Day One
Welcome and Overview
Focusing on the Massachusetts English Language Arts Curriculum Framework
Grapes of Wrath
NCS Mentor
Lunch Go over the agendaGo over the agenda
4. Agenda Day One (continued) Written Response to Narrative Text
Henry Hikes to Fitchburg
Written Response to Informational Text
Bone
5. Agenda Day Two
Meet in your core specific rooms
Harcourt Trophies
Led by Mary Ellen Caesar,Nicole Mancevice, Lenore Metter and Cathy Buendo
Peabody/Hawthorne
Houghton Mifflin
Led by Susan Kazeroid, Marybeth Keane, and Tracey Martineau
Presidents Room
Open Court and Scott Foresman Reading Street
Led by Kathleen Lord and Heidi Delisle
Walden One
6. Agenda Day Two (continued)
Meet in your core specific rooms
Scott Foresman, 2003 series
Led by Geri O’Brien
Emerson
Lunch
Work in groups to create written responses to text
Plenary Session
Debrief: Next steps for planning your instruction
7. Objectives Revisit core selections with colleagues to identify important themes, concepts, and main ideas.
Construct written response questions that measure students’ understanding of these important elements and require text-based evidence to support their answer.
Develop scoring guidelines with expectations for accuracy, evidence from the text, and convey understanding.
Introduce Sue KazeroidIntroduce Sue Kazeroid
8. Cognitive Skills Related to Reading To guide your work as you create questions:
Three Levels:
Identify/Recall
Usually multiple choice, short-answer questions, answered with a phrase or a sentence
Infer/Analyze
Beginning of this in grade 3, but mostly grades 4 and up
Evaluate /Apply
Usually in upper grades Look in their packet
I’ve described the process for creating MCAS with teacher committees at regional and leadership meetings and want to direct your attention to a handout they use to evaluate items:
Today when we read passages and review items, and especially tomorrow when we create items from texts in our core program – you’ll need to consider the level of cognitive skills required.
Typically questions that fall under identify/recall are multiple choice questions; the genre of a selection, the setting, identification of the main idea, or facts from a selection.
we’ll be looking today at and tomorrow at questions that warrant a written response worth 4 points. Questions that ask students to infer and analyze, questions about a character’s role or motivation, questions that ask students to understand the whole text and generalize from it. When we look at a question designed for older students we’re looking at questions that require students to evaluate and apply – analyze the author’s purpose, argue and defend a point of view, etc.Look in their packet
I’ve described the process for creating MCAS with teacher committees at regional and leadership meetings and want to direct your attention to a handout they use to evaluate items:
Today when we read passages and review items, and especially tomorrow when we create items from texts in our core program – you’ll need to consider the level of cognitive skills required.
Typically questions that fall under identify/recall are multiple choice questions; the genre of a selection, the setting, identification of the main idea, or facts from a selection.
we’ll be looking today at and tomorrow at questions that warrant a written response worth 4 points. Questions that ask students to infer and analyze, questions about a character’s role or motivation, questions that ask students to understand the whole text and generalize from it. When we look at a question designed for older students we’re looking at questions that require students to evaluate and apply – analyze the author’s purpose, argue and defend a point of view, etc.
9. Cognitive Skills Related to ReadingTurn & Talk To what extent does your core program at grades K and 1 provide questions that you would label Level 2?
How often are students in grades 1-3 writing in response to reading, answering questions at Levels 2 and 3? Do teachers require their answers to include evidence from the selection? Look in their packet
I’ve described the process for creating MCAS with teacher committees at regional and leadership meetings and want to direct your attention to a handout they use to evaluate items:
Today when we read passages and review items, and especially tomorrow when we create items from texts in our core program – you’ll need to consider the level of cognitive skills required.
Typically questions that fall under identify/recall are multiple choice questions; the genre of a selection, the setting, identification of the main idea, or facts from a selection.
we’ll be looking today at and tomorrow at questions that warrant a written response worth 4 points. Questions that ask students to infer and analyze, questions about a character’s role or motivation, questions that ask students to understand the whole text and generalize from it. When we look at a question designed for older students we’re looking at questions that require students to evaluate and apply – analyze the author’s purpose, argue and defend a point of view, etc.Look in their packet
I’ve described the process for creating MCAS with teacher committees at regional and leadership meetings and want to direct your attention to a handout they use to evaluate items:
Today when we read passages and review items, and especially tomorrow when we create items from texts in our core program – you’ll need to consider the level of cognitive skills required.
Typically questions that fall under identify/recall are multiple choice questions; the genre of a selection, the setting, identification of the main idea, or facts from a selection.
we’ll be looking today at and tomorrow at questions that warrant a written response worth 4 points. Questions that ask students to infer and analyze, questions about a character’s role or motivation, questions that ask students to understand the whole text and generalize from it. When we look at a question designed for older students we’re looking at questions that require students to evaluate and apply – analyze the author’s purpose, argue and defend a point of view, etc.
10. Performance Level Definitionsat Grade 3 Proficient on MCAS:
Comprehension
Understands concrete ideas and has a beginning awareness of implied ideas in grade-appropriate texts
Connects ideas within texts and provides basic supporting evidence
Above proficient
Demonstrates mastery of concrete ideas and a general awareness of implied ideas in grade-appropriate texts
Connects ideas within texts and provides substantial supporting evidence
MCAS Technical Report
You’ll notice that the performance level definitions for grade 3 are different from the other grades 4-8 and 10.
At grade 3, proficiency requires students to:
Demonstrate an understanding of concrete ideas and a beginning awareness of implied ideas
Connect ideas within texts and provide basic supporting evidence
Understand structure and elements of genre
Identify some techniques author’s use (character’s traits, point of view, change in setting)
Whereas, at grade 4 and above, proficiency requires that students:
Demonstrate an understanding of concrete ideas and MOST abstract or implied ideas
Connects ideas within texts and provides supporting evidence
Understand structure and elements of genre and how they support the author’s purpose or theme
Identifies more subtle techniques used by author’s (repetition, exaggeration)
You’ll notice that the performance level definitions for grade 3 are different from the other grades 4-8 and 10.
11. Performance Level Definitionsat Grades 4-8 and 10 Proficient on MCAS:
Comprehension
Demonstrates an understanding of many concrete ideas and most abstract or implied ideas in grade-appropriate texts
Connects ideas within texts and provides supporting evidence
Advanced
Demonstrates an in-depth understanding of concrete ideas and abstract ideas and complex meanings in in grade-appropriate texts
Connects complex ideas within texts and provides well-reasoned and well-supported arguments
MCAS Technical Report
12. Large-Scale Assessment vs. Classroom Assessment The context of our work for the next two days:
Classroom assessment tests:
Usually a small amount of material
Tests a small familiar group of children
Tests students taught by the same teacher, using the same materials
Scoring is flexible
Teacher can clarify questions for students
Can use any type of questions
13. Large-Scale Assessment vs. Classroom Assessment Whereas….
Large scale assessment
Tests all of the learning standards for a particular grade, a year’s worth of material
Tests virtually all students with entirely diverse backgrounds from all over the state
Tests about 70,000 students taught by different teachers using different curricula and materials
All written response questions are worth 4 points, MC worth 1 point
No clarification of test questions.
14. Staying Focused on the ELA Framework
15. Grapes of Wrath Begin with the end in mind:
Massachusetts English Language Arts Curriculum Framework is recursive. Students at every grade level apply similar language skills and concepts as they use increasingly more complex materials. In this way, students build upon and refine their knowledge, gaining sophistication and independence as they grow.
ELA framework, page 2
16. Grapes of Wrath Read selection silently
Read selection aloud
Review question
Review scoring guide
Read sample papers and scoring guidelines
Review Written Response template – it will serve as our model
17. Grapes of WrathAt your tables Question begins with a quote and asks students to make an inference based on the characterization Steinbeck drew of Ma Joad.
How does Steinbeck describe Ma Joad physically?
How does Steinbeck describe Ma Joad’s role in the family?
What does Ma Joad know?
18. Grapes of Wrath Scoring Guidelines:
0 is irrelevant or incorrect
1 is minimal statement about what Ma Joad knew
2 is a partial explanation of what Ma Joad knew and how that knowledge influenced her actions.
3 is an adequate explanation of what Ma Joad knew and how that knowledge influenced her actions. Includes supporting information from the excerpt
4 is an insightful explanation of what Ma Joad knew and how that knowledge influenced her actions. Includes specific supporting information from the excerpt
19. Grapes of Wrath Student work samples. Relevant part of the response is highlighted, and then an analysis follows each work sample.
0 PAPER
No explanation, student recopied the question.
Irrelevant or inaccurate information.
20. Grapes of Wrath 1 PAPER
Literal minimal explanation of what Ma Joad knew.
Ma Joad knew her son was home. She knew he might have broken out of jail.
The remainder of the response retells part of the excerpt, neither adds nor detracts from the score.
21. Grapes of Wrath 2 PAPER
Partial understanding of the excerpt.
Ma Joad knew her son Tom was telling the truth about being home and having his parole papers.
Response focuses on emotions Tom was feeling rather than Ma Joad’s role in the family.
The reason he bit his lip was to hold back his emotion from his mother.
The remainder of the response is a detail from the plot that neither adds nor detracts from the score.
22. Grapes of Wrath 3 PAPER
Demonstrates an adequate understanding of the excerpt.
A general explanation about Ma Joad knowing her family depends on her is provided. Ma Joad was the leader of her house she was the role model to all of her children.
There is some evidence that there is confusion about her reaction.
Her hand dropped because her stiff, tenseness loosened. Ma Joad had to make sure things were safe but then she knew they were, her control & comfort grew.
23. Grapes of Wrath 4 PAPER
Demonstrates an insightful understanding of the excerpt.
An explanation about Ma Joad knowing that she provides her family’s emotional stability is given:
Ma Joad was “the citadel of the family: meaning that the entire family depended on her as a source of strength…she knew that if “she ever really wavered or despaired the family would fall.”
Clear connection to Tom and the scene where her arm drops: her outburst of emotion when Tom came back moved Tom so much that he bit his lip to restrain his emotions…she knows that for the sake of her family, she could not show any emotions.
24. Grapes of WrathTurn & Talk Reread the sample papers
What level of cognitive skill is required to answer this question?
What ideas must be connected in order to answer a 3 or a 4 on this question?
What evidence is found in the passage to support these ideas?
25. NCS Mentor Overview
26. Henry Hikes to Fitchburg Read the selection silently
Read the selection aloud
Review the rubric and anchor papers
Score the student work samples
27. Bone Read the selection silently
Read the selection aloud
Review the Written Response to text sheet
Identify the main idea
Identify the standard being measured
Read the written response question
Read the scoring guidelines to determine what needs to be included in a response
28. Take a Moment Share one important idea or piece of information that you learned during the institute.
Take turns sharing with your colleagues at the table until time is called.
29. Back at School With your colleagues at the table, please discuss the following questions.
What information do you need to share with the school principal?
What support do you need from the principal in order to disseminate the information?
What information do you need to share with your colleagues in the classroom?
How and when will you share this information with your colleagues initially? How and when will you follow-up?
30. Survey of Technical Assistance Interest & Needs Part I
“I am confident in this area.”
“I would like some additional help in this area.”
“I would like a lot of additional help in this area.”
Part II
“This practice is in-place and fully implemented at my school.”
“This practice is partially implemented at my school.”
“This practice is not/minimally implemented at my school.”
31. “You’ve learned the things you needTo pass that test and many more-I’m certain you’ll succeed.We’ve taught you that the earth is round,That red and white make pink,And something else that matters more-We’ve taught you how to think.”
(Suess & Prelutsky, 1998)