Bringing the Pieces TogetherSummer HeatDivision of Bilingual Education and World LanguagesJune 2013

Our Commitment to Strengthening Teacher

Practice It is not only the It is not only the

amount of exposure toamount of exposure toEnglish that affects English that affects

learning, but the learning, but the qualityquality as well as well

Echevarria et al., 2004, p. 45Echevarria et al., 2004, p. 45

GoalsAssist teachers to develop rigorouslessons that encompass:

Purposeful listening and speaking activities

Reading complex text closelyEvidence-based discussions and writingBuilding academic vocabulary through

contextOn-demand and process writingA balance of informational and literary

texts

Agenda

Paradigm ShiftsStandardsStandards vs. Learning ObjectivesAssessments: Formative, Feedback,

SummativeCPalms Lesson DesignCreating Comprehensive

Assessments

SECOND LANGUAGE LEARNING PARADIGM SHIFT

Rationale

Old Paradigm

Primarily Vocabulary

and Grammar

New Paradigm

Extended DiscourseDiscussing Complex Text

ExplanationArgumentationPurpose of Text

Analyzing Text StructuresComplex Sentences

Targeted Vocabulary in Context

Language development as a linear process aimed at accuracy, fluency, and complexity

Non linear language development aimed at comprehension and communication

From the concept of

To an understanding of

Use of simplified texts

Use of complex texts

Second Language Learning Paradigm Shifts

Second Language Learning Paradigm Shifts

From the concept of

Use of activities that pre-teach the content or simply “help students get through texts”

To an understanding of Language

acquisition as a social process

Traditional grammar as a starting point to learning a second language

Carefully planning the “just right” kind of support to develop language and learner autonomy

Reading Complex Text

Speaking

Evidence-based Writing

Listening with a PurposeLet’s connect

the pieces!

StandardsThe promise of standardsThese Standards are not intended to be new names for

old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep.

Standards: Important but insufficient

To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

Think of the standards you select as being the foundation for your lesson: your lesson should be built from the standards.

CPALMS has a “tight” approach of aligning standards to a lesson. Students should be provided with instructional delivery or an opportunity to practice the content or skills in the related standard. (This could take any form: modeling, mini-lessons, discovery learning, group work, independent activities, etc.)

CPALMS has a backwards design approach. Once you pick your standards, you will want to design your assessments first. Think about what you want students to understand or be able to do as a result of the lesson.

Standards and Assessment

Learning StandardsNext Generation Sunshine State

Standards LA.8.5.2.1 The student will demonstrate effective

listening skills and behaviors for a variety of purposes, and demonstrate understanding by paraphrasing and/or summarizing;

LA.8.5.2.2 The student will use effective listening and speaking strategies for informal and formal discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic;

LA.8.5.2.5 The student will demonstrate language choices, body language, eye contact, gestures, and appropriate use of graphics and available technology.

Learning Standards Common Core State Standards

LACC.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

d. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented.

LACC.8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Learning StandardsNext Generation Sunshine State

Standards LA.8.1.6.3 The student will use context clues to determine meanings of

unfamiliar words.

LA.8.1.6.8 The student will identify advanced word/phrase relationships and their meanings.

LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context.

LA.8.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of texts and understand how they affect meaning.

LA.8.1.7.5 The student will analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

Learning StandardsNext Generation Sunshine State

Standards LA.8.1.7.7 The student will compare and contrast elements in multiple texts.

LA.8.2.1.7 The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis.

LA.8.2.2.1 The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words).

LA.8.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding.

LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources.

Learning StandardsNext Generation Sunshine State

Standards LA.8.3.1.3 The student will prewrite by using

organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.

LA.8.3.2.3 The student will draft writing by analyzing language techniques of professional authors (rhythm, varied sentence structure) to develop a personal style, demonstrating a command of language with freshness of expression.

Learning StandardsNext Generation Sunshine State

Standards

LA.8.3.3.2 The student will revise by creating clarity and logic by maintaining central theme, idea, or unifying point and developing relationships among ideas;

LA.8.4.2.3 The student will write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs;

Learning Standards Common Core State Standards

LACC.8.RL.1.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text

LACC.8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Learning Standards Common Core State

Standards LACC.8.RL.2.5 Compare and contrast the structure of

two or more texts and analyze how the differing structure of each text contributes to its meaning and style

LACC.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Learning Standards Common Core State Standards

LACC.8.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

LACC.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

LACC.8.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Learning Standards Common Core State Standards

LACC.8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Learning Standards Common Core State Standards

LACC.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

a. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

b. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

c. Use precise language and domain-specific vocabulary to inform about or explain the topic.

d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from and

supports the information or explanation presented.

Learning Standards Common Core State Standards

LACC.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

LACC.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”).

b. Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Standards vs. Learning Objectives

Predetermined

Tell what students should understand, know, or be able to do

Determined by youReflect Common Core rigor

Tell how students will show that they understand, know, or can do

Components of Learning Objectives

Specify desired results Can start with “Students will…” Task Conditions (e.g. text being studied, research topic

being investigated, media being studied, etc.) Observable Action Verb/Behavior (e.g. explain, identify,

compare, determine, evaluate, analyze etc.) Criteria for responses (skills or concepts pulled from the

standard)

Writing Learning Objectives Combining Conditions, Behavior, & Criteria

Standard:LACC.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance the point of view or purpose.

Learning Objective:

Utilizing Lincoln’s Gettysburg Address, students

will determine Lincoln’s purpose for this speech

and provide examples of rhetorical devices he

uses to get his points and message across to the

audience.

conditions behavior

criteria behavior

criteria

Standard:LACC.910.RI.2.4: Determine the meaning of words and phrases as they are used in a text… analyze the cumulative impact of specific word choices on meaning and tone.

Writing Learning Objectives Combining Conditions, Behavior, & Criteria

Learning Objective

Utilizing the Gettysburg Address, students will

demonstrate their understanding of the overall tone

and meaning of the speech by providing examples of

specific words and phrases that Lincoln uses to

emotionally impact his audience.

conditions behavior

criteria

behavior

criteria

Learning Objectives Tips

One standard = often involves multiple learning objectives One lesson = should demonstrate multiple learning

objectives Emphasize rigor (e.g. explain, compare, evaluate, create) Realistic Accessible Cpalms LINK

Targeted Lesson

The Story of an Eyewitnessby Jack London

Poem of the Earthquakeby Eliza A. Pittsinger

Utilizing “The Story of an Eyewitness”, students will demonstrate an

understanding of the overall meaning of the article by providing

examples of specific words and phrases that Jack London uses to

emotionally impact his audience. LA.8.2.1.7 At the culmination of this lesson, students will be able to draw

evidence from literary or informational texts to support analysis,

reflection, and research. LA.8.6.2.2

Sample Learning Objectives

conditions behavior

criteria

behavior

conditions criteria

Learning Objectives Activity

Assign a specific learning standard to each group

Participants will write a learning objective matching the learning standard

Objective must include conditions, behavior and criteria

Share

Assessments Evidence gathering activities Describe activity How information can/will be used

Formative Assessment•Purpose: Allow teacher to make adjustments•Beginning of lesson•Readiness/Prior Knowledge•During lesson•Grasping current concepts/skills?

Feedback to Students•Purpose: Helps students improve & adjust to be ready for Summative Assessment•During lesson•Linked to Formative Assessment•Teacher’s job

Summative Assessment•Purpose: Did students meet objectives?•Rigorous•End of the Lesson/Unit

Describe how the teacher will gather information about student understanding and prior knowledge at the beginning of the lesson. This will help the teacher to know what skills or concepts need to be addressed prior to the lesson beginning. This assessment can take many shapes- pretests, short answer responses, KWL, entrance tickets, etc.

During the lesson: Assess students’ ability to grasp current concepts/skills. When will the teacher assess students’ understanding and how will the teacher use that information?

Formative Assessment

Formative Assessment:During the lesson, students who omitted some of the main ideas, did not properly cite the sources and/or did not organize

correctly by topic during the initial activity, will be given corrective feedback and asked to correct their note cards and organization before proceeding to the

independent research phase of the lesson.

Formative Assessment: Two Examples

Example One:

Formative Assessment: The teacher will have students respond to a “Bell

Ringer” when they enter the classroom, answering the following questions as best they can:1. What is a fable?2. If you can remember a fable that you have read or that

has been read to you, describe it.3. What do you think the requirements of a fable are?4. How could Animal Farm by George Orwell be considered

a fable?

Formative Assessment: Two

ExamplesExample Two:

During the lesson: Describe how and when the students will get feedback about their performance or understanding during the lesson. This feedback will help them get ready for the summative assessment.

From Ripples of the Great Depression:

Feedback to Students Example

Feedback to Students ExampleFrom Animal Farm to Fables:

Describe how the teacher will determine if the students have reached the learning targets for this lesson. How will the teacher measure the impact of this lesson on student learning?

Purpose: Did students meet the objectives? Rigorous Measurable When: End of the Lesson

Summative Assessment

Summative Assessment Examples

From Ripples of the Great Depression:

Summative Assessment Examples

From Animal Farm to Fables:

Summative AssessmentComparison-Contrast Essay

The Story of an Eyewitnessby Jack London

Poem of the Earthquakeby Eliza A. Pittsinger

Summative Assessment After reading “The Story of an Eyewitness”

and “Poem of the Earthquake”, students will write a comparative essay comparing the authors’ respective styles in writing.

Students will use a graphic organizer to compare and contrast Jack London’s and Eliza A. Pittsinger’s use of figurative language, tone, word choice and text structure to assist in writing the essay.

Students will cite text evidence to support the comparisons.

Compare and Contrast Graphic Organizer on Authors’ Style

Comparison and Contrast Essay Guide

Explain Compare and Contrast

characteristics (apples vs. oranges)

Evaluate Compare and Contrast

qualities of preference (Mcintosh apples vs. Granny Smith apples)

Comparison Graphic Organizers

Venn Diagram Compare and Contrast Chart

Divide participants into 5 groups Assign each group a pair of items to compare Have participants decide on a comparison activity

(explain vs. evaluate) Participants will complete a comparison graphic

organizer Participant groups will share comparisons

Comparison and Contrast Activity

Balanced Ideas Give equal time to what you write Book vs. Movie Cover the same elements

Organizing the Essay

Organizing the Essay

3 organizing strategiesa.Whole-to-Whole, or Blockb.Similarities-to-Differencesc.Point-by-Point Transitions

Whole to Whole Strategy

Discuss everything about each item being

compared in a separate paragraph. Introduction Item #1 Item #2Conclusion

Sample Whole to Whole Format

Sample Whole to Whole Essay

Similarities and Differences Strategy

Discuss all the similarities in oneparagraph and all the differences inanother Introduction Similarities Differences Conclusion

Sample Similarities and Differences Format

Sample Similarities and Differences Essay

Point-by-Point StrategyDiscuss Each point in a separate

paragraph IntroductionPoint #1 (characters)Point #2 (setting)Conclusion

Sample Point-by-Point Format

Sample Point to Point Essay

TransitionsTransition words signal a change from one item to another Smoothness Coherence Connections

Different Item Ahead

Transitions to Compare also as as well as both in the same

manner in the same way

like likewise most important same similar similarly the same as too

Comparison Sample

The characters in the movie were very similar to the characters in the book. Both the characters in the movie and in the book were interested in detective work.

Transitions to Contrast Although But Differ Even though However In contrast Instead

Nevertheless On the contrary On the other

hand Unless Unlike While yet

Contrast SampleThe setting in the book was

summer while the setting in the movie was winter. The events in the book took place during several afternoons, but the events in the movie took place during the evening.

Checklist

3 main points1.Purpose and Supporting Details2.Organization and Structure3.Transitions and Coherence

Comparison and Contrast Checklist

Purposea. The paper compares and contrasts

items clearlyb.points to specific examples to

illustrate the comparisonc. includes only the information

relevant to the comparison

Comparison and Contrast Checklist

Organization and Structurea. The paper breaks the information

into whole to whole, similarities to differences or point by point structure

b. follows a consistent order c. breaks the information into

appropriate sections or paragraphs

Comparison and Contrast Checklist

Transitions and Coherencea. The paper moves smoothly from

one idea to the nextb.Uses comparison & coherent

transition words to show relationships between ideas

c. Uses a variety of sentence structures and transitions

Rubrics

Participant Activity In assigned groups, participants will

write a compare and contrast essay using a pair of items to compare

Participants can choose whole to whole, point to point or similarities and differences comparison organization

Essays must include an Introduction and Conclusion

Participants will share essays

Motivational Quotes

“If you aren't in over your head, how do you know how tall you are?” ― T.S. Eliot

“A challenge only becomes an obstacle when you bow to it.” ― Ray Davis