CELEBRATE the STRUGGLEEMPOWERING STUDENTS TO DEVELOP A DEEP UNDERSTANDING OF ESSENTIAL SKILLS,

PROCESSES, AND VOCABULARY IN ENGLISH

Prepared for the Professional Learning Network of the

VIRGINIA ASSOCIATION OF SCHOOL SUPERINTENDENTSby Dan Mulligan, flexiblecreativity.com

January 2014

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”

Ron Edmonds

BOOK B

ENGLISH SOL Skills

and Processes

TABLE OF CONTENTS

Role of Teachers and Students in College and Career Readiness 3

Rigor – Depth of Knowledge 5

Depth of Knowledge Descriptors for Reading 10

Virginia English Language Arts and Depth of Knowledge 11

Questions Aligned to the Essential Knowledge, Skills, and Processes 17

A Vertical Articulation of Strands: Comprehension of Nonfiction Text 19

Types of Classroom Assessment and Evidence of Understanding 29

Virginia SOL Closed Activities 30

Performance Assessment 32

Tattle Tell Newspaper Strategy for Nonfiction Text 35

Find Someone Who 37

Differentiation Ideas 39

Depth of Knowledge Wheel 42

Cognitive Rigor Matrix 43

Framework for Instructional Planning 45

Learning Structures 46

Web Sites 51

Notes Page 51

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RIGOR = TYPE of THINKING + DEPTH of THINKING

DEPTH OF KNOWLEDGE

This body of work offers the Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by standards, curricular activities, and assessment tasks (Webb, 1997). The model is based upon the assumption that curricular elements may all be categorized based upon the cognitive demands required to produce an acceptable response. Each grouping of tasks reflects a different level of cognitive expectation, or depth of knowledge, required to complete the task. It should be noted that the term knowledge, as it is used here, is intended to broadly encompass all forms of knowledge (i.e. procedural, declarative, etc.). The following table reflects an adapted version of the model.

DOK Level Title of Level

1 Recall & Reproduction

2 Basic Skills & Concepts

3 Strategic Thinking & Reasoning

4 Extended Thinking

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As a coach/teacher reflect on the level of thinking experienced by students by the ‘conclusion’ of most unit learning in your school. Where are you currently? Where do we want to be? How will you get there?

Depth of THINKING

RECALL AND REPRODUCTIONCurricular elements that fall into this category involve basic tasks that require students to recall or reproduce knowledge and/or skills. The subject matter content at this particular level usually involves working with facts, terms and/or properties of objects. It may also involve use of simple procedures and/or formulas. There is little transformation or extended processing of the target knowledge required by the tasks that fall into this category. Key words that often denote this particular level include: list, identify and define. A student answering a Level 1 item either knows the answer or does not; that is, the answer does not need to be “figured out” or “solved.”

POSSIBLE PRODUCTS

QUIZ LIST COLLECTION PODCAST SOCIAL BOOKMARKING

DEFINITION WORKBOOK EXPLANATION CATEGORIZING/ TAGGING

SEARCHING

FACT REPRODUCTION SHOW AND TELL COMMENTING GOOGLING

WORKSHEET VOCABULARY QUIZ OUTLINE BULLETING

TEST RECITATION BLOG HIGHLIGHTING

LABEL EXAMPLE WIKI SOCIAL NETWORKING

ROLES

TEACHER STUDENT

DIRECTS TELLS RESPONDS ABSORBS

SHOWS EXAMINES REMEMBERS RECOGNIZES

QUESTIONS EVALUATES MEMORIZES DESCRIBES

DEMONSTRATES LISTENS EXPLAINS TRANSLATES

COMPARES CONTRASTS RESTATES DEMONSTRATES

EXAMINES INTERPRETS

NOTES TO SELF:

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BASIC SKILLS AND CONCEPTSThis level generally requires students to contrast or compare people, places, events and concepts; convert information from one form to another; classify or sort items into meaningful categories ; describe or explain issues and problems, patterns , cause and effect, significance or impact, relationships, points of view or processes. A Level 2 “describe or explain” would require students to go beyond a description or explanation of recalled information to describe or explain a result or “how” or “why.” The learner should make use of information in a context different from the one in which it was learned.

POSSIBLE PRODUCTS

PHOTOGRAPH PRESENTATION REVERSE-ENGINEERING

BLOG COMMENTING ILLUSTRATION

INTERVIEW CRACKING CODES BLOG REFLECTING SIMULATION PERFORMANCE

LINKING MODERATING SCULPTURE DEMONSTRATION EXPLAIN

SOLVE CATEGORIZE GENERALIZE TRANSLATE ESTIMATE

MIND MAPS JOURNAL

ROLES

TEACHER STUDENT

SHOWS FACILITATESSOLVE PROBLEMS DEMONSTRATES USE OF

KNOWLEDGE

OBSERVES EVALUATES CALCULATES COMPILES

ORGANIZES QUESTIONS COMPLETES ILLUSTRATES

CONSTRUCTS

NOTES TO SELF:

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STRATEGIC THINKING & REASONINGItems falling into this category demand a short-term use of higher order thinking processes, such as analysis and evaluation, to solve real-world problems with predictable outcomes. Stating one’s reasoning is a key marker of tasks that fall into this particular category. The expectation established for tasks at this level tends to require coordination of knowledge and skill from multiple subject-matter areas to carry out processes and reach a solution in a project-based setting. Key processes that often denote this particular level include: analyze, explain and support with evidence, generalize, and create.

POSSIBLE PRODUCTS

GRAPH SURVEY DEBATE CONCLUDE PODCAST

SPREADSHEET DATABASE PANEL PROGRAM PUBLISHING

CHECKLIST REPORT FILM CHART ABSTRACT

EVALUATING ANIMATION OUTLINE INVESTIGATE VIDEO CAST

ROLES

TEACHER STUDENT

PROBES GUIDES DISCUSSES UNCOVERS

OBSERVES EVALUATES DEBATES THINKS DEEPLY

ACTS AS A RESOURCE QUESTIONS EXAMINES QUESTIONS

ORGANIZES DISSECTS JUDGES DISPUTES

CLARIFIES ACCEPTS ASSESSES DECIDES

GUIDES JUSTIFIES TESTS

SELECTS COMPARES

NOTES TO SELF:

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EXTENDED THINKINGCurricular elements assigned to this level demand extended use of higher order thinking processes such as synthesis, reflection, assessment and adjustment of plans over time. Students are engaged in conducting investigations to solve real-world problems with unpredictable outcomes. Employing and sustaining strategic thinking processes over a longer period of time to solve the problem is a key feature of curricular objectives that are assigned to this level. Key strategic thinking processes that denote this particular level include: synthesize, reflect, conduct, and manage.

POSSIBLE PRODUCTS

FILM PROJECT NEW GAME NEWSPAPER STORY

PLAN SONG MEDIA PRODUCT

ROLES

TEACHER STUDENT

FACILITATES EXTENDS DESIGNS FORMULATES

REFLECTS ANALYZES TAKES RISKS MODIFIES

EVALUATES PROPOSES PLANS

CREATES

NOTES TO SELF:

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Reading Standards for Informational Text – Grade 22.9q – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Who invented electricity? What gave Edison the idea for his invention? Where was the first soccer game played? When do birds fly south for the winter? Why was a written language started? How are insects and mammals alike and different?

2.9n – Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. What is the main idea of the article? What is the main idea of paragraph 3? Why is a good title for the article?

2.9ff – Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Describe the life cycle of a . What events lead up to the first Thanksgiving? Why was Christopher Columbus’ voyage important? What are the steps in building a sandbox? Why is it important to sand the wood before it is painted?

SAMPLE QUESTIONS ALIGNED TO THE CURRICULUM FRAMEWORK

Reading Standards for Informational Text – Grade 22.9bb – Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

What does the word _ mean in paragraph 2? What does the phrase, mean in paragraph 4?

2.9i – Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

What does the caption under the picture tell the reader? What clue does the heading give the reader about the next section of the text? Why are some words in bold print? Why did the author include a glossary? Find the word in the glossary. What does the word mean? Look in the index. On what page can more information about dinosaurs be found?

2.9r – Identify the main purpose of a text, including what the author wants to answer, explain, or describe. What question does the author want to answer in the article? What information from the article supports your

answer? What is the author’s purpose? What information from the article supports your answer? What process does the author want to explain? What information from the article supports your answer? What does the author want to describe? What information from the article supports your answer?2.9c – Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. How does the diagram help the reader understand how a person breathes? Use examples from the diagram

and the text to support your answer. How does the diagram help the reader understand how to put the chair together? Use examples from the

diagram and the text to support your answer. How does the diagram help the reader understand how to work the ? Use information in the diagram and the

text to support your answer.

2.9h – Describe how reasons support specific points the author makes in a text. Which details in the article support the main points of the text? How do the reasons the author gives support specific points? How does the author support the point that dolphins are smart?

2.9extra – Compare and contrast the most important points presented by two texts on the same topic. After reading two texts on dinosaurs, explain how the most important points in each text are alike and different.

A VERTICAL ARTICULATION OF NONFICTION COMPREHENSION SKILLS

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How might your grade-level use this resource?

SAMPLE CLOSED TASKS

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SAMPLE PERFORANCE ASSESSMENT

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WHAT IS PROJECT BASED LEARNING?Project Based Learning is a systematic teaching method that engages students in learning essential information and 21st century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and learning tasks. ~Buck Institute for Education, 2011

ESSENTIAL ELEMENTS OF PBL THAT IMPROVES STUDENT ACHIEVEMENT

Whatever form the project takes, it must have these essential elements:

Project Name:_________________________

Essential Element

Description Completed

Standards-based Significant Content

At its core, the project is focused on teaching students important knowledge and skills, derived from the standards and key concepts at the heart of academic content areas.

21st Century Skills

Students build skills valuable for college and career readiness, such as critical thinking/problem solving, collaboration, communication, creativity and innovation.

In-depth Inquiry Students are engaged in a rigorous, extended process of asking questions, using resources, and developing answers.

Driving Questions

Project work is focused on an open-ended question that students explore or that captures the task they are completing.

Need to Know Students see the need to gain knowledge, understand concepts, and apply skills in order to create project products, beginning with an Entry Event that generates interest and curiosity.

Voice and Choice Students are allowed to make some choices about the products to be created, how they work, and how they use their time, guided by the teacher and depending on age level and PBL experience.

Revision and Reflection

The project includes processes for students to use feedback to consider additions and changes that lead to high-quality products, and think about what and how they are learning.

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Public Audience Students present their work to other people, beyond their classmates and teacher.

COMMON KINDS OF PROJECTS

An exploration of a philosophical question, such as “what is a healthy community?” An investigation of a historical event, time period, or a natural phenomenon A problem-solving situation, either real or a fictitious scenario An examination of a controversial issue A challenge to design a physical or computer-based artifact, develop a plan, or

produce an event A challenge to create a piece of writing, multimedia, or work of art

TEN REASONS TO TEACH USING PROJECT-BASED WRITING1. It is an organic way to integrate all CORE subjects: math, science, history, and

language arts2. It proves to students that imagination and creativity are connected to research and

expository writing3. It hits all the major elements of the higher level of Bloom's Taxonomy: analysis,

evaluation, and creation4. By allowing a student to choose their format of showing what they know, the buy-in

for the quality of the final project is tremendous5. Students develop projects individualized, unique, and specific from each other6. It is a powerful way to incorporate all multiple intelligences: visual, audio,

kinesthetic, musical, linguistic, logical, etc.7. It desegregates non-fiction and fiction, blending the two8. It integrates the CORE subjects with non-core subjects, potentially using

technology, art, music, etc.9. It is a rigorous assessment requiring high-levels of thought and communication

10. It requires use of the entire writing process from brainstorm through revision, editing, and final draft regardless of the genres picked and the topic chosen.

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“Nations around the world are reforming their educational systems…to support the more complex knowledge and skills needed in the 21st century, skills needed for framing problems, seeking and organizing information and resources, and working strategically with others to manage and address dilemmas and create new products.”

~Linda Darling-Hammond, Powerful Learning

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TATTLE TALE NEWSPAPER STRATEGY

This interactive Famous American Tattle Tell Newspaper incorporates activities that integrate research-based instructional strategies at various levels of Bloom’s taxonomy and combines a series of Virginia Standards of Learning. Thurgood Marshall’s newspaper will engage students in activities that will require them to produce a unique portfolio of tasks to demonstrate their understanding of his accomplishment.

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Depth of THINKING

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Websites for Problem-Based Learning

West Virginia 21st Century Project Based Learning• http://wvde.state.wv.us/teach21/pbl.html

New York City Common Core Project Library• http://schools.nyc.gov/Academics/CommonCoreLibrary/default.htm

Project Based Learning – Buck Institute• http://www.bie.org

High Tech High (HTH)• http://www.hightechhigh.org/pbl/

West Virginia 21st Century Project Based Learning• http://wvde.state.wv.us/teach21/pbl.html

Notes Page

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Dan Mulligan, flexiblecreativity.conJanuary 2014

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