April 2007 Copyright © 2007 Mississippi Department of Education 2006 Mississippi Language Arts...

April 2007 Copyright © 2007 Mississippi Department of Education

2006 Mississippi Language Arts Framework-Revised

Transitioning to the New Frameworks

Office of Reading, Early Childhood

and Language Arts


That’s ME!


Superintendent’s Goals

• Recruit and retain an experienced, quality team at MDE to provide state leadership in accelerating student learning

• Ensure that we have quality teachers in every classroom

• Ensure that we have quality leaders in every district and school

• Provide a rigorous high quality curriculum and assessment program that accelerates student learning

• Build and enhance a positive perception of public education in Mississippi


Gain = 2 points

Gain = 5 points

National Assessment of Educational ProgressGrade 4 Reading

204

199202 203

205203

217216217

213212215

195

200

205

210

215

220

1992

1994

1998

2002

2003

2005

Average Scale Score

Nation

Mississippi

Copyright © 2006 Mississippi Department of Education


1 point decrease

No Gain

National Assessment of Educational ProgressGrade 8 Reading

255

251

261263

261 260

251

255

240

245

250

255

260

265

1998

2002

2003

2005

Average Scale Score

Nation

Mississippi

Copyright © 2006 Mississippi Department of Education


18%

62%

21%

0%

20%

40%

60%

80%

100%

Overall Reading/ELA Performance Mississippi Assessment & NAEP

Grades 4 and 8

Fourth Grade Eighth Grade

81%


Context for Current Revision

• Results of alignment studies required by USDE (conducted in 2003 and 2004) Some competencies were difficult or inappropriate to assess

on a large-scale assessment. Breadth and depth of coverage of competencies and

objectives on the assessment could be improved. Cognitive demand (rigor) on the assessments could be

improved.

• This information became input for revision of the curriculum frameworks and the assessment.


MCT: Relationship Between Curriculum and Assessment

Curriculum Framework

-Competencies

-Objectives

-Suggested teaching strategies

Instructional Intervention Supplements

- Benchmarks

Mississippi Curriculum

Test

Results reported in Reporting Categories


MCT2: Relationship between Curriculum and Assessment

Curriculum Framework

-Competencies

-Objectives/ (Benchmarks)

-Suggested teaching strategies

Mississippi Curriculum

Test

Results reported by competency

Transparency and Alignment


Development Process


Revision Cycle

• Six Year Cycle• 12-24 Month

Process• K-16 Involvement• Aligned with

Textbook Adoption Cycle

Research

Revision

Stan

dard

s

Implementation


Framework Committees

• Recommended by District Superintendents

• Selected based upon knowledge and experience

• Representative of all areas of the State

• Inclusive of IHL


Resources Utilized

• IRA – International Reading Association

• NCTE – National Council for Teachers of English

• NAEP – National Assessment of Educational Progress

• Other State Frameworks

• Scientifically Based Reading Research


Language Arts FrameworkOrganization and Terminology


Framework Components

• Mission Statement

• Purpose

• Implementation Cycle Information

• Strands

• Competencies

• Objectives

• Appendix

• Glossary


Key Terms

Strands- areas of process or content which are interrelated and found throughout the framework

Competencies – broad guidelines of ongoing instruction

Objectives – serve as a guide, indicating how competencies can be fulfilled through a progression of content and concept at each grade level and course

Sequence – suggested progression of coursework from 7th grade through 12th grade in each subject area


Mission Statement

The primary purpose of the Mississippi Language Arts Framework 2006 is to promote an understanding of the principles, concepts, and processes of the language arts curriculum in Mississippi. The content of the framework is centered on the areas of reading, writing, listening, speaking, viewing, research, and inquiry. In teaching each of these key areas of the language arts curriculum, teachers should work to ensure students are actively engaged in meaningful activities that emphasize the importance of language arts in daily life; enhance students’ confidence in their ability to read, write, speak, listen, view, and conduct research; and help students learn to communicate and reason more effectively. The framework provides teachers with a guide to assist in instructing students with the essential language arts concepts students should learn as they pursue a career or continue their education.


Key Ideas

• Content is centered on the areas of reading, writing, listening, speaking, viewing, research and inquiry

• Actively engaged • Meaningful activities• Emphasize the

importance of language arts in daily life

• Enhance students’ confidence in their ability to read, write, speak, listen, view, and conduct research

• Help students learn to communicate and reason more effectively


The framework provides teachers with a guide to assist in instructing students

with the essential language arts concepts students should learn as they

pursue a career or continue their education.


What are the essential concepts for language arts?

• Word recognition and vocabulary

• Comprehension

• Composing process

• Grammar, punctuation, sentence structure


How are these concepts defined in the 2006 MS Language Arts Framework-Revised?

• Strands

• Competencies

• Objectives

• Depth of Knowledge (DOK) levels

• Numbered Items

• Examples

• Text complexity


Language Arts Strands

• Reading

• Writing

• Speaking

• Listening

• Viewing


Strands are not listed in the MLAF

• Should be integrated and embedded in daily lessons

• Allow flexibility for teachers in meeting the individual needs of students


Competencies

The competencies are the required learning standards for all students. Competencies are intentionally broad in order to allow school districts and teachers the flexibility to create a curriculum that meets the needs of their individual students.


Have the competencies been changed in the new Framework?

Year Grade 2-3 Grades 4-8 English II

MLAF 2000 11 Competencies

14 Competencies

10 Competencies

MLAF 2006 4

Competencies

(2 Reading and 2 Writing)

4

Competencies


4

Competencies



Language Arts Competencies K-8

1. The student will use word recognition and vocabulary (word meaning) skills to communicate. (Word Recognition and Vocabulary)

2. The student will apply strategies and skills to comprehend, respond to, interpret, or evaluate a variety of texts of increasing length, difficulty, and complexity. (Comprehension)


Language Arts Competencies K-8

3. The student will express, communicate, or evaluate ideas effectively. (Composing process)

4. The student will apply standard English to communicate. (Grammar, punctuation, sentence structure)


Where do I find the competencies in the Mississippi Language Arts Framework?

COMPETENCIES and Objectives

1. The student will use word recognition and vocabulary (word meaning) skills to communicate.

a. The student will use syllabication types (e.g., open, closed, r-controlled, vowel team, vowel-consonant + e, consonant + le) for decoding words. (DOK 1)

b. The student will identify roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, –tion, -or, -ion, -ity, -ment, -ic) in words. (DOK 2)

c. The student will develop and apply expansive knowledge of words and word meaning to communicate. (DOK 1)


Competency Considerations

Language arts is a unique discipline. What students are expected to do, i.e., read, write, speak, listen, enjoy literature, understand language, etc., remains pretty much the same from year to year. What differs is the degree of sophistication expected and the complexity of the materials (texts) used.


Competency Considerations

Still, the public needs to know, and teachers need to understand, what makes materials more complex and performance more sophisticated. These questions are answered through the use of objectives, DOK levels, numbered items, and examples.

Norman L. Webb


How do I know exactly what I should be teaching for any given competency?

Every competency in the Framework is followed by a list of objectives. These objectives indicate skills that enable fulfillment of competencies, describe competencies in further detail, or show the progression of concepts throughout the grades.


Where do I find the objectives in the Mississippi Language Arts Framework?

COMPETENCIES and Objectives

1. The student will use word recognition and vocabulary (word meaning) skills to communicate.

a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-, inter-, super-, semi-, com-, ex-, il-, mid-, under-, sub-, –tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en) to determine the meaning of multi-syllabic words. (DOK 2)

b. The student will develop and apply expansive knowledge of words and word meaning to communicate. (DOK 1)


How can the objectives be utilized effectively in teaching?

• Teachers should pay careful attention to the verbs used in each objective.

– The student will analyze text to understand, infer, draw conclusions, or synthesize information. (DOK 2)

• When necessary, teachers may use the vertical alignment documents to back up to earlier objectives.


Vertical Alignment Documents

First Grade Second Grade Third GradeThe student will begin to identify and use roots and affixes (e.g., un-, re-, -s, -es, -ed, -ing) to decode and understand words. (DOK 2)

The student will manipulate and analyze roots and affixes (e.g., un-, re-, mis-, pre-, -s, -es, -ed, -ing, -y, -ly, -er, -est, –ful, and -less) to understand unfamiliar words. (DOK 2)

The student will manipulate and analyze roots and affixes (e.g., un-, re-, mis-, pre-, dis-, in-, im-, ir-, -s, - es, -ed,- ing, -y, -ly, -er, -est, –ful, -less, - able, - ness, - ish) to analyze words. (DOK 2)


Looking Closely at Objectives

• Identify – to recognize• Use – to employ for a purpose• Manipulate – to handle, manage

or use with skill; to change to suit one’s purpose

• Analyze – to separate into constituent parts



Identify

• Circle the prefix in the following word.

–misinform

• Underline the suffix in the following word.

–information



Use

• Add a prefix and a suffix to the following word so the new word means that someone is not informed

informun ed



Analyze• Look closely at the following word. Circle

the base word. informative

• What other parts of the word do you see? • Based on what you know about the suffix

-ative, what does this word mean? Giving instruction

-ative



Manipulate• How could you change the word “inform”

to mean to communicate knowledge incorrectly?

–misinform• How could you change the word

“misinform” to mean to a person who informs?

– informant


Where do I find the benchmarks in the MLAF 2006?

The benchmarks are found within the objectives and numbered items following each objective. There is no longer a list of benchmarks and/or benchmark items to be covered by teachers. Teachers should teach the competencies and the objectives found within the Framework.


Is there anything else I should know about the MLAF 2006?

• The revised framework contains information concerning the depth of knowledge for each objective. The DOK is listed at the end of each objective.

The student will identify and use synonyms, antonyms, and homonyms. (DOK 2)


What is DOK?

• DOK stands for “depth of knowledge.”

• DOK is one way administrators, teachers, and parents can understand objectives in terms of the complexity of what students are expected to know and do.

• Developed by Norman L. Webb.


Factors to Be Considered

• Sophistication and complexity.

• Whether or not students have received prior instruction or have had an opportunity to learn the content.


DOK Levels

• Level 1 – Recall and Reproduction

• Level 2 – Basic Reasoning, Using Skills and Concepts

• Level 3 – Complex or Strategic Thinking

• Level 4 – Extended Thinking or Reasoning


Level 1 – Recall and Reproduction

• Recall of information such as a fact, definition, term, or a simple procedure.

• Requires students to demonstrate a rote response, use a well-known formula, or follow a set procedure.

• Common verbs include: describe, explain, recognize, identify.


Level 1 – Recall and ReproductionExample Questions

• Name a word that means the same thing as little.

• What did the big, bad wolf say to the first little pig?

• How many syllables do you hear in the word “family?”


Level 2 – Basic Reasoning, Using Skills and Concepts

• Includes the engagement of some mental processing beyond recalling or reproducing a response.

• More than one step.

• Common verbs include: explain, describe, summarize, predict, or interpret.


Level 2 – Basic Reasoning, Using Skills and Concepts Example Questions

• What does the simile “as gentle as a lamb” mean?

• Which part of a book will help you find all of the pages in the book containing information about turtles?

• Retell the story of Charlotte’s Web in your own words.


Level 3 – Complex or Strategic Thinking

• Requires reasoning, planning, and using evidence.

• Cognitive levels are complex and abstract.

• May have more than one answer.

• May require students to justify their response.


Level 3 – Complex or Strategic Thinking Example Questions

• Write a description of Charlotte the spider. Be sure to include specific details about Charlotte. Use vivid language in your answer.

• Who was a better friend to Wilbur – Charlotte or Fern? Justify your answer with evidence from the story.


Level 4 – Extended Thinking or Reasoning

• Have high cognitive demands and are very complex.

• Requires complex reasoning, experimental design and planning, and an extended period of time


Level 4 – Extended Thinking or Reasoning Example Questions

Global warming is a controversial topic in the news. Research this topic. Write a research paper presenting information supporting and opposing the issue. Use a variety of sources. Document the facts as presented by individuals who believe in global warming and those who do not believe in global warming.


Teaching with DOK in Mind

• State assessments will be designed so that fifty percent (50%) of test items match the DOK of the corresponding objectives.

• Instruction may need to be scaffolded for students in order to reach the target DOK.


Numbered Items Continue to Define Objectives

b. The student will apply knowledge of phonological and phonemic awareness. (DOK 2)(Phonological and phonemic awareness skills are oral skills. Once the skills are paired with print, they become phonics activities).

1) Identify and produce rhyming words orally that include consonant blends and digraphs (e.g., flat/splat, trap/snap, sing/ring).

2) Identify, blend, and segment syllables within compound, two, and three syllable spoken words (e.g., clap the syllables in “bi-cy-cle,” bas + ket + ball = basketball, telephone = tel + e + phone).


Examples Provided Continue to Define Objectives

b. The student will apply knowledge of phonological and phonemic awareness. (DOK 2)



Identify – Do these words rhyme?


Produce – Say a word that sounds like…


Think About This



Is there anything else I should know about the MLAF 2006?

• Priority objectives are underlined in grades K-3.

• Newly introduced skills and concepts are bold-faced throughout the MLAF.

• Suggested teaching strategies are included.

• The MLAF 2006 is much more specific than the MLAF 2000.


Text Complexity

A critical component at each grade level is text complexity. Text complexity is indicated by such elements as sophistication of language, content, and syntax. As students move from kindergarten to grade twelve, texts should require a greater cognitive involvement by the student in order for the student to appreciate and comprehend the meaning and beauty inherent in language. Text composed by students should also reflect this increasing complexity.


Readability

• Independent – 99% or more words read correctly with 90% or more comprehension

• Instructional – 95% or more words read correctly with 75% or more comprehension

• Frustrational – less than 90% accuracy and less than 50% comprehension


Readability

• Students should never be asked to read texts that are at a frustrational level.

• The greatest gains in student learning occur when students read instructional level texts.

• If students are reading texts that are difficult for them, teachers should ensure that tasks are supported or scaffolded.


Matching Students to Texts

• Tools for determining readability include: Readability formulas

–Flesch-Kincaid

–Lexile Frameworks

–STAR reading


Matching Students to Texts

• Informal reading inventories

• Teach students the three-finger rule

• Observe students reading

• Running records


Content

• Students’ background knowledge about a particular topic is crucial to understanding a passage.


Making Decisions About Content

Despite most of a summer of neglect, the plants were surprisingly tall and full-leaved and worm-free, though weeds grew thick in the rows and the plants were badly in need of topping and suckering. She believed the plants had thrived despite disregard because they must have been planted in full accordance with the signs. She calculated that with luck they might get a small crop and said that if they cured the leaves and soaked them in sorghum water and twisted them into plugs, they could trade for seed and salt and leavening and other items they could not produce themselves.


In Considering Content

• Teachers may need to build background knowledge prior to reading.

• Teachers may need to preteach vocabulary.


Syntax = the rules or patterns for forming a sentence.

Some texts will have syntax that is difficult for students to understand.

His yellow skin scarcely covered the work of muscles and arteries

beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only

formed a more horrid contrast with his watery eyes, that seemed almost of the same color as the dun white sockets in which they were set, his shriveled complexion and straight black lips.


Text Complexity

• The language, content, and syntax used within a specific text are important.

• Teachers should pay close attention to all three of these when selecting texts to be read in class.

• Teachers should also make plans for scaffolding instruction when language, content or syntax may pose difficulties for students.


Useful Assessment Documents

• Performance Level Descriptors or “PLD’s”

• MCT2 Item Specifications

• MCT2 Test Blueprints


Performance Level DescriptorsServe a dual purpose:

1) to guide the development of the assessments, cut score standard setting, and reporting descriptors and

2) to guide teachers’ instructional efforts to ensure that students reach proficient levels of performance on the content standards.


Range of PLDs

To be judged to have achieved a performance level, the student must at least be able to exhibit performance described at that level. The student may be able to do much more, but until the student is able to perform all that is described in the next higher level of performance, the student is assigned the lower level.


PLD Development: Proposed Language

• Advanced: Students at the advanced level are able to perform at a high level of difficulty, complexity, or fluency as specified by the grade-level content standards.

• Proficient: Students at the proficient level are able to perform at the level of difficulty, complexity, or fluency specified by the grade-level content standards.

• Basic: Students at the basic level are able to perform some of the content standards at a low level of difficulty, complexity, or fluency as specified by the grade-level content standards.


Proficient: Student expectations aredefined by the framework

Students performing at the proficient level:

In vocabulary: Identify roots and affixes (non-, trans-, over-, anti-, -tion, -or, -ion, -ity, -ment, -ic) in words. Apply expansive knowledge of words and word meanings. Apply knowledge of simple figurative language (hyperbole) to determine meaning of words and communicate. Use context clues (definitions, synonyms, or antonyms) to infer meanings. Use reference materials (dictionary, glossary) to determine syllabication, synonyms, antonyms, and parts of speech for unknown words.

In reading comprehension: Apply knowledge of text features (boldfaced print, italics, maps, icons, pull-down menus, key word searches); parts of a book (appendix, footnotes); text structures (compare/contrast); and genres to interpret or analyze text. Analyze texts in order to infer or synthesize information. Generate a summary or paraphrase of events or ideas in text, citing text-based evidence. Interpret increasingly complex text to compare and contrast information regarding story elements (setting, characters, character traits, events, resolution, point of view); literary devices (imagery, exaggeration, dialogue); sound devices (rhyme, rhythm, alliteration, onomatopoeia, assonance); and author’s purpose (inform, entertain, persuade). Identify tools of persuasion (name calling, endorsement, repetition, air and rebut the other side’s point of view) in text.


Basic: Student expectations may include an objective or portion of an objective

Students performing at the basic level:

In vocabulary: Use syllabication types for decoding words. Identify and produce synonyms, antonyms, and homonyms. Apply knowledge of simple figurative language (simile, metaphor, personification) to determine meaning. Use reference materials (dictionary, glossary) to determine the meaning and pronunciation of unknown words.

In reading comprehension: Recognize and identify text features (boldfaced print, italics, maps, icons, pull-down menus, key word searches); parts of a book (appendix, footnotes); text structures (compare/contrast) and genres to understand text. Analyze text to identify and understand information. Recognize a summary or paraphrase of the events or ideas in text. Use text to identify story elements, literary devices, sound devices, and author’s purpose. Distinguish between fact and opinion.


Advanced: Student expectations are statedfor high cognitive levels

Students performing at the advanced level:

In vocabulary: Compare the use of figurative language in multiple texts to justify inferred meaning of words. Justify the use of context clues to infer meaning.

In reading comprehension: Evaluate an inferred outcome or synthesis based on text-based evidence.


Item Specifications

• Development of items for statewide assessments requires a thorough understanding of and familiarity with the Mississippi curriculum frameworks and the performance level descriptors.

• The item specifications document is meant to serve as a guide to item writers relative to both item content and format.


Item Specifications As Guides

• The item specifications document can be used to develop practice items.

• However, the example items provided in this document are just that—examples. They are not “released” test items. They are not meant to be put together to form a classroom test.


Purpose of Item Specifications

• The purpose of the sample items is to provide illustrations of what items of

different content and at different depth-of-knowledge levels look like.

• However, the examples do not provide an adequate sampling of items for drawing conclusions about what students know or can do.


Item SpecificationsObjective BThe student will identify roots and affixes (e.g., non-, trans-, over-, anti-, -tion, -or, -ion, -ity, -ment, -ic) in words. (DOK 2)

Example Item(s)1. What is the root word in overeducated?A. OverB. Educate *C. EducatedD. Overeducate

Depth of Knowledge Level: 2 Performance Level: Proficient


Item Specifications

Objective DThe student will identify and produce grade level appropriate synonyms, antonyms, and homonyms. (DOK 2)

Example Item(s)1. Which word is an antonym for splendid?A. GrandB. Dreadful*C. ExcellentD. Wonderful

Depth of Knowledge Level: 1 Performance Level: Basic


Objective G The student will use reference materials (e.g., dictionary, glossary,

teacher or peer [as a resource], thesaurus, electronic dictionary) to determine the meaning, pronunciation, syllabication, synonyms, antonyms, and parts of speech for unknown words. [Note: These reference materials are not available during the administration of state tests.] (DOK 1)

Example Item(s)1. Read the dictionary entry in the box below

Contest (con’test) n. 1. a struggle; fight; controversy 2. a competitive game v.t. (ken-test) 1. challenge; disputen. contestant; one who competes

In which of the following sentences is the word contest used correctly as a verb?

A. The students looked for a contest in which to enter her drawing.B. I entered my dog in the contest that our school held for playful pets.C. She decided to contest my victory in the election for class president. *D. My brother Jake will contest with my friends when they come to visit me.


DRAFT Language Arts Blueprint


Final Thoughts –In Order to Design Effective Instruction Teachers

Must Understand

• Strands• Competencies• Objectives• Depth of

Knowledge (DOK) levels

• Numbered Items• Examples• Text complexity

• Performance Level Descriptors or PLDs

• Item Specifications• Assessment

Blueprints

April 2007 Copyright © 2007 Mississippi Department of Education 2006 Mississippi Language Arts...

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