Summer Literacy Institute 2015Pathways Toward Proficiency

Grades 6-12

Morgan DuntonELA Specialist

Learning Targets

• I understand the types of activities that will support demonstration of proficiency of the standards.

• I understand how to provide ongoing intervention through use of effective formative assessment strategies.

• I understand how the ELA standards relate across grade spans and content areas.

Success Criteria

• I can group or bundle several standards to represent one target of student learning.

• I can identify and explain the four levels of Webb’s Depth of Knowledge.

• I can build a meaningful text set based on analysis of data and identified criteria.

• I can design units of study that meet multiple goals and multiple needs.

The Foundation: Key Vocabulary

• Transfer: how confident are you that you understand the concept of transfer?

• Cognitive Demand: what system do you use?

• Reporting Standards: what purpose do these serve?

Skinny the Standards – S. B. Wessling

Skinny the Standards

• Maine’s ELA standards – 32, more or less• 4 strands (categories)• Identify all that are relative to vocabulary

development• On a blank card, write a phrase or sentence that

describes the relationship of the collection• Identify all standards that relate to gathering

information• On a blank card, write a phrase or sentence that

describes the relationship of the collection

Understanding Relationship

• On a blank card, write a phrase or sentence that describes a big idea you noticed among the standards

• Locate all of the standards that relate to this statement

• How might you use these “cluster” cards?

Finding Your Direction

• When creating a standards-based approach to instruction, start with the standards.

• What is a big goal you would like to achieve as a result of teaching and learning?

• What are the specific standards that will help you to get there?

• Have you noticed gaps in your curriculum and/or instruction?

• What does your assessment data suggest about needs?

Finding Your Direction

• Once you have determined a goal, explore the route.

• What texts and tools will best help you to reach the goal?

• What are the qualities or factors that will help you find the right tools to use?

Finding Your Direction - example

• Need: – Increase use of informational text in ELA

classroom. – Provide direct instruction of language

standards.• Gap: curriculum analysis reveals weak alignment

to speaking and listening standards. • Gap: resource analysis suggests need for

increase of diverse media, use of technology.• Opportunity: explore use of speeches.

Select a Worthy Text – Is It An Anchor?

What makes a text worthy?• Look for a mentor text, one that exemplifies an

intended outcome. • Listen to the Npr recording of Robert Kennedy’s

speech announcing the death of Martin Luther King, Jr.

• Look at the transcript of the speech. Mark colons, semicolons, em dashes, and en dashes.

• Listen to the speech again. Where do you see patterns in rhetorical structure?

Text and Media

• Watch this Youtube video of the same speech

• How does the video reflect tone? Do you agree with this interpretation?

• What makes this speech a “worthy text” for instruction?

• Let’s create a Roadmap of the text

The Text Roadmap

The Text Roadmap

Side 1What does the text offer?• What are the

depths to plumb?• Is there enough

fodder to reach DOK 3, 4?

Side 2What can we do with the text?• Is there a line of

inquiry that will guide the use of the text?

• What standards are best aligned to the text?

Side 1

• Description of text– Brief summary– Include significant aspect for inclusion or

consideration • Quantitative measures:

– punctuation, – sentence construction, – vocabulary, – other usage issues– Range/band

Qualitative Measures: What makes this text worthy?

• Text Structure: Describe the structure, organization, and other features of the text.

• Language Features: Describe the conventions and clarity of the language used in the text, including the complexity of the vocabulary and sentence structures.

• Meaning/Purpose: Explain the levels of meaning (Literary Text) or purpose (Informational text).

• Knowledge Demands: Describe the knowledge demands the text requires of students.

• Socio-Cultural Considerations: Describe elements of the text which are specific to a culture, region, or society.

Side 2: Reader and Task

• List Possible Major Instructional Areas of Focus (perhaps 3-4 standards) for this text with a brief justification to support your decision:– Is there a primary goal for instruction of

this text?– What else is happening in the curriculum

that should be noted?– Are there relative standards which should

be selected?– Can you identify standards from multiple

strands?• Justification: do you have enough fodder to

meet the goals/standards?

Side 2: Reader and Task

Differentiation/Supports for Students

• General supports: instructional strategies for all

• Struggling Readers: specific methods of helping to make this text more accessible

• Advanced Readers: opportunities to extend the learning

• English Language Learners: specific methods of helping to make this text more accessible

Create a Roadmap - Do you need a partner?

Review the Kennedy Speech Roadmap

• How does it compare to your roadmap?• What makes the sample roadmap useful?• What is missing from or unnecessary on the

sample roadmap?• Why might it be very difficult to use someone

else’s roadmap? • How does the roadmap create a foundation for

developing a text set and unit of study?

Other standards - relative to a text set

Analyze/Integrate Information

• SL.9-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.– Compare the written text with audio and/or video of

Kennedy’s speech. Npr recording of Robert Kennedy’s speech announcing the death of Martin Luther King, Jr. Youtube video of the same speech

– Compare Kennedy’s announcement of King’s death with announcements from other sources.

Other Possible Standards

Analysis Within or Across Texts • RH.9-10.3 Analyze in detail a series of

events described in a text; determine whether earlier events caused later ones or simply preceded them.

• RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.– Explore people, events or topics referenced in Kennedy’s

speech such as the assassination of John F. Kennedy, the events in Memphis, or public response to the news of King’s death in several cities.

– Compare the assassination of Robert Kennedy to the assassination of Martin Luther King, Jr.

Creating a Quality Roadmap

• Why I Wrote the Crucible• Robert Kennedy Announces the Death of Martin

Luther King, Jr.

• Compare and contrast these two roadmaps. – Are they similar in quality? – Are they equally as helpful?

Creating a Roadmap

Use a text you brought to create a roadmap. • Identify the target standards – by cluster?• Use a text that could be an anchor –

provides opportunity to teach all targeted standards

• Get the blank template, a rubric (for literary or informational text), and see other models:

http://www.maine.gov/doe/ela/professional/module-two/index.html

Quantitative Measure of TKM

25

26

Lexi

le M

easu

re

ChapterThe red line represents the Lexile measure of the novel as a whole: 790L.

).

To Kill a Mockingbird – Lexile Measure

Ch 1

Ch 2

Ch 3

Ch 4

Ch 5

Ch 6

Ch 7

Ch 8

Ch 9

Ch 10

Ch 11

Ch 12

Ch 13

Ch 14

Ch 15

Ch 16

Ch 17

Ch 18

Ch 19

Ch 20

Ch 21

Ch 22

Ch 23

Ch 24

Ch 25

Ch 26

Ch 27

Ch 28

Ch 29

Ch 30

Ch 31

600

700

800

900

1000

1100

1200

1300

Lexi

le M

easu

re

Chapter

The red line represents the Lexile measure of the novel as a whole: 790L.

TKM – Lexile Measures by Chapter

Ch 1

Ch 2

Ch 3

Ch 4

Ch 5

Ch 6

Ch 7

Ch 8

Ch 9

Ch 10

Ch 11

Ch 12

Ch 13

Ch 14

Ch 15

Ch 16

Ch 17

Ch 18

Ch 19

Ch 20

Ch 21

Ch 22

Ch 23

Ch 24

Ch 25

Ch 26

Ch 27

Ch 28

Ch 29

Ch 30

Ch 31

600

700

800

900

1000

1100

1200

1300

Lexi

le M

easu

re

Chapter

The red line represents the Lexile measure of the novel as a whole: 790L.

TKM – Annotation of “Peak” Chapters

Ch 1: History of M

aycomb

Ch 2: Scout’s fir

st day of school

Ch 13: Aunt A

lexandra  a

rrives

Ch 20: Courtro

om scene

Ch 27: Mr. E

well lose

s job

with W

PA; preparatio

ns for

Halloween ca

rnival

What formative assessments

have you modeled today?

The Roadmap:

• Is a tool – a convenient graphic organizer to collect your observations, intentions, and understandings.

• Reflects information contained in the CCSS front material (introduction), Appendix A to CCSS for ELA/literacy, the Publisher’s Criteria, and the best thinking of really smart people across many states.

• Does not need to be completed for every text you use.

• May change the way you evaluate and interact with text if approached as a means of professional development.

Next session

• Cognitive Demand: DOK

• Text Dependent Questions: TDQ

• Evidence-based responses