Transcript Document

College
Ready
Career
Ready
National Adult Education College and Career
Readiness Training Design Initiative
Integrating Reading and Writing
Presenters
Thom Suddreth
Margaret Roberson
1
Session Objectives
• Review college and career readiness standards
for English Language Arts content and practices
• Explore research-based strategies for
integrating reading and writing skills
• Review evidence-based scoring rubric and
sample anchor papers
• Explore resources for leaders to use to enhance
learning with different audiences
2
What Are Standards?
• Standards for CCR ELA/Literacy Content
– Reading Anchor Standards
– Writing Anchor Standards
3
Standards-Driven Curriculum
Standards/
Practices
Student
Achievement
Classroom
Instruction
4
Key Shifts in the Standards
Shift 1: Complexity
• Regular practice with complex text and its academic
language
Shift 2: Evidence
• Reading, writing, and speaking grounded in evidence
from text, both literary and informational
Shift 3: Knowledge
• Building knowledge through content-rich nonfiction
5
Complexity
Shift 1 – Complexity: Regular practice with
complex text and its academic language
• Complexity of text that students can read is the
greatest predictor of success
• There is a four grade level gap between secondary
and college/career level text
• Shift from how students read to complexity of texts
that are read
• Focus needed on addressing academic vocabulary of
students
6
Evidence
Shift 2 – Evidence: Reading, writing, and speaking
grounded in evidence from text, both literary and
informational
• Priority placed on textual evidence based on
national assessment data
• Focus is on students’ ability to cite evidence from
text in order to present
• Careful analyses
• Well-defended claims
• Clear information
7
Knowledge
Shift 3 – Knowledge: Building knowledge through
content-rich nonfiction
• Focus not limited to English language arts, but also
literacy across the disciplines of
• Science
• Social studies
• Technical subjects
• Focus shifts to nonfiction text that constitutes the
majority of what people read in college and the
workplace
8
Manageable and Essential
• CCR Standards for Adult Education consists of a
manageable set of standards essential for college and
career readiness
• Consistency between K-12 and adult education
systems
• Opportunity to create common tools and materials
to support implementation
• Opportunity to prepare students for new assessment
models (e.g., GED® test, PARC, and Smarter Balance)
CCR Standards for Adult Education, 2013
9
English Language Arts/Literacy
New Realities
10
Overview of Content
2014 GED® test
Integrated reading and writing assessment
75% - nonfiction
25% - fiction
Constructed responses
•Reasoning through Language Arts
•Social Studies
•Science
Enhanced technology items
11
What’s new in the Reading content
domain?
• Analyze how individuals, events, and ideas
develop and interact.
• Analyze the structure of texts.
• Determine the author’s purpose or point of
view.
• Delineate and evaluate the argument and
specific claims in a text.
• Analyze how two or more texts address similar
themes or topics.
12
What’s new in the Language content
domain?
• Complete item types that simulate real-life
editing tasks
• Edit to eliminate non-standard or informal
usage
• Develop an argument and support ideas
with text-based evidence
• Strategically apply awareness of audience
and purpose of the task
13
What’s new in the Writing domain?
Constructed Responses
• Provide real-world opportunity for test-takers to
develop an argument and support ideas with textbased evidence
• Integrate reading and writing skills
• Scored using a multi-dimensional rubric
• Can be an extended response or a short answer
14
Then
2002 GED® Essay Prompt
What is one important goal you would like to achieve in the
next few years?
In your essay, identify that one goal and explain how you
plan to achieve it. Use your personal observations,
experience, and knowledge to support your essay.
15
Now – 2014 GED® test
16
Holistic Scoring
17
BEGIN WITH
THE END IN MIND!
18
CCR Writing Standards
CCR Anchor 1: Write arguments to support claims
in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
• Introduce a claim
• Supply evidence of each claim
• Use words, phrases, and clauses to link sections
Create cohesion
• Establish and maintain formal style and objective
tone
• Attend to the conventions
• Provide a concluding statement that supports
argument presented
19
Trait 1 Rubric Overview
• Argument
– Creation of argument
– Evidence – use of text citations to support created
argument of source text(s)
• Validity
– Assessment of the argument in source text(s)
– Analysis of the issue
• Integration
– Integration of claims, explanations and textual evidence
– Connection of purpose to prompt
20
Trait 2 Rubric Overview
• Ideas
– Development (reasoning)
– Elaboration of ideas
• Progression
– Progression (flow) of ideas
– Connection of details to main ideas
• Organization
– Structured to convey message
– Transitional devices
• Words
– Appropriate word choice
– Advanced vocabulary application
• Awareness
– Demonstrated to audience and purpose
– Form of writing – objective rhetoric and persuasive
21
Trait 3 Rubric Overview
• Conventions – Application of standard English (e.g.,
homonyms/contractions, subject-verb agreement,
pronoun usage, placement of modifiers, capitalization,
punctuation)
• Sentence Structure
– Variety
– Clarity
– Fluency (e.g., correct subordination, avoidance of wordiness,
run-on sentences, awkwardness, usage of transition words,
appropriate usage for formal structure
• Errors
– Mechanics and conventions
– Comprehension based on errors
22
Let’s Take a Closer Look
An Analysis of Daylight Savings Time
The article presents arguments from both supporters
and critics of Daylight Saving Time who disagree about
the practice’s impact on energy consumption and
safety.
In your response, analyze both positions presented in
the article to determine which one is best supported.
Use relevant and specific evidence from the article to
support your response.
– Materials from GED Testing Service®
23
Reviewing the Anchor Papers
• Read each of the anchor papers
• Identify the following:
– Claim or stance
– Evidence to support claim or stance
– Strengths and weaknesses of each writing
sample
•
•
•
•
Development of ideas and organization
Use of the conventions of standard English
Sentence structure
Errors in mechanics and conventions
24
Trait 1 Rubric Overview
• Argument
– Creation of argument
– Evidence – use of text citations to support created
argument of source text(s)
• Validity
– Assessment of the argument in source text(s)
– Analysis of the issue
• Integration
– Integration of claims, explanations and textual evidence
– Connection of purpose to prompt
25
Trait 1: Creating Arguments and
Using Evidence
•
“In the argument for daylight savings time, it seems that the
pro daylight savings time position has won. The first article
brings up several improvements in the daily lives of
Americans which daylight savings time brings about. The
article then uses studies and large scale research to support
it’s position. In the second article, only smaller scale studies
are used, and the writer uses arguments with no factual basis
to support an anti-daylight savings position.
•
In the first article, historical facts are supplied to explain why
daylight savings time was created – to save energy during the
first world war – and the way it has evolved over the years
from a state decision to a national one. . .”
Argument
Supporting
Evidence
26
Trait 2 Rubric Overview
• Ideas
– Development (reasoning)
– Elaboration of ideas
• Progression
– Progression (flow) of ideas
– Connection of details to main ideas
• Organization
– Structured to convey message
– Transitional devices
• Words
– Appropriate word choice
– Advanced vocabulary application
• Awareness
– Demonstrated to audience and purpose
– Form of writing – objective rhetoric and persuasive
27
Trait 2: Development of Ideas and
Organizational Structure
“. . . In the first article, historical facts are supplied to explain why . .
.”
“. . . The second article cites this technology, which is much more
prevalent now than in the 1970s and certainly more than during the
inception of DST . . .”
“. . . The next topic, which is cited by both arguments, is driver and
pedestrian safety . . .”
“. . . The second article, however, did not read the facts carefully,
because the facts they cite . . .”
28
Trait 3 Rubric Overview
• Conventions – Application of standard English (e.g.,
homonyms/contractions, subject-verb agreement,
pronoun usage, placement of modifiers, capitalization,
punctuation)
• Sentence Structure
– Variety
– Clarity
– Fluency (e.g., correct subordination, avoidance of wordiness,
run-on sentences, awkwardness, usage of transition words,
appropriate usage for formal structure
• Errors
– Mechanics and conventions
– Comprehension based on errors
29
Trait 3: Clarity and Command of
Standard English Conventions
“. . . Opponents counter this claim, stating other
results from different studies nullify this finding.
According to the article, “a study in California
indicated that DST had little or no effect on energy
consumption that year.” In another study done in
Indiana, it showed that “residents of that state
spend $8.6 million more each year for energy, and
air pollution increased aft he state switched to
DST.” It is hypothesized that these jumps in energy
and pollution are due to “increased use of air
conditioning as a result of maximizing daylight
hours.” Clearly this counters the argument that
Daylight Savings Time is a cost effective measure.
Energy efficiency isn’t the only aspect of DST that
can be disproven. . .”
Use of
standard
English
Sentence
variety
Clarity of
thoughts
Few errors
30
2014 GED® SS Extended Response Rubric
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Sample Social Studies Prompt
In your response, develop an argument about how
the author's position in her letter reflects the
enduring issue expressed in the excerpt from Thomas
Jefferson. Incorporate relevant and specific evidence
from the excerpt and the letter as well as your own
knowledge of the enduring issue and the
circumstances surrounding the case to support your
analysis.
32
Short Answers in Science
Science Test MC Item
Science Test SA Item
Identify which step (out of four listed)
would produce a particular outcome
in a scientific process?
Design an experiment to test the
hypothesis (given in the stimulus). Be
sure to include descriptions of your
data collection process and data
analysis in your response.
Advantages: SA items allow assessment of a higher level of cognitive
complexity because they require test-takers to express a response in their own
words.
Tasks that appear in short answer items more like problems test-takers
encounter in their daily lives.
33
Short Answer Scoring Rubric
“Because each item will have its own rules for
scoring, scoring guides will be developed alongside
the item itself.”
GEDTS® Assessment Guide for Educators 3.3.
34
A Review of the Research
Evidence-based practices for teaching writing
include . . .
Adapted from the research of Steve Graham and Amy Gillespie,
Vanderbilt University (2011)
35
A Review of the Research
Strategy Instruction
Summarization
Peer Assistance/Collaboration
Setting Product Goals
Word Processing
Sentence Combining
Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt
University (2011)
36
A Review of the Research
Process Approach
Inquiry
Pre-Writing Activities
Writing as a Tool for Learning
Study of Models
Adapted from the research of Steve Graham and Amy Gillespie, Vanderbilt
University (2011)
37
Don’t Forget That Once Is Not Enough!
When teaching a new strategy
• Activate background knowledge
• Discuss the strategy
• Model the strategy
• Have students memorize the steps for the
strategy
• Support students learning to implement
(scaffolding)
• Establish independent practice to gain mastery
(practice makes perfect)
38
THINK, PAIR, SHARE
What is sentence combining?
It is the act of making one smoother, more
detailed sentence out of two or more short,
choppy sentences.
It starts with a “kernel” – an irreducible sentence.
•For example:
– The dog ran.
– The story is boring.
40
Benefits of Sentence Combining
• Increases an awareness of writer
motivations and reader responses
• Helps convey different ideas
• Assists in the use of the grammar
in context
• Fosters revision skills
41
A Few Ways to Combine Sentences
• Use a series of words or phrases
• Use compound subjects and/or verbs
• Use a key word (move a word
between sentences)
– I am going to meet the president.
– I will meet him tomorrow.
Tomorrow, I am going to meet the
president.
• Use phrases (prepositional, participle,
infinitive, and appositive phrases)
• Use compound or complex sentences
42
Let’s Combine!
• Meditation can help you relax.
• Meditation is a technique.
• The technique can be learned.
43
Let’s Combine! How about . . .
• Meditation can help you relax.
• Meditation is a technique.
• The technique can be learned.
Meditation, a relaxation technique, can
be learned.
44
Let’s Combine!
• Nina applied for a job.
• Nina needed to earn money.
• Nina is a hard worker.
45
Let’s Combine! How about . . .
• Nina applied for a job.
• Nina needed to earn money.
• Nina is a hard worker.
A diligent employee, Nina applied for a
job to earn additional money.
46
Let’s Combine!
•
•
•
•
A sports car screamed around the corner.
The sports car was red.
It screeched to a stop in front of the doors.
The doors led into the hospital.
47
Let’s Combine! How about . . .
•
•
•
•
A sports car screamed around the corner.
The sports car was red.
It screeched to a stop in front of the doors.
The doors led into the hospital.
The fire-red sports car screamed around the
corner and screeched to a stop in front of the
hospital emergency room.
Screaming around the corner, the fire-red sports
car screeched to a stop in front of the hospital’s
emergency room door.
48
How to Incorporate Sentence Combining
• Introduce alongside the writing process
• Provide short, frequent sessions
• Organize lessons into
– Teacher modeling
– Support/guided practice
– Independent practice
• Develop evaluative questions
• Use content as exercises
• Make it fun!
49
50
Effective readers use text structure to . . .
• Predict what is to be read
• Comprehend/understand text
• Observe the way the author has
organized the text
• Look for key words and concepts
• Note the different headings and
subheadings
• Notice and interpret graphics
51
Types of Text Structure
• Description
• Sequence and Order
• Compare and Contrast
• Cause and Effect
• Problem and Solution
52
53
Rules of Summarizing
• Attribute sources
• Cite the original source
• Use topic sentences
• Give your audience an idea of main points you want to make
• Omit excess detail
• Leave out minuscule details; focus on what’s
relevant
• Collapse lists
• Condense lists to single descriptive word
• Condense multiple paragraphs to one paragraph
54
Summarizing
British Pass Stamp Act – March 22,1765
Hoping to raise sufficient funds to defend the vast new American territories won from
the French in the Seven Years' War, the British government passes the notorious
Stamp Act in 1765. The legislation levied a direct tax on all materials printed for
commercial and legal use in the colonies, including everything from broadsides and
insurance policies to playing cards and dice.
Though the Stamp Act employed a strategy that was common in England, it stirred a
storm of protest in the colonies. The colonists argued that Parliament could not impose
taxes upon them without their consent. Believing this right to be in peril, the colonists
rioted and intimidated all the stamp agents responsible for enforcing the act into
resignation.
Not ready to put down the rioters with military force, Parliament eventually repealed
the legislation. However, the fracas over the Stamp Act helped plant seeds for a far
larger movement against the British government and the eventual battle for
independence.
55
Somebody-Wanted-But-So
Somebody
Christopher Columbus
Wanted
But
Anne Frank
To sail to India to buy
He ran into the
spices
Caribbean Islands
To hide from the Nazis Someone turned her in
Adolf Hitler
To control all of Europe
Thomas Edison
He claimed the area
for Spain.
She died in a
concentration camp.
The Allies fought
against him
He killed himself when
Germany was
defeated.
To invent the
His light bulb
It later led to the
incandescent light bulb blackened (the Edison
electron tube, the
effect)
basis of the electronics
industry
?
British
So
?
?
56
Important Ideas
57
Getting the GIST
• Build comprehension and writing skills. (It’s
really only 5 Ws and an H)
• Summarize in 20 words or less.
58
59
Brainstorm Time!
Constructed response is . . .
60
What is constructed response?
• Assessment items that ask students
to
apply knowledge, skills, and
critical thinking abilities
• Requires students to “construct”
answers without the benefit of any
suggestions or choices.
• Requires students to generate and intertwine ideas
into a response that is directly related to the text(s)
• Short or extended
61
RLA Extended Response
62
Science Short Answer
63
Social Studies Extended Response
64
Steps for Drafting Constructed Responses
1. Read the passage and question
2. Unpack the prompt (identify key words)
3. Rewrite the question in your own words and turn the
question into a topic sentence/ thesis statement
4. Collect relevant details from passage
5. Organize details into a logical order
6. Draft your answer
7. Re-read and edit/revise your answer making sure all
parts of the question are answered
65
Use a Process
Use a step-by-step approach, including how
to:
• unpack a prompt
• set up a claim (thesis statement)
• identify evidence in the to support
the claim
66
Unpacking a Prompt – Do/What?
Explain a key similarity between Truman’s
speech and Roosevelt’s speech. Use evidence
from both articles to support your response.
Type your response in the box. This task may
require approximately 25 minutes to
Do
What
complete.
Explain
© 2013
GED Testing Service
Key similarity betweenCopyright
the two
speeches
Use
Evidence from both articles
Type
Your response
Take
Approximately 25 minutes
67
Unpacking a Prompt – Do/What?
A person who seems in charge of every situation is sometimes called
a “natural leader.” People often look to such a person to lead them in
projects both great and small.
Select someone you have read about who seems to be a natural
leader. Write an essay in which you describe the person and his or
her accomplishments so vividly that your readers will feel they know
the person.
Do
What
Select
Someone you’ve read about – a natural leader
Write
Essay
Describe
The person and accomplishments
68
It’s Your Turn - Unpack a GED® Prompt
While Dr. Silverton’s speech outlines the benefits
of cloud seeding, the editorial identifies
drawbacks of this process.
In your response, analyze both the speech and
the editorial to determine which position is best
supported. Use relevant and specific evidence
from both sources to support your response.
Type your response in the box. This task may
require approximately 45 minutes to complete.
69
It’s Your Turn - Unpack a GED® Prompt
While Dr. Silverton’s speech outlines the benefits of cloud seeding, the editorial identifies
drawbacks of this process.
In your response, analyze both the speech and the editorial to determine which position is
best supported. Use relevant and specific evidence from both sources to support your
response.
Type your response in the box. This task may require approximately 45 minutes to complete.
Copyright © 2013 GED Testing Service
Do
What
Analyze
Speech and editorial
Determine
Best supported position
Use
Relevant/specific evidence from both
Type
Response
Take
45 minutes
70
Unpacking a Prompt – Do/What?
In the two autobiographies, the authors describe the challenges they
must overcome to learn essential skills. Compare and contrast the
challenges that each author faces and describe how each addresses
those challenges. Use specific details from the two passages, Type
your answer. This task may require approximately 45 minutes.
Do
What
Compare and contrast
Challenges each author faces
Describe
How each addressed the challenges
Use
Evidence from both passages
Type
Answer
Take
About 45 minutes
71
Quick Review
An Analysis of Daylight Savings Time
The article presents arguments from both supporters
and critics of Daylight Saving Time who disagree about
the practice’s impact on energy consumption and
safety.
In your response, analyze both positions presented in
the article to determine which one is best supported.
Use relevant and specific evidence from the article to
support your response.
– Materials from GED Testing Service®
72
Let’s Develop a Thesis Statement
• Thesis Statement = The main
idea or main point of a written
assignment.
– Clearly identifies a topic
– Contains an claim or stance on the
topic
– Creates a roadmap for the writing
– Answers the question: “What am I
trying to prove?”
– Usually located in the introduction
73
Thesis Statement – What is the claim?
• Looking at the arguments regarding this issue, it is
clear that DST is beneficial to society in many ways.
• Between the two positions in this article, the one
against Daylight Saving Time is better supported
through recent research and specific evidence.
• Even though the studies used in the article date back
to the 1970s, the positive effect of daylight savings
time in reducing energy costs and improving
pedestrian safety is well documented.
74
Start with Thesis Frames
Although _____________________ (believes, demonstrates,
argues) that ____________________________________,
_________________ supports/provides the clearest evidence
_________________________.
When comparing the two positions in this article, ____________
provides the clearest evidence that
_________________________________________.
Looking at the arguments regarding ____________, it is clear that
_____________________________________________.
75
What supports the claim? - It’s the
evidence!
Evidence - that which tends to prove or disprove
something
•Reasons and explanations
•Facts, examples, statements, details
•Key words – for example, however, because of this
reason
Reasons, evidence, and explanation
76
What supports the claim? - It’s the
evidence!
Sample evidence from the text(s)
•“Research in the 1970s found that Daylight
Savings Time saved about 1% per day in energy
costs.”
•“For example, it provides the results of a much
more recent (2007) study in California.”
•“…the points listed in the counter-argument are
more relevant…the data is 37 years more
relevant!”
Reasons, evidence, and explanation
77
Explaining the Evidence
Claim
What is your
thesis
statement/
claim?
Using a Direct Quote
Paraphrasing
What direct
quote
How can you
supports the
rewrite the
claim?
direct quote in
your own
words?
Explanation
How does the
evidence
support the
claim?
78
Extended Response Structure
Beginning
Middle
Ending
• The introduction states the main idea or position. It begins with a topic
sentence/thesis statement. The beginning restates the question and sets the stage
to answer the prompt.
• Answer the question first.
• Provide important information the author stated and meant. This is where you go to
the text(s) and provide examples/evidence and important details to support the
answer.
• Sample phrases to introduce each text reference include: … stated; in the text …; for
example . . .
• Include background information as required through the prompt.
• Write a closing that summarizes the position taken or restates the thesis statement
in a different way.
79
Don’t Forget to Revise and Edit
•
Structure and content
•
Make changes to the
substance of the writing
one draft to another
•
Make corrections
•
Ensure adherence to
standard English conventions
•
Use editing checklist
A dd
R emove
M ove
Sfrom
ubstitute
L ists
I ntroductory
E xtra
information
S entences
80
81
Unpack the Prompt – Do/What?
In your response, develop an argument about how Senator Kennedy’s
position in his speech reflects the enduring issue expressed in the
quotation from the Massachusetts Constitution of 1780. Incorporate
relevant and specific evidence from the quotation, the speech, and your
own knowledge of the enduring issue and the circumstances surrounding
Kennedy’s run for the presidency to support your analysis.
Type your response in the box. This task may require 25 minutes to
complete.
Do
What
82
What’s Your Claim
____________ position on _________________ is clearly supported by
_______________ and _____________________.
_____________________ argues that ____________________________, which is
supported by _____________________.
A key issue raised in both _________________________ and
__________________ is that ______________________.
The long-standing position of ______________ is supported by __________ and
_______________________.
In discussion of ______________________, one controversial issue has been
___________________. ________________ believes that
_______________________ as supported by
_________________________________.
83
What’s the Evidence?
What are key words, phrases, ideas that
support the claim from the excerpts and from
your personal background knowledge?
Text 1
Quotation
Text 2
Speech Excerpt
Background Knowledge
84
Extended Response Structure
Beginning
Middle
Ending
• The introduction states the main idea or position. It begins with a topic
sentence/thesis statement. The beginning restates the question and sets the stage
to answer the prompt.
• Answer the question first.
• Provide important information the author stated and meant. This is where you go to
the text(s) and provide examples/evidence and important details to support the
answer.
• Sample phrases to introduce each text reference include: … stated; in the text …; for
example . . .
• Include background information as required through the prompt.
• Write a closing that summarizes the position taken or restates the thesis statement
in a different way.
85
Step 1: Analyze/Plan
Know
What is the
question about?
•Underline or
highlight
important
information
•Identify and
circle the
performance
verbs
Do
What specific
tasks is the
question asking
me to do?
Facts/Content
Support
What are the
facts I need to
provide to answer
each part of the
question
What are the
supporting details
that will help
make my answer
clear to the
reader?
Prompt/Questions:
Restatement of question in
own words
Step 2: Write your answer – Be
sure toanswer
use the “RAS” Method for Written Response.
Sample
R: Restate the question
Detailed body of evidence
A: Answer the question
S: Support your answer
that
supports answer be sure
using your notes
with evidence
to include enough details to(supporting details)
answer the question. Make
sure that all details address
the questions and are not offtopic.
Step 3: Go back and review, revise, and edit your answer.
Restated question
Concluding thoughts
86
Practices that Make a Difference
• Dedicate time to writing and writing
instruction across the curriculum.
• Involve students in various forms of writing.
• Treat writing as a process.
• Keep students engaged.
• Be enthusiastic about writing.
87
Practices that Make a Difference
• Teach often to the whole class, in small
groups, and with individual students.
• Model, explain, and provide guided
assistance.
• Provide support, but move towards
self-regulation.
• Adapt writing assignments and instruction to
meet student needs.
• Set high expectations.
88
QUESTIONS, INSIGHTS, SUGGESTIONS
89
“High achievement always occurs in
the framework of high expectation.”
Charles F. Kettering (1876-1958)
90
Thom Suddreth
Trainer/Consultant
[email protected]
Margaret Roberson
Trainer/Consultant
[email protected]
91