Transcript www.hart.k12.ky.us

ELA Teacher
Leadership Network
October 26, 2011
1
Welcome!
While You Are Waiting:
 Enjoy breakfast
 Pick up your 2010-11 binder (if you were
not with the network last year).
 New participants, sign up so we can get
you added to Blackboard.
 Write your name (first and last)on a green
slip of paper, fold in half & place in the
basket up front.
 We will have door prizes at the end of the
day. YOU MUST BE PRESENT TO WIN!!
Norms
 Be present and be engaged in the work.
 Observe cell phone and computer etiquette.
 Consider everyone as equal partners.
 Seek first to understand, then to be understood.
 Use time efficiently.
 Provide quality over quantity.
 Maintain high expectations.
 Keep an open mind.
 Create an environment for learning.
“The task of a leader is to get people from
where they are to where they have never been.”
Henry Kessinger
Leadership
Characteristics of
Highly Effective
Teaching and Learning
College and
Career
Readiness
Assessment
Literacy
Kentucky’s Core
Academic
Standards
CONNECTIONS
• I can articulate the goals and purpose of the content
leadership networks.
• I can evaluate my teaching task and revise it using
established criteria.
• I can deepen my understanding of CHETL through
productive discussion and reflection on professional
text.
• I can explain how instructional activities can be used
formatively.
• I can design and sequence mini lessons congruent to
my TASK, that reflect CHETL.
• I can be a critical consumer of texts and resources.
• I can set personal goals and make an action plan to
advance the vision of 21st century learning.
5
Our Leadership Network
Guiding Thought for 2011-2012
• “You don’t lead by pointing and telling
people some place to go. You lead by
going to that place and making a case.”
Ken Kesey
• http://www.youtube.com/watch?v=eyz
vcEVA-Is
“Taking time to reflect is one of the surest ways
to consolidate learning and continue to grow.”
Jeff Cobb
Vision
• What do I believe about how students learn? How has this
influenced my instructional goals?
Strengths
• How am I utilizing my strengths to achieve my goals?
Challenges
• What actions have I taken to overcome obstacles to achieving my
goals?
Instructional Strategies
• What is working for me? How do I know?
• What will I do the same? Differently?
KCAS, Balanced Assessment, CHETL & Leadership
• To which pillar(s) do my goals connect?
Template Task 2
Argumentation
Review & Refinement
Template Task 2: Argumentation
 Shells are built off the Common Core
Students engaged more rapidly when invited to
argue
Using them assists teachers in developing highquality student assignments that develop reading
and writing skills
 In context of core classes: science, history, elective offering
 L2 and L3 offer difficulty ranges
10
LDC: First Instructional Ladder
CCR Writing Standard #1
• Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
– Noticeable change at 6th grade
– From opinion to argument
– Use evidence from text to support argument
• Progression of argumentation through the
grades
LDC: First Instructional Ladder
11
Anatomy of a Task
• TASK 2: Argumentation
– Essential Question
– Text
– Type of writing (essay, report, speech, blog, etc.)
• Supported by evidence
– L2: Be sure to acknowledge competing views
– L3: Give examples from past/current events or issues to illustrate and
clarify your position
LDC: First Instructional Ladder
12
Sample Task 2: Background Info
• Students will understand that electromagnetic
waves, including radio waves, microwaves,
infrared radiation, visible light, ultraviolet
radiation, x-rays and gamma rays result when a
charged object is accelerated.
• This information gives students a context as they
begin thinking about the upcoming task.
LDC: First Instructional Ladder
13
Sample Task: Essential Question
Do cell phones have the potential to impact our
health in a negative way?
The essential question focuses students on
the argument
14
LDC: First Instructional Ladder
Sample Task: The Task
After reading the articles from Scientific American
and Time as well as viewing the chart from
Prevention, write a report that addresses the
question and support your position with evidence
from the texts. Be sure to acknowledge competing
views and give examples from past or current events
or issues to illustrate and clarify your position.
Both L2 and L3 included
LDC: First Instructional Ladder
15
What Makes a Good Task?
1.
2.
3.
4.
5.
Choose Your Template Task
Choose Your Topic
Choose Text Students Will Read
Choose Text Students Will Write
Combine To Create Your Teaching Task
LDC: First Instructional Ladder
16
Task Diagnosis
Task 19: Can social climbers really move into a new
social class? After reading The Great Gatsby, Vanity
Fair, and Limbo: Blue-Collar Roots, White-Collar
Dreams, write an essay that explains how a character
succeeded or failed in efforts to move to a higher
social class. What conclusions or implications can you
draw? Cite at least two sources, pointing out key
elements from each source.
English III
LDC: Teaching Task Design
17
Task Diagnosis
After researching your textbook chapters on human
anatomy, write an article for students your age that
compares two major body systems and argues which
one is the most exciting. Be sure to support your
position with evidence from the texts.
Grade 8 Life Sciences
LDC: Teaching Task Design
18
Task Diagnosis
•
•
•
•
•
Task doesn’t follow the template
Task isn’t worth that much instructional time
The topic is too narrow
Question is not rigorous/relevant
The question asks for personal reflection instead
of engagement with academic content
• Makes weak use of the material students are to
read; doesn’t demand a close reading
• Text isn’t adequate to support an argument
• Text is too simplistic
LDC: First Instructional Ladder
19
Task Diagnosis
After researching Romeo and Juliet and
Westside Story, write a report that defines
“star-crossed lovers.” Support your discussion
with evidence from your research. If you had
friends who were in love and whose families
disapproved, what advice would you give
them?
Grade 9 English
LDC: Teaching Task Design
20
Task Diagnosis
Where have all the flowers gone? After reading
selected anti-war poems and song lyrics, write
an essay that addresses the question and
support your position with evidence from the
texts.
Grade 9 Government and Civics
LDC: Teaching Task Design
21
I can evaluate my teaching task and
revise it using established criteria.
Leadership
Characteristics of
Highly Effective
Teaching and Learning
College and
Career
Readiness
Assessment Literacy
Kentucky’s Core
Academic
Standards
CONNECTIONS
Break Time
When you return from break, please sit at a table
designated for your Book Study choice.
New Book
Questions for Book Study Groups
1.
2.
3.
4.
5.
6.
What did I use from my book?
How did I use it?
What impact did it have on student
learning?
What is the connection to CHETL,
Assessment Literacy, Leadership, or KCAS?
What would I do differently next time?
What ideas, from table-mates, can I take
back and try?
Feedback 101
Negative feedback is
that which does not let
students know how they
can get better.
Positive feedback
is that which
DOES let
students know
how they can
get better.
Feedback “how-to”
• Stick with
– How well the task is going
– the process the student is using to complete
the task
– and how well the student is managing his/her
own behavior, or self-regulation
• Comments about the student (usually delivered as praise)
typically do NOT enhance learning and achievement
• Feedback is only effective when students understand what
quality work looks like; essential criteria
Is your feedback this clear?
• Specific feedback
Or does your feedback look more
like this?
• Simon Cowls best insults.avi
Which feedback will enhance
instruction?
•
•
•
•
•


You are so smart!
What happened?
Fix!
• Your opinion is clearly
stated
• Use specific facts to
support your opinion
• I see that while you
were revising you
noticed you needed
to gather more
information.
I can deepen my understanding of CHETL
through productive discussion and reflection on
professional text.
I can describe qualities of good feedback.
Leadership
Characteristics of
Highly Effective
Teaching and Learning
Unbridled
Learning
Assessment Literacy
Kentucky’s Core
Academic
Standards
CONNECTIONS
Working Lunch
• Please sit with your district teams for lunch.
• Please discuss/reflect upon your personal
action plan with your district team.
11:00 EST districts
11:15 CST districts
After lunch, please return
to your elementary, middle,
and high school tables.
And now a testimonial…
Designing the
instructional
ladder
34
LDC Framework
TEMPLATE TASKS
Target the 3 modes of writing
in the Common Core State Standards
Argument
(opinion at the
elementary grades)
Informative/
Explanatory
Teacher/StudentSelected
Texts
Narrative
& other Common Core
Standards when appropriate*
Appropriate,
grade-level texts
that support
selected content
Supported by an Instructional Ladder
Skills students need to complete the task
Mini-tasks for building each skill
Building on Your Task 2
36
LDC: First Instructional Ladder
What Task?
A teaching task built from a template task
Background for students
Information on reading texts
State/local standards for task
Common Core State Standards from template task
Scoring rubric from template task
37
LDC: First Instructional Ladder
What Skills?
Lists the skills students need to succeed on
the teaching task (backward mapping)
Defines those skills as “the ability to …”
Clusters those skills in an order that makes
sense for teaching
38
LDC: First Instructional Ladder
What Instruction?
A mini-task to build each
skill (prompt for student
work, product for
students to create,
scoring guide)
Instructional strategies
for mini-tasks
39
LDC: First Instructional Ladder
What Work?
Sample student responses
to your teaching task
(Pieces that you will develop
and collect as you teach the
task )
40
LDC: First Instructional Ladder
A Sample Ladder
in the LDC Guidebook & other samples
LDC tools provide ONE WAY to complete the
“What Skills?” and “What Instruction?” sections
It’s a starting point for teachers to use, change,
or replace elements to fit their teaching tasks
41
LDC: First Instructional Ladder
Keep it Simple!
You Can . . .
Use the sample skills
Use most mini-tasks “as is” (modifying mainly
to refer to specific resources students will use)
Work mainly on modifying instructional
strategies to work smoothly for your teaching
task and your students
42
LDC: First Instructional Ladder
Today’s Project
We will look closely at the LDC tools
for planning instruction.
Then, with your crew, you’ll spend a little time
planning your instruction, studying and revising each
section of the sample instructional ladder to work
well with your first teaching task.
43
LDC: First Instructional Ladder
You’ll need . . .
your teaching task.
pages 60-63 of Appendix D from the LDC
Guide.
a computer or paper version of the
module template.
deconstructed standard sets.
44
LDC: First Instructional Ladder
Skills are organized in clusters
that make sense for teaching
your task.
Cluster 1:
Preparing for the Task
Cluster 2:
Reading Process
Cluster 3:
Transition to Writing
Cluster 4:
Writing Process
LDC: First Instructional Ladder
45
A Close Look at
Skills Cluster 1
Preparing for the Task
To think concretely about
the elements of Skills
Cluster 1:
Imagine Johnny as a fairly cooperative student in
your class and as not weakest or strongest
academically but right in the middle of your range
of students.
With a partner, discuss the answers to the
questions on your handout. Refer to page 60.
Be ready to share at your table.
47
LDC: First Instructional Ladder
What Did You Notice?
For the first mini-task, what are you asking Johnny to
do? Part of the time he will be listening to you, but
what else will he do as an active learner?
What can Johnny find out by doing the first minitask?
What can he find out from the second mini-task?
How can that learning help him do better work?
What can you find out from Johnny’s work on the
mini-tasks?
How can you use what you learn?
48
LDC: First Instructional Ladder
The Ladder Supports
a Powerful Learning Cycle
“In a classroom that uses assessment to support
learning, the divide between instruction and
assessment blurs. Everything students do—such
as conversing in groups, completing seatwork,
answering and asking questions, working on
projects, handing in homework assignments,
even sitting silently and looking confused—is a
potential source of information about how
much they understand.”
49
LDC: First Instructional Ladder
The Ladder Makes Practice Visible
“People tend to be much more specific about what
they expect by way of student performance than they
are about what in classrooms would lead to the
performance they desire…. We think you cannot
change learning and performance at scale without
creating a strong, visible, transparent common culture
of instructional practice.”
City, Elmore, Fiarman, and Teitel,
Instructional Rounds in Education
50
LDC: First Instructional Ladder
Building Instruction for Your
Template Task
With your crew,
Think through teaching the skills and minitasks of Skills Cluster 1
Decide on instructional strategies
Feel free to use strategies from the sample
ladder, revise those strategies, or use others
that make sense for you
Enter your choices in your ladder template
51
LDC: First Instructional Ladder
A Close Look at
Skills Clusters 2, 3,
and 4
Reading Process
Transition to Writing
Writing Process
Skills Clusters 2, 3, and 4
Skills Cluster 2 provides a reading process for
students to tackle your selected reading texts.
Skills Cluster 3 offers a transition step where
students connect what they learned in reading
to what they’ll do in writing.
Skills Cluster 4 is a classic writing process, with
the further note that the emphasis belongs on
the quality of thought students put into their
pieces.
53
LDC: First Instructional Ladder
Explore the LDC Skill Clusters
At your table, divide and assign the
standards on the handout.
Individually, read through Skill Clusters 2,
3, and 4 of the sample ladder (p. 60 – 63),
looking for steps that build skill for each of
your assigned standards.
Make notes.
Be ready to share with your table.
54
LDC: First Instructional Ladder
Back to Building Your
Instruction: Cluster 2 – Reading
Process
Think through the skills and mini-tasks of Skills
Cluster 2.
Decide on instructional strategies
Consider making small revisions to the minitasks to make them fit more closely with your
teaching task and instructional strategies
Be sure your mini-tasks support each of the
Argumentation Reading Standards/Targets
55
LDC: First Instructional Ladder
Build Up Your Version:
Skills Clusters 3 and 4
Work through the skills and mini-tasks of Skills
Clusters 3 and 4
Decide on instructional strategies
Consider small revisions to the mini-tasks to
make them fit your teaching task and
instructional strategies
Be sure your mini-tasks support each of the
Argumentation Writing Standards/Targets
56
LDC: First Instructional Ladder
Share
• Notice the color dot on your name badge.
• Find someone not at your table who has the
same color dot.
• Talk about – How you will use what you
learned to support the teaching task you
designed.
LDC: First Instructional Ladder
57
I can explain how instructional activities can be
used formatively.
I can design and sequence mini-lessons congruent
to my TASK, that reflect CHETL.
Leadership
Characteristics of
Highly Effective
Teaching and Learning
Unbridled
Learning
Assessment Literacy
Kentucky’s Core
Academic
Standards
CONNECTIONS
Break Time
Text Complexity
•
“The Common Core Standards hinge on students
encountering appropriately complex texts at each grade level
in order to develop the mature language skills and the
conceptual knowledge they need for success in school and
life” (p. 3).
Text Complexity
• Specifically, within reading standard #10:
•
Anchor Standard:
•
R.CCR.10
Read and comprehend complex
literary and informational texts
independently and proficiently.
•
Example Grade-level Standard (2nd grade):
•
RI.2.10
By the end of the year, read and
comprehend literature, including stories
and poetry, and informational texts,
including history/social studies, science,
and technical texts in the grades 2-3 text
complexity band proficiently, with
scaffolding as needed at the high end
of the range.
61
Guiding Questions
So…
•
What do the Kentucky Common Core Standards mean by
text complexity?
•
What is a text complexity band?
•
and
•
How do we ensure the texts our students are reading are in
the appropriate text complexity band?
62
Overview of Text Complexity
Text complexity is defined by:
1. Quantitative measures – readability and
other scores of text complexity often best
measured by computer software.
2. Qualitative measures – levels of meaning,
structure, language conventionality and
clarity, and knowledge demands often best
measured by an attentive human reader.
3. Reader and Task considerations –
background knowledge of reader, motivation,
interests, and complexity generated by tasks
assigned often best made by educators
employing their professional judgment.
Source:
Reader and Task
63
Kentucky Common Core Standards
Quantitative Measures Ranges for
Text Complexity Grade Bands
Text Complexity
Grade Bands
Suggested
Lexile Range
Suggested ATOS
Book Level Range**
K-1
100L – 500L*
1.0 – 2.5
2-3
450L – 790L
2.0 – 4.0
4-5
770L – 980L
3.0 – 5.7
6-8
955L – 1155L
4.0 – 8.0
9-10
1080L – 1305L
4.6 – 10.0
11-CCR
1215L – 1355L
4.8 – 12.0
* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.
** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL:
http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
Where do we find texts in the
appropriate text complexity band?
We could….
Use available resources
to determine the text
complexity of other
materials on our own.
•Choose an excerpt of text
from Appendix B:
or…
65
Determining Text Complexity
• A Four-step Process:
1. Determine the quantitative
measures of the text.
2. Analyze the qualitative measures
of the text.
Reader and Task
3. Reflect upon the reader and task
considerations.
4. Recommend placement in the
appropriate text complexity band.
66
Step 1: Quantitative Measures
Measures such as:
• Word length
• Word
frequency
• Word difficulty
• Sentence
length
• Text length
• Text cohesion
67
Step 1: Quantitative Measures
This document outlines
the suggested ranges for
each of the text
complexity bands using:
1.
Lexile Text Measures
---or---
2.
ATOS Book Levels
(Accelerated Reader)
68
Step 1: Quantitative Measures
Let’s imagine we want to see where a text falls on the quantitative
measures “leg” of the text complexity triangle, using either the
Lexile text measures or the ATOS book level (or both).
For illustrative purposes, let’s
choose Trinka Hakes Noble’s
The Day Jimmy’s Boa Ate the
Wash.
69
Step 1: Quantitative Measures
• Finding a Lexile Measure for Text:
http://www.lexile.com/findabook/
70
The Lexile Codes
•The Lexile codes are:
•AD: Adult Directed
•NC: Non-Conforming
•HL: High-Low
•IG: Illustrated Guide
•GN: Graphic Novel
•BR: Beginning Reading
•NP: Non-Prose
•The Lexile code gives you more information
about a book that relates to its developmental
appropriateness, reading difficulty, and
common or intended usage.
•Word frequency and sentence length—the
two text characteristics that determine a
Lexile measure—do not describe all of the
content of a book.
•Lexile codes provide some context to the
numerical measure to further help you guide
readers toward fruitful reading experiences.
Source: www.lexile.com/aboutlexile/lexile-codes/
71
Step 1: Quantitative Measures
For texts not in the Lexile database, consider using the Lexile
Analyzer: http://www.lexile.com/analyzer/
/
72
Step 1: Quantitative Measures
Finding a ATOS Book Level for Text:
http://www.arbookfind.com/
73
Step 1: Quantitative Measures
For texts not in the AR Bookfinder database, consider using The ATOS Analyzer:
http://www.renlearn.com/ar/overview/atos/
• No registration is required (however,
you must provide an email address to
receive results)
74
Step 1: Quantitative
Measures
Lexile Text Measure:
AD 540 L
ATOS Book Level:
2.2
Scholastic’s
Book Wizard Level:
3.7
http://bookwizard.scholastic.com
In which of the text
complexity bands would
this novel fall?
75
Kentucky Common Core Standards
Quantitative Measures Ranges for
Text Complexity Grade Bands
Text Complexity
Grade Bands
Suggested
Lexile Range
Suggested ATOS
Book Level Range**
K-1
100L – 500L*
1.0 – 2.5
2-3
450L – 790L
2.0 – 4.0
4-5
770L – 980L
3.0 – 5.7
6-8
955L – 1155L
4.0 – 8.0
9-10
1080L – 1305L
4.6 – 10.0
11-CCR
1215L – 1355L
4.8 – 12.0
* The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas.
** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL:
http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf
Step 1: Quantitative Measures
Remember, however, that the quantitative measures is only the first
of three “legs” of the text complexity triangle.
Our final recommendation
may be validated, influenced,
or even over-ruled by our
examination of qualitative
measures and the reader
and task considerations.
77
Step 2: Qualitative Measures
Measures such as:
• Layers of meaning
• Levels of purpose
• Structure
• Organization
• Language
conventionality
• Language clarity
• Prior knowledge
demands
• Cultural demands
• Vocabulary
78
Step 2: Qualitative Measures
The rubric for literary text and the rubric for informational text allow
educators to evaluate the important elements of text that are often
missed by computer software that tends to focus on more easily
measured factors.
79
Step 2: Qualitative
Measures
Because the factors for literary texts
are different from information texts,
these two rubrics contain different
content. However, the formatting of
each document is exactly the same.
And because these factors represent
continua rather than discrete stages
or levels, numeric values are not
associated with these rubrics.
Instead, four points along each
continuum are identified: high,
middle high, middle low, and low.
80
Step 2: Qualitative
Measures
81
Step 2: Qualitative
Measures
From examining the quantitative measures, we knew:
Lexile Text Measure:
AD 540 L
ATOS Book Level:
2.2
Scholastic’s
Book Wizard Level:
3.7
And after reflecting upon the qualitative measures, we believed:
82
Step 2: Qualitative
Measures
Our initial placement of The Day Jimmy’s Boa Ate the Wash into a
text complexity band has not changed when we examined the
qualitative measures.
Remember, however, that we have
completed only the first two legs of the
text complexity triangle.
The reader and task considerations
still remain.
Reader and Task
83
Step 3: Reader and Task
Considerations such as:
•Motivation
•Knowledge and
experience
•Purpose for reading
•Complexity of task
assigned regarding text
•Complexity of
questions asked
regarding text
84
Step 3: Reader and Task
Considerations
The questions provided in
this resource are meant to
spur teacher thought and
reflection upon the text,
students, and any tasks
associated with the text.
85
Step 3: Reader and Task
Considerations
Based upon our examination of the
Reader and Task Considerations,
we have completed the third leg of
the text complexity model and are
now ready to recommend a final
placement within a text complexity
band.
86
Step 4: Recommended
Placement
Lexile Text Measure:
AD 540 L
ATOS Book Level:
2.2
Scholastic’s
Book Wizard Level:
3.7
87
Step 4: Recommended
Placement
The one-page template provides an
opportunity to record the thinking
involved in recommending the placement
of a specific text into a text complexity
band.
Keeping a record of such analysis and
thinking might be useful documentation
in the case that any questions arise in
the future.
88
To Kill A Mockingbird
Lexile Text Measure:
870L
Step 4: Recommended
Placement
Based upon all the information—all three
legs of the model—the final
recommendation for To Kill a Mockingbird
is….
•
Text Complexity Resources
On the KDE website
http://www.education.ky.gov/kde/instructional
+resources/literacy/text+complexity+resources
.htm
May 2011 The Kentucky Literacy Link
• http://www.education.ky.gov/NR/rdonlyre
s/E57B4254-F15F-4A94-90E8A673ADFAA2B3/0/KentuckyLiteracyLinkMa
y2011.pdf
I can be a critical consumer of texts
and resources.
Leadership
Characteristics of
Highly Effective
Teaching and Learning
College and
Career
Readiness
Assessment
Literacy
Kentucky’s Core
Academic
Standards
CONNECTIONS
Action Plan Share Out
I can set personal goals and make an action
plan to advance the vision of 21st Century
Learning.
Leadership
Characteristics of
Highly Effective
Teaching and Learning
College and
Career
Readiness
Assessment
Literacy
Kentucky’s Core
Academic
Standards
CONNECTIONS
Homework
• Post final TASK 2 to Bboard.
• Write Instructional Ladder
for TASK 2.
• Teach TASK 2 and bring
student work January 25th .
• Read Ch. 1-5 of Shirley Clark
and complete reading guide.
• Continue reading Book Club selection and
trying new strategies.
• Continue goal setting and reflection using
Personal Action Plan.
• Parking Lot
• Door Prizes
• Evaluations
• Travel Home Safely
• Happy Thanksgiving
• See You November 30th!