Transcript RLTCelebration of Learning

RLT
Celebration of
Learning
May 22, 2015
Activator
Making Sense of Words That Don’t
Guess the piece on here that Kathleen
didn’t’ know! 
• http://www.edutopia.org/blog/making-sense-words-that-dont-
kelli-sandman-hurley
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AGENDA
• 9:00-9:30
Introduction
• 9:30-10:30 Smarter Balance
• 10:30-10:45 Break
• 10:45-11:45 Vocabulary
• 11:45-12:15 Lunch
• 12:15-1:15 Speaking and Listening
• 1:15-1:30
Break
• 1:30-2:30
Writing
• 2:30-300
Closing
• 3:00-4:00
Fellows Celebration
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Norms
Garmstons
• Promoting a Spirit of Inquiry
• Pausing
• Paraphrasing
• Probing
• Putting ideas on the table
• Paying attention to self and others
• Presuming positive intentions
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Learning Targets
• Review the major pd topics of RLT this year
• Reflect and celebrate our learnings
• Identify future needs
• Add to our learning
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The 3 ELA Shifts
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Review of RLT 2015-16
• October 24, 2014 – Systems Overview & Smarter Balance
• November 21, 2014 - Vocabulary
• January 23, 2015 – Speaking and Listening & SSEO
• March 16, 2015 – Writing
• April 16, 2015 - Writing
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Smarter
Balance
Smarter Balanced Assessments
Summative:
College and career
readiness assessments for
accountability
Common Core
State Standards
specify
K-12 expectations
for college and
career readiness
All students leave
high school
college
and career ready
Teachers and schools
have information and
tools they need to
improve teaching rand
learning
Formative Educator
Resources:
Digital Library with instructional
and professional learning
resources that include embedded
formative assessment processes
Interim:
Flexible and open
assessments, used for
actionable feedback
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A System of Assessments
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Resources in the Digital Library
Assessment Literacy
Modules Assessment
Literacy Modules
Exemplar Instructional
Modules
• Commissioned professional development modules
• Resources for students and families
• Frame formative assessment within a balanced assessment system
• Articulate the formative assessment process
• Highlight formative assessment practices and tools
• Commissioned professional development modules
• Instructional materials for educators
• Instructional materials for students
• Demonstrate/support effective implementation of the formative process
• Focus on key content and practice from the Common Core State Standards for Mathematics and
English Language Arts
• High-quality vetted instructional resources and tools for educators
• High-quality vetted resources and tools for students and families
Educational Resources
• Reflect and support the formative process
• Reflect and support the Common Core State Standards for Mathematics and English
Language Arts
• Create Professional Learning Communities
* Resources include the following file types: Video, HTML5, Audio, PPT, Excel, Word, and PDF.
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Grounded in this Definition of
Formative Assessment Process
• Formative Assessment is a deliberate process used by
teachers and students during instruction that provides
actionable feedback that is used to adjust ongoing teaching
and learning strategies to improve students’ attainment of
curricular learning targets/goals.
~ Compiled by the Digital Library National Advisory Panel
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All Resources are Grounded in the Four Attributes of the
Formative Assessment Process and Reviewed using Quality
Criteria
Clarify
Intended
Learning
Elicit
Evidence
Act on
Evidence
Interpret
Evidence
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Interim Assessment Components
Interim
Assessment
Interim Comprehensive
Assessment (ICA)
Interim Assessment
Blocks
(IAB)
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Interim Assessment User Interface, Scoring
and Reporting
• User interface
• Details for accessing items are not yet determined. Interim test
engine is still in development.
• Scoring
• Interim assessments will have various item types, most of which will
be machine scored
• Hand scoring will be a local (school/classroom) responsibility
• Rubrics and training will be provided online as part of the system
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Interim Assessment User Interface, Scoring
and Reporting, continued
• Reporting
• Interim Comprehensive Assessment (ICA)
• Report same information as Summative Assessment
•
Overall composite scale score
•
Achievement levels
•
Claim level information
• Interim Assessment Blocks (IABs)
• Report information consistent with claim level information
• Item level reporting is a future feature (not on current work plan)
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Individual Score Reports for
Grades 3-8 and 11
Student Scores for ELA/Literacy
Student Scores for Mathematics
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Individual STUDENT Report
Multiple Choice
Two Part Response
(EBSR)
To receive full credit,
students must select
all correct options.
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Short Text (Constructed Response)
Claim 1
A two-point response includes the conclusion plus supporting evidence and justification.
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Brief Write
Claim 2
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The Process: From Standards to Assessment
CCSS
ELA Content
Specs
Claims
Targets
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Claim 1 Assessment Targets
Students can read closely and analytically to comprehend a
range of increasingly complex literary and informational text.
Targets 1-7: Literary Text
Targets 1
and 8:
KEY
DETAILS
Targets 2
and 9:
CENTRAL
IDEAS
Targets 3
and 10:
WORD
MEANINGS
Targets 8-14: Informational Text
Targets 4
and 11:
REASONIN
G and
EVIDENCE
Targets 5
and 12:
ANALYSIS
WITHIN
AND
ACROSS
TEXTS
Targets 6
and 13:
TEXT
STRUCTU
RES AND
FEATURE
S
Targets 7
and 14:
LANGUA
GE USE
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Claim 2 Assessment Targets - Performance Tasks
Students can produce effective writing for a range
of purposes and audiences.
Target 2:
COMPOSE
FULL TEXTS
(Narrative)
Target 4: COMPOSE
FULL TEXTS
(Informational/
Explanatory)
Target 7:
COMPOSE
FULL TEXTS
(Opinion/
Argumentative)
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Claim 3 Assessment Targets - CAT
Students can employ effective speaking and listening
skills for a range of purposes and audiences.
Target 4: LISTEN/INTERPRET
Grades 3-5: Interpret and use
information delivered orally.
Grades 6-11: Analyze, interpret,
and use information delivered
orally.
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Claim 4 Assessment Targets – CAT / Performance Tasks
Students can engage in research/inquiry to
investigate topics, and to analyze, integrate,
and present information.
Target 2:
INTERPRET/
INTEGRATE/ ANALYZE
INFORMATION
Target 3:
Target 4:
ANALYZE/EVALUATE
INFORMATION/SOURCES
USE EVIDENCE
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What to Expect on a PT
• Classroom Activity - 30 minutes (Scripted)
• introduces students to the context of a performance task
• Include:
• an understanding of the setting or situation in which the task is placed,
• potentially unfamiliar concepts that are associated with the scenario
• key terms or vocabulary students will need to understand in order to meaningfully engage with
and complete the performance task
• Student Directions / Task
• Sources
• Research Questions
• Two Constructed Response
• One Selected Response
• Full Write
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Performance Task – Full Write
• Assignment / Prompt
• Grades 3-5 : Narrative, Informational, Opinion
• Grades 6-8: Narrative, Informational, Argumentative
• Grade 11: Informational, Argumentative
• Scoring Guidelines
• Organization/purpose (score 4 pts.)
• Development/elaboration (score 4 pts.)
• Conventions (score 2 pts.)
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Smarter Balance New Learning
• Interim Scoring Materials
• https://maac.sso.airast.org/auth/UI/Login.
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Smarter Balance Reflection
• Pink – Self reflection (Keep)
• What did you learn?
• How did you apply information about this topic that you learned in RLT this
year?
• Purple – Reflection (Turn in at the end of the day)
• What do you plan to do next?
• What do you need to take your next steps?
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Break
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Vocabulary
Vocabulary Instruction
“In fact, some researchers have concluded that systematic vocabulary
instruction in one of the most important instructional interventions
that teachers can use, particularly with low-achieving students.”
(Becker, 1977)
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Systematic Vocabulary Instruction
• This is a TEST:
• 1. Which would you prefer: Explicit instructions or implicit instructions
when assembling a bookshelf? Why?
• 2. What advantages does Choral Response offer when presenting
information? For the students? For the teacher?
• 3. According to brain research, what is Rule #1 for getting information
into long-term memory?
• 4.What instructional practice do you think is least effective when
students are learning new vocabulary words? Why?
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Answers
• 1.
Explicit= leave nothing to the imagination
Implicit= implied, not stated
2.
For Students: Everyone is engaged, everyone is
responding/processing
For Teachers: Everyone is engaged; opportunity
to monitor student responses- ensure perfect
practice
3.
Repetition, Repetition, Repetition, Repetition
4.
Your thoughts?
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Vocabulary
What Students Need to Learn
• The meanings for most of the words in
the text so they can understand what
they read
• How to apply a variety of strategies to
learn word meanings
• How to make connections between words
and concepts
• How to accurately use “new” words in
oral and written language
How We Teach It
• Provide opportunities for students to
receive direct, explicit instruction in the
meanings of words and in word learning
strategies
• Provide many opportunities for students
to read in and out of school
• Engage children in daily interactions that
promote using new vocabulary in both
oral and written language
• Enrich and expand the vocabulary
knowledge of ELLs
• Actively involve students in making
connections between concepts and words
• Kame’enui, Simmons, Coyne, & Harn
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How Do We Help Student’s Build
Vocabularies?
• To be effective, a program of vocabulary instruction should provide students
with opportunities for word learning by:
• Exposing students to high-quality oral language
• Use rich vocabulary
• Read stories (Read alouds)
• Audio Books
• Promoting word consciousness
• Knowledge of and interest in words
• Playing with language
• Word games
• Encouraging wide reading
• Proficient reading
• Wide level reading (simple and challenging)
• Hour per day
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Explicit Vocabulary Instruction
• Explicit Instruction of Specific Words
• Explicit instruction of specific words and their
meanings will contribute greatly to vocabulary
development
• Use both definitional and contextual
information about word meanings,
• Involve students actively in word learning, and
• Use discussion to teach the meanings of new
words and to provide meaningful information
about the words.
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Classroom Instruction That Works Process
• Step 1. Present students with brief explanation or description of the new
term or phase.
• Step 2. Present students with a nonlinguistic representation of the new term
or phrase.
• Step 3. Ask students to generate their own explanations or descriptions of the
term or phrase.
• Step 4. Ask students to create their own nonlinguistic representation of the
term or phrase.
• Step 5. Periodically ask students to review the accuracy of their explanations
and representations.
• Step 6. Involve students periodically in games that enable them to play with
terms.
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Teaching Vocabulary
• HEAR words in context
• SEE the BIG IDEA
• SAY words and organize thoughts
• DO…Act and copy your model
• Teach the language of the lesson- many
times
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Wayne Callender’s Plan
• 1. Screen language to identify students at risk.
• 2. Have a powerful and immediate plan for
providing intervention.
• 3. Provide intentional, explicit vocabulary
instruction targeting key academic words.
• 4. Align instructional efforts to brain research
regarding long-term memory retention.
• 5. Assess vocabulary purposefully and often
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Step One
• Screen Kindergarten and First Grade Students to identify students at
Language risk
• Provide a minimum of 1 to 2 years of Systematic Intervention- 30-45
minutes a day
• Screen older students using vocabulary benchmark assessments- provide
systematic intervention for students below the 10th percentile
• Possible resources you already have:
• Easy CBM (paid version)
• RM’s Language for Learning (K-1) and Language for Thinking (1-2)]
• SRA Reasoning and Writing
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Step Two
• 1. Identify academic words to be taught (Science, Math, Reading and Social
Studies)
• 2. Create Kid Friendly Definitions
• 3. Create power point slide for each word that includes the word, definition,
and picture
• 4. Review instructional routines (templates provided)
• 5. Place vocabulary in context
• 6. Create vocabulary practice centers/stations
• 7. Create vocabulary mastery tests
• 8. Provide progress monitoring
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Wayne’s Vocabulary Plan
• Day 1&2
• Direct teaching using vocabulary
(V)template
• Meaningful practice using one or
more of the strategies from VP
template
• Day 3&4
• Vocabulary practice continues from
VP template
• Differentiate practice-teaching
table, practice table, independent
table
• Day 5
• If 80% of class passes mastery test,
work with students that did notthe rest would work at centers to
continue firming up and extending
practice
• If less than 80% pass, direct teach
entire group using vocabulary
template (V), followed by
differentiated practice
• Identify words to be carried over as
review words from mastery tests
• Administer Mastery Assessment at
end of period to determine focus for
Day 5
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Progress Monitoring
• At least every 4th week, have a “Review Holiday”-
reviewing all previously taught words.
• Monthly, vocabulary progress probes are
administered
• Random words from all words
• 15 words/ 16 definitions
• Matching
• 5 Minute maximum time limit- check for
generalization and automaticity- expect to see
percent increase over course of year
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In Order to Proceed from Here…
• Develop a plan
• Which words? From which list?
• One classroom, one grade level, whole school?
• How many words per week?
• Is there time to organize the lists by content or units?
• What does CORE or Tier One vocabulary instruction look like?
• What would Tier 2 or 3/Interventions look like?
• Do we screen?
• Do we test for mastery weekly?
• Do we progress monitor?
• Will this help our students?
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Vocabulary Mastery Test
• Vocabulary Word
• What Does it Mean?
• 1. Joobernowl
• _________________
• 2. Kvetch
• _________________
• 3. Oojah
• _________________
• 4. Inglenook
• _________________
• 5. Snollygoster
• _________________
• 6. Flivver
• _________________
• 7. Cruciverbalist
• _________________
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New Vocabulary Learning
• https://www.teachingchannel.org/videos/middle-school-vocabulary-
development
• https://www.teachingchannel.org/videos/build-student-vocabulary
• https://vimeo.com/84900192
• http://www.edweek.org/ew/collections/early-literacy-special-report-
2015/index.html?cmp=ENL-EU-NEWS1&override=web
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Vocabulary Reflection
• Pink – Self reflection (Keep)
• What did you learn?
• How did you apply information about this topic that you learned in RLT this
year?
• Purple – Reflection (Turn in at the end of the day)
• What do you plan to do next?
• What do you need to take your next steps?
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Speaking &
Listening
Listening and Speaking Articles:
•
Chalk Talk
•
Summarize
•
Whole group share out of summary
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Speaking and Listening New Learning
• Talk Moves – The Inquiry Project
• ELL Cards – El Achieve
• Oral Rehearsal Skills
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Speaking and Listening Reflection
• Pink – Self reflection (Keep)
• What did you learn?
• How did you apply information about this topic that you learned in RLT this
year?
• Purple – Reflection (Turn in at the end of the day)
• What do you plan to do next?
• What do you need to take your next steps?
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Break
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Writing
Writing
“We
are talking about tools and carpentry,
about words and style… but as we move along,
you’d do well to remember that we are also
talking about magic.”
Stephen King – On Writing
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District’s Top Ten Thoughts About Writing
• 10 –
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Writing New Learning
Writing to Read
• Read pages 3 & 4
• Guided Text Walk
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Writing Reflection
• Pink – Self reflection (Keep)
• What did you learn?
• How did you apply information about this topic that you learned in RLT this
year?
• Purple – Reflection (Turn in at the end of the day)
• What do you plan to do next?
• What do you need to take your next steps?
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Closing
• What’s the BEST thing you learned this year or the BEST thing about RLT?
• What are your hopes for future RLTs?
• Thank you for a great year in RLT!
• Feedback from today will frame next year’s topics.
• Other ideas
• Dates:
October 9, 2015
November 13, 2015
January 15, 2016
February 19, 2016
April 27, 2016
May 23, 2016
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Survey
• To access the survey type this address into your browser:
• http://www.surveygizmo.com/s3/1823990/AESD-ELA-PD-Reflection
• OR Scan this QR Code with your tablet or smart phone:
• ESD: Olympic Educational Service District 114
• Course Title: Other
• Enter: RLT#6
• Date: 05/22/15
• Clock Hours: 6
• Note: Not all questions on this survey fit the learning targets for each RLT, please feel
free to select “Not Applicable” as an answer choice when appropriate.
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Fellows Celebration