Transcript PowerPoint

Welcome to an Extended Look at the
Extended Response: A Workshop That’s
Write On!
Steve Schmidt
Appalachian State University
“Attitude is a Little Thing That Makes a
Big Difference”
- Winston Churchill
Be Completely Here!
For Participating!
GED 2014: Norm Referenced Test
“The Passing Standard for high
school equivalency was normed
on graduating high school
seniors, and the pass rate on the
individual content area tests is
comparable to what it was for
the 2002 Series.”
Getting to Know You . . . . . . .
Find Someone You Don’t Know And:
1. Tell Them: Who you are
2. Tell Them: What you do
3. Discuss: What is your favorite
movie and why?
What Makes a Great Movie?
We have now set criteria for
evaluation!
Back and Attack!
Find someone else you don’t know and
convince them your movie is better
than theirs!
Back – Support your arguments
Attack – Poke holes in others
abspd.appstate.edu
teaching resources
It’s Not Scary, It’s Different!
What is Fear?
11
GED 2014 Trivia!
On Which Tests Do Students Write on GED 2014?
A. Reading, Writing, Math
B. Science, Social Studies, Reasoning through
Language Arts
C. Nuclear Physics, Quantum Mechanics,
Philosophy
D. Introduction to Advanced Intermediate Emu
Studies
12
GED 2014 Trivia!
On Which Tests Do Students Write on GED 2014?
B. Science, Social Studies, Reasoning through
Language Arts
13
Extended Response Overview
Writing Humor!
Level 1: Recall
Level 2: Skill Concept
Webb’s Depth of Knowledge Model
A. Focus is on specific facts, definitions, details, or
using routine procedures (measure, divide, follow
recipe, etc.)
A. Focus is on applying skills and concepts (in a
familiar/typical situation), relationships (compare,
cause-effect), main ideas.
B. Requires deeper knowledge than definition
C. Explaining how or why
D. Making decisions
E. Estimating, interpreting in order to respond
Level 1: Recall
F. One right answer
Using the information on
page 4, discuss with a
partner how the thinking
Level 2: Skills and
behind
the
writing
for
Concepts
Webb’s Depth of
Knowledge
GED 2014
is different
Level 3: Strategic
Thinking
than
for
GED
2002.
Level 3: Strategic Reasoning
Level 4: Extended Reasoning
B. Explaining “that…”
C. Can be “difficult” without requiring “deep” content
knowledge to respond to item (memorize a complex
theory without being able to explain its meaning or
apply it to a real work situation)
D. Combination of level ones does NOT = level 2.
E. One right answer
A. Focus is on reasoning & planning in order to
respond (e.g., write an essay or constructed
response, apply in new/novel situation).
B. Complex and abstract thinking is required.
C. Often need to provide support for reasoning or
conclusions drawn.
D. More than one “correct” response or approach is
often possible.
Level
4: Extended
A. Requires
complex reasoning, planning, and
thinkingThinking
(generally over extended periods of time) for
the investigation.
B. Assessment activities have multiple steps with
extended time provided.
C. Students may be asked to relate concepts within
the content area and among other content areas.
D. Students make real-world applications in new
situations.
17
Why are so many of our students
intimidated by writing?
Facing Writing Fears:
Write it Down Technique
http://beprepared.appstate.edu/pagesmith/6
RLA Guidelines
Understanding the 2014 RLA Rubric!
With your group, talk through the 3 traits
on the simplified rubric
Also discuss the rubric from GED Testing
Service on pages 9 – 11
Your Goal: Become a Rubric Expert!
Extended Response Prompt: RLA
Daylight Savings Time
Think Like a Lawyer, Not a Politician!
Writing – The key to romance!
http://www.youtube.com/watch?v=MJUmIuc1X5s
Let’s Score It!
Reasoning Through Language Arts
1 Creation of Arguments and Use of Evidence
Is there an argument connected to the prompt and the text?
Does text-based evidence support the argument?
Are criteria used to evaluate the text-based evidence?
2 Development of Ideas and Organizational Structure
Are the ideas well developed and presented logically?
Is the essay well organized?
Is there an awareness of audience and use of precise words?
3 Clarity and Command of Standard English Conventions
Does the grammar get in the way of understanding?
Does the response show students can use standard English?
Score
2
1
0
2
1
0
2
1
0
Discuss with a Partner:
1. What Did You Learn About the
Reasoning through Language Arts
Extended Response by Scoring Them?
2. What controversial subjects can
we discuss with our students?
TED Talks Get Students Thinking!
http://www.ted.com/talks/bryan_stevenson_we_need_to_talk_about_an_injustice
procon.org
Social Studies Guidelines
Key Differences Between RLA and Social
Studies Trait 1
RLA
- How valid are the arguments?
- Which argument is better?
Social Studies
- What is the relationship between the two
texts (enduring issue and other passage)?
- Can you give a present day example of
the enduring issue?
Extended Response Prompt: Social Studies
West Virginia vs. Barnette
Discuss with a Partner the Differences
Between RLA and Social Studies’ Trait 1
Let’s Score Social Studies!
Social Studies
Score
1 Creation of Arguments and Use of Evidence
Does a prompt-based argument connect the 2 source texts?
Do multiple pieces of text-based evidence support the argument?
Does the student’s own knowledge also support their argument?
2
1
0
2 Development of Ideas and Organizational Structure
Are there several well developed ideas?
Are the ideas well organized and flow from one idea to the next?
Is there an awareness of audience (formal style/objective tone)?
3 Clarity and Command of Standard English Conventions
Does the grammar get in the way of understanding?
Does the response show students can use Standard English?
1
0
1
0
How Many Times Do We Need to
Model a New Strategy ?
And More!!!!
Writing about Reading: Quick Writes
Commas Save Lives!
Teaching with Rubrics
Social Studies
Score
1 Creation of Arguments and Use of Evidence
Does a prompt-based argument connect the 2 source texts?
Do multiple pieces of text-based evidence support the argument?
Does the student’s own knowledge also support their argument?
2
1
0
2 Development of Ideas and Organizational Structure
Are there several well developed ideas?
Are the ideas well organized and flow from one idea to the next?
Is there an awareness of audience (formal style/objective tone)?
3 Clarity and Command of Standard English Conventions
Does the grammar get in the way of understanding?
Does the response show students can use Standard English?
1
0
1
0
Teaching with Rubrics
Let’s Brainstorm –
How could we teach our students to
write using these rubrics?
Writing about Reading: What Why How
What? What does the author think about the topic?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Why?
These are the author’s reasons for
thinking this way.
How?
These are the author’s support, evidence
and/or examples for each reason.
Let’s Look at the Minimum Legal
Drinking Age Prompt
Brainstorm: What Criteria Could We Use
to Evaluate the Evidence in this Prompt?
Let’s Argue!
In your groups, argue the pro and con
of changing the drinking age.
Remember – back and attack!
Remember – text based evidence!
Teach Writing as a Process
URPWE!
Unpacking the Prompts
Do (Look for
Verbs)
What
Demonstrate to a partner how you
would model URPWE!
Writing Humor!
Argument Humor
Teach Using Think Alouds
http://www.youtube.com/w
atch?v=gsYFqnk_AFM&feat
ure=youtu.be
Practice Under Pressure
Practice Extended Responses Under
the Same Conditions
Graphic Organizers
How Do Graphic Organizers Help Students?
Teach Using Models
Writing
Write Like a Reporter!
Skits
Create a skit where your group
demonstrates a Logical Fallacy on pg. 38
The Danger of a Single Story
http://www.youtube.com/watch?v=WhAtYF4EFIE
Great Things In Motion
GED 2014 Technology
http://www.youtube.com/watch?v=e_tOe-Xi-wU
Coming to a Close . . .
Have High Expectations!
High achievement always
occurs in the framework of
high expectation.”
- Charles Kettering
“
Thank You!