Bringing the Pieces Together

Bringing the Pieces Together Summer Heat Division of Bilingual Education and World Languages June 2013

Our Commitment to Strengthening Teacher Practice It is not only the amount of exposure to English that affects learning, but the quality as well Echevarria et al., 2004, p. 45

Goals Assist teachers to develop rigorous lessons that encompass: • Purposeful listening and speaking activities • Reading complex text closely • Evidence-based discussions and writing • Building academic vocabulary through context • On-demand and process writing • A balance of informational and literary texts

Agenda • Paradigm Shifts • Standards • Standards vs. Learning Objectives • Assessments: Formative, Feedback, Summative • CPalms Lesson Design • Creating Comprehensive Assessments

Rationale Second language learning Paradigm shift

Old Paradigm Content Language Primarily Vocabulary and Grammar

New Paradigm Content Language Extended Discourse Discussing Complex Text Explanation Argumentation Purpose of Text Analyzing Text Structures Complex Sentences Targeted Vocabulary in Context

Second Language Learning Paradigm Shifts From the concept of To an understanding of • Language development as a linear process aimed at accuracy, fluency, and complexity • Non linear language development aimed at comprehension and communication • Use of simplified texts • Use of complex texts

Second Language Learning Paradigm Shifts From the concept of To an understanding of Language acquisition as a social process • Use of activities that pre-teach the content or simply “help students get through texts” • Traditional grammar as a starting point to learning a second language • Carefully planning the “just right” kind of support to develop language and learner autonomy

Let’s connect the pieces! Speaking Listening with a Purpose Evidence-based Writing ReadingComplex Text

Standards The promise of standards These Standards are not intended to be new names for old ways of doing business. They are a call to take the next step. It is time for states to work together to build on lessons learned from two decades of standards based reforms. It is time to recognize that standards are not just promises to our children, but promises we intend to keep. Standards: Important but insufficient To be effective in improving education and getting all students ready for college, workforce training, and life, the Standards must be partnered with a content-rich curriculum and robust assessments, both aligned to the Standards.

Think of the standards you select as being the foundation for your lesson: your lesson should be built from the standards. • CPALMS has a “tight” approach of aligning standards to a lesson. Students should be provided with instructional delivery or an opportunity to practice the content or skills in the related standard. (This could take any form: modeling, mini-lessons, discovery learning, group work, independent activities, etc.) • CPALMS has a backwards design approach. Once you pick your standards, you will want to design your assessments first. Think about what you want students to understand or be able to do as a result of the lesson. Standards and Assessment

Learning StandardsNext Generation Sunshine State Standards • LA.8.5.2.1 The student will demonstrate effective listening skills and behaviors for a variety of purposes, and demonstrate understanding by paraphrasing and/or summarizing; • LA.8.5.2.2 The student will use effective listening and speaking strategies for informal and formal discussions, connecting to and building on the ideas of a previous speaker and respecting the viewpoints of others when identifying bias or faulty logic; • LA.8.5.2.5 The student will demonstrate language choices, body language, eye contact, gestures, and appropriate use of graphics and available technology.

Learning Standards Common Core State Standards • LACC.8.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. • Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. • Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. • LACC.8.SL.1.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

Learning StandardsNext Generation Sunshine State Standards • LA.8.1.6.3 The student will use context clues to determine meanings of unfamiliar words. • LA.8.1.6.8 The student will identify advanced word/phrase relationships and their meanings. • LA.8.1.6.9 The student will determine the correct meaning of words with multiple meanings in context. • LA.8.1.7.2 The student will analyze the author’s purpose and/or perspective in a variety of texts and understand how they affect meaning. • LA.8.1.7.5 The student will analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists) and text features (main headings with subheadings) and explain their impact on meaning in text.

Learning StandardsNext Generation Sunshine State Standards • LA.8.1.7.7 The student will compare and contrast elements in multiple texts. • LA.8.2.1.7 The student will locate and analyze an author’s use of allusions and descriptive, idiomatic, and figurative language in a variety of literary text, identifying how word choice is used to appeal to the reader’s senses and emotions, providing evidence from text to support the analysis. • LA.8.2.2.1 The student will locate, use, and analyze specific information from organizational text features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words). • LA.8.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader’s understanding. • LA.8.6.2.2 The student will assess, organize, synthesize, and evaluate the validity and reliability of information in text, using a variety of techniques by examining several sources of information, including both primary and secondary sources.

Learning StandardsNext Generation Sunshine State Standards • LA.8.3.1.3 The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style. • LA.8.3.2.3 The student will draft writing by analyzing language techniques of professional authors (rhythm, varied sentence structure) to develop a personal style, demonstrating a command of language with freshness of expression.

Learning StandardsNext Generation Sunshine State Standards • LA.8.3.3.2 The student will revise by creating clarity and logic by maintaining central theme, idea, or unifying point and developing relationships among ideas; • LA.8.4.2.3 The student will write specialized informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, an organizational structure particular to its type, and introductory, body, and concluding paragraphs;

Learning Standards Common Core State Standards • LACC.8.RL.1.1Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text • LACC.8.RL.1.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. • LACC.8.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Learning Standards Common Core State Standards • LACC.8.RL.2.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style • LACC.8.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently.

Learning Standards Common Core State Standards • LACC.8.RI.1.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. • LACC.8.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts. • LACC.8.RI.2.6 Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Learning Standards Common Core State Standards • LACC.8.RI.3.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. • LACC.8.RI.4.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.

Learning Standards Common Core State Standards • LACC.8.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. • Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. • Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Establish and maintain a formal style. • Provide a concluding statement or section that follows from and supports the information or explanation presented.

Learning Standards Common Core State Standards • LACC.8.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) • LACC.8.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • Apply grade 8 Reading standards to literature (e.g., “Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new”). • Apply grade 8 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced”).

Standards vs. Learning Objectives • Predetermined • Tell what students should understand, know, or be able to do • Determined by you • Reflect Common Core rigor • Tell how students will show that they understand, know, or can do

Components of Learning Objectives • Specify desired results • Can start with “Students will…” • Task Conditions (e.g. text being studied, research topic being investigated, media being studied, etc.) • Observable Action Verb/Behavior (e.g. explain, identify, compare, determine, evaluate, analyze etc.) • Criteria for responses (skills or concepts pulled from the standard)

Writing Learning Objectives • Combining Conditions, Behavior, & Criteria Standard: LACC.910.RI.2.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance the point of view or purpose. Learning Objective: Utilizing Lincoln’s Gettysburg Address, students will determine Lincoln’s purpose for this speech and provide examples of rhetorical devices he uses to get his points and message across to the audience. conditions behavior behavior criteria criteria

Standard: LACC.910.RI.2.4: Determine the meaning of words and phrases as they are used in a text… analyze the cumulative impact of specific word choices on meaning and tone. Writing Learning Objectives Combining Conditions, Behavior, & Criteria Learning Objective Utilizing the Gettysburg Address, students will demonstrate their understanding of the overall tone and meaning of the speech by providing examples of specific words and phrases that Lincoln uses to emotionally impact his audience. conditions behavior criteria behavior criteria

Learning Objectives Tips • One standard = • often involves multiple learning objectives • One lesson = • should demonstrate multiple learning objectives • Emphasize rigor • (e.g. explain, compare, evaluate, create) • Realistic • Accessible • Cpalms LINK

Targeted Lesson The Story of an Eyewitness by Jack London Poem of the Earthquake by Eliza A. Pittsinger

Utilizing “The Story of an Eyewitness”, students will demonstrate an understanding of the overall meaning of the article by providing examples of specific words and phrases that Jack London uses to emotionally impact his audience.LA.8.2.1.7 • At the culmination of this lesson, students will be able to draw evidence from literary or informational texts to support analysis, reflection, and research. LA.8.6.2.2 • Sample Learning Objectives conditions behavior criteria behavior conditions criteria

Learning Objectives Activity • Assign a specific learning standard to each group • Participants will write a learning objective matching the learning standard • Objective must include conditions, behavior and criteria • Share

Assessments • Evidence gathering activities • Describe activity • How information can/will be used • Formative Assessment • Purpose: Allow teacher to make adjustments • Beginning of lesson • Readiness/Prior Knowledge • During lesson • Grasping current concepts/skills? • Feedback to Students • Purpose: Helps students improve & adjust to be ready for Summative Assessment • During lesson • Linked to Formative Assessment • Teacher’s job • Summative Assessment • Purpose: Did students meet objectives? • Rigorous • End of the Lesson/Unit

Describe how the teacher will gather information about student understanding and prior knowledge at the beginning of the lesson. This will help the teacher to know what skills or concepts need to be addressed prior to the lesson beginning. This assessment can take many shapes- pretests, short answer responses, KWL, entrance tickets, etc. • During the lesson: Assess students’ ability to grasp current concepts/skills. When will the teacher assess students’ understanding and how will the teacher use that information? • Formative Assessment

Formative Assessment: During the lesson, students who omitted some of the main ideas, did not properly cite the sources and/or did not organize correctly by topic during the initial activity, will be given corrective feedback and asked to correct their note cards and organization before proceeding to the independent research phase of the lesson. • Formative Assessment: • Two Examples Example One:

Formative Assessment: Two Examples Formative Assessment: • The teacher will have students respond to a “Bell Ringer” when they enter the classroom, answering the following questions as best they can: • What is a fable? • If you can remember a fable that you have read or that has been read to you, describe it. • What do you think the requirements of a fable are? • How could Animal Farm by George Orwell be considered a fable? Example Two:

During the lesson: Describe how and when the students will get feedback about their performance or understanding during the lesson. This feedback will help them get ready for the summative assessment. From Ripples of the Great Depression: Feedback to Students Example

Feedback to Students Example From Animal Farm to Fables:

Describe how the teacher will determine if the students have reached the learning targets for this lesson. How will the teacher measure the impact of this lesson on student learning? • Purpose: Did students meet the objectives? • Rigorous • Measurable • When: End of the Lesson • Summative Assessment

Summative Assessment Examples From Ripples of the Great Depression:

Summative Assessment Examples From Animal Farm to Fables:

Summative AssessmentComparison-Contrast Essay The Story of an Eyewitness by Jack London Poem of the Earthquake by Eliza A. Pittsinger

Summative Assessment • After reading “The Story of an Eyewitness” and “Poem of the Earthquake”, students will write a comparative essay comparing the authors’ respective styles in writing. • Students will use a graphic organizer to compare and contrast Jack London’s and Eliza A. Pittsinger’s use of figurative language, tone, word choice and text structure to assist in writing the essay. • Students will cite text evidence to support the comparisons.

Compare and Contrast Graphic Organizer on Authors’ Style

Comparison and Contrast Essay Guide Explain Evaluate Compare and Contrast qualities of preference (Mcintosh apples vs. Granny Smith apples) • Compare and Contrast characteristics (apples vs. oranges)

Comparison Graphic Organizers • Venn Diagram • Compare and Contrast Chart

Divide participants into 5 groups • Assign each group a pair of items to compare • Have participants decide on a comparison activity (explain vs. evaluate) • Participants will complete a comparison graphic organizer • Participant groups will share comparisons • Comparison and Contrast Activity

Balanced Ideas • Give equal time to what you write • Book vs. Movie • Cover the same elements • Organizing the Essay

Organizing the Essay 3 organizing strategies • Whole-to-Whole, or Block • Similarities-to-Differences • Point-by-Point Transitions

Whole to Whole Strategy Discuss everything about each item being compared in a separate paragraph. • Introduction • Item #1 • Item #2 • Conclusion

Bringing the Pieces Together