Bergenfield workshop on common core and parcc

Editor's Notes

• #8: Words like explain or analyze have to be considered in context. “Explain to me where you live” does not raise the DOK of a simple rote response. Even if the student has to use addresses or landmarks, the student is doing nothing more than recalling and reciting What comes after the verb is more important than the verb itself. “Analyze this sentence to decide if the commas have been used correctly” does not meet the criteria for high cognitive processing.” The student who has been taught the rule for using commas is merely using the rule.
• #9: Think about the verb…. Make whatever follows less or more complex. Level 1- required definition, something I can google and find answer to (STANDARDS NOT SPENDING AS MUCH TIME HERE) Level 2- little more complex thinking- not take too long, some comparing, slightly more complex, might hear varied answers, but fairly basic Level 3- describe and critique- this is more complex – not one answer, takes more time, and they need to draw upon different sources and knowledge to answer this question This level ¾ is the spirit the standards were written. Level 1 or 2 are steps to 3 and 4, still important….. But shouldn’t be the only ones that we pay attention to. Level one can be difficult but not always complex…….it could be hard, but I can find the answer, so not complex (tell the 50 state capitals)
• #12: Instruction and classroom assessments must reflect the DOK level of the objective or intended learning outcome.
• #13: Pick content free – to give example Lego club, young kids- Id different types of legos- kinds colors, one bump, two etc… – level one Create figure based on diagram- level two (use skills and concepts in production) Now create without model, w/o instructions but perhaps based on old designs learned… (level 3) *students who read materials in lieu of what they should be reading, like spark notes, could answer the questions at level 1 or 2, but not 3 or 4
• #14: READING: Use a dictionary to find the meaning of words WRITING: Use punctuation marks correctly Identify figurative language in a reading passage Identify Standard English grammatical structures & refer to resources for correction List animals that survive by eating other animals Locate or recall facts found in text Describe physical features of places Determine the perimeter or area of rectangles given a drawing or labels See tasks for level 1 DOK Identify elements of music using music terminology Identify basic rules for participating in simple games and activities
• #15: READING: Use context cues to identify the meaning of unfamiliar words WRITING: Construct compound sentences Predict a logical outcome based on information in a reading selection Use simple organizational strategies to structure written Identify and summarize the major events in a narrative work Write summaries that contain the main idea of the reading selection and pertinent details See the level 2 tasks Compare desert and tropical environments Identify and summarize the major events, problems, solutions, conflicts in literary text Explain the cause-effect of historical events Predict a logical outcome based on information in a reading selection Explain how good work habits are important at home, school, and on the job Classify plane and three dimensional figures Describe various styles of music
• #16: READING: Determine the author’s purpose and describe how it affects the interpretation of a reading selection Summarize info from multiple sources to address a specific topic Analyze and describe the characteristics of various types of literature WRITING: Support ideas with details and examples Use voice appropriate to purpose and audience Edit writing to produce a logical progression of ideas Compare consumer actions and analyze how these actions impact the environment Analyze or evaluate the effectiveness of literary elements (e.g., characterization, setting, point of view, conflict and resolution, plot structures) Solve a multiple-step problem and provide support with a mathematical explanation that justifies the answer Develop a scientific model for a complex idea Propose and evaluate solutions for an economic problem Explain, generalize or connect ideas, using supporting evidence from a text or source Create a dance that represents the characteristics of a culture
• #17: READING: Analyze and synthesize information from multiple sources Examine and explain alternative perspectives across a variety of sources Describe and illustrate how common themes are found across texts from different cultures WRITING: Write an analysis of two selections, identifying the common theme and generating a purpose that is appropriate for both Gather, analyze, organize, and interpret information from multiple (print and non print) sources to draft a reasoned report Analyzing author’s craft (e.g., style, bias, literary techniques, point of view) Look at the workbook pages and see where they fall in DoK Look at task cards and see where these fall in DoK Create an exercise plan applying the “FITT (Frequency, Intensity, Time, Type) Principle”
• #18: http://www.youtube.com/watch?v=gAg3uMlNyHA Students must talk to deepen comprehension– see viewpoints that you never would have thought about. The more successful students seek out study groups or buddies– a natural progression for students. Partner and read the first two stanzas, and then jot about it. Play video up to that part as well. Then write notes on the left hand side for written, left hand side for movie. Experts who study proficient readers, eyes go down and back up, they are constantly rereading This poem goes back and forth between time, also a great way to study authors craft if writing memoir– also within opinion writing, commodity gives you a false sense of confidence– debate protocol As Mary stated in the article (‘Unlocking the Secrets of Complex Text’), when we teach students that most texts are about more than one thing, we lead them to read more closely. To get students to read this way, she suggests looking for texts that are engaging (willing to work hard) and complex (if they so the work, it pays off…gain new insights and epiphanies) I wanted us to try a lesson on a piece of text that you, and your students will find engaging to try out close reading practices… Then we’ll look at ‘visual text’ (the video for the song) to deepen our understanding and talk about how this could help deepen our students’ comprehension **Common Core Standard Reading Standard 7 for grades 6-12 asks us to look at video, performances, etc. Read this text and then talk with a partner…who is in it? and what does it seem to be about? (Use the left side of your lyrics to jot notes as you read (can also underline, circle, highlight) One of the ways you increase comprehension and help you see complexity in the text is to compare your thinking with someone else’s. Close reading is about wanting to see more in the text. With complex text, there may be more than one message or underlying theme Repeated reading is key Deepens comprehension Notice more Strong readers go back and reread during – not finish the book and read it again, but right away Experts have tracked the eyes of proficient readers, they go down then back up quickly Use lenses to sharpen vision Signs of complicated conflict Clues that new ideas are being introduced Annotate to really trace author’s craft and how reader’s thinking changes Close reading can be motivating and get students ready for debate or argument writing Or, if writing memoir, go back and look at craft moves – complex text moves through time, back and forth Look for texts that are the same topic, different authors. Compare craft & structure. (author suggestions for this work: Gail Gibbons vs Seymour Simon) Be alert for parts you don’t understand! (also, you can’t do deep reading work on text you can’t read)
• #31: Available to all students (i.e., not limited to students with IEPs, 504 plans, or English learners), but will be selected and “turned on” by school-based educators prior to the assessment, based on each student’s Personal Needs Profile (PNP). Based on each student’s individual needs, a PNP is created for the student to ensure that he or she receives appropriate access without the distraction of other tools and features that are not required by the student. Although school-based educators will enable specific accessibility features for students, the student will decide whether or not to use the feature. These accessibility features will be readily available on the computer-delivered testing platform. ADMINISTRATIVE CONSIDERATIONS FOR ALL STUDENTS: Detailed guidelines on the administration of the PARCC assessments will be included in the PARCC Test Administration Manual. Principals may determine that any student may require one or more of the following test administration considerations, regardless of the student’s status as a student with a disability or who is an English learner: Small group testing Frequent breaks Time of day Separate or alternate location Specified area or seating Adaptive and specialized equipment or furniture
• #35: UNIQUE/EMERGENCY ACCOMMODATIONS: A small number of students may require additional accommodations either because they are not listed in the PARCC manual, or they do not have an IEP or 504 plan but require an accommodation as a result of a recently-occurring accident or illness. PARCC states will review requests for unique accommodations in their respective states on an individual basis and will provide approval after determining whether the accommodation would result in a valid score for the student, using guidelines comparable across PARCC states.