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Written Response to Text Institute

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Scott Foresman, 2003 series. Led by Geri O'Brien. Emerson. Lunch ... NCS Mentor Overview. Henry Hikes to Fitchburg. Read the selection silently ... – PowerPoint PPT presentation

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Title: Written Response to Text Institute


1
  • Written Response to Text Institute
  • Massachusetts Department of Education
  • August 1 2, 2007

2
  • Do not hire a man who does your work for money,
    but him who does it for love of it.
  • Henry David Thoreau (1817 - 1862)

3
Agenda Day One
  • Welcome and Overview
  • Focusing on the Massachusetts English Language
    Arts Curriculum Framework
  • Grapes of Wrath
  • NCS Mentor
  • Lunch

4
Agenda Day One (continued)
  • Written Response to Narrative Text
  • Henry Hikes to Fitchburg
  • Written Response to Informational Text
  • Bone

5
Agenda Day Two
  • Meet in your core specific rooms
  • Harcourt Trophies
  • Led by Mary Ellen Caesar,Nicole Mancevice, Lenore
    Metter and Cathy Buendo
  • Peabody/Hawthorne
  • Houghton Mifflin
  • Led by Susan Kazeroid, Marybeth Keane, and Tracey
    Martineau
  • Presidents Room
  • Open Court and Scott Foresman Reading Street
  • Led by Kathleen Lord and Heidi Delisle
  • Walden One

6
Agenda Day Two (continued)
  • Meet in your core specific rooms
  • Scott Foresman, 2003 series
  • Led by Geri OBrien
  • Emerson
  • Lunch
  • Work in groups to create written responses to
    text
  • Plenary Session
  • Debrief Next steps for planning your instruction

7
Objectives
  • Revisit core selections with colleagues to
    identify important themes, concepts, and main
    ideas.
  • Construct written response questions that measure
    students understanding of these important
    elements and require text-based evidence to
    support their answer.
  • Develop scoring guidelines with expectations for
    accuracy, evidence from the text, and convey
    understanding.

8
Cognitive Skills Related to Reading
  • To guide your work as you create questions
  • Three Levels
  • Identify/Recall
  • Usually multiple choice, short-answer questions,
    answered with a phrase or a sentence
  • Infer/Analyze
  • Beginning of this in grade 3, but mostly grades 4
    and up
  • Evaluate /Apply
  • Usually in upper grades

9
Cognitive Skills Related to ReadingTurn Talk
  • To what extent does your core program at grades K
    and 1 provide questions that you would label
    Level 2?
  • How often are students in grades 1-3 writing in
    response to reading, answering questions at
    Levels 2 and 3? Do teachers require their
    answers to include evidence from the selection?

10
Performance Level Definitionsat Grade 3
  • Proficient on MCAS
  • Comprehension
  • Understands concrete ideas and has a beginning
    awareness of implied ideas in grade-appropriate
    texts
  • Connects ideas within texts and provides basic
    supporting evidence
  • Above proficient
  • Demonstrates mastery of concrete ideas and a
    general awareness of implied ideas in
    grade-appropriate texts
  • Connects ideas within texts and provides
    substantial supporting evidence
  • MCAS Technical Report

11
Performance Level Definitionsat Grades 4-8 and 10
  • Proficient on MCAS
  • Comprehension
  • Demonstrates an understanding of many concrete
    ideas and most abstract or implied ideas in
    grade-appropriate texts
  • Connects ideas within texts and provides
    supporting evidence
  • Advanced
  • Demonstrates an in-depth understanding of
    concrete ideas and abstract ideas and complex
    meanings in in grade-appropriate texts
  • Connects complex ideas within texts and provides
    well-reasoned and well-supported arguments
  • MCAS Technical Report

12
Large-Scale Assessment vs. Classroom Assessment
  • The context of our work for the next two days
  • Classroom assessment tests
  • Usually a small amount of material
  • Tests a small familiar group of children
  • Tests students taught by the same teacher, using
    the same materials
  • Scoring is flexible
  • Teacher can clarify questions for students
  • Can use any type of questions

13
Large-Scale Assessment vs. Classroom Assessment
  • Whereas.
  • Large scale assessment
  • Tests all of the learning standards for a
    particular grade, a years worth of material
  • Tests virtually all students with entirely
    diverse backgrounds from all over the state
  • Tests about 70,000 students taught by different
    teachers using different curricula and materials
  • All written response questions are worth 4
    points, MC worth 1 point
  • No clarification of test questions.

14
Staying Focused on the ELA Framework
15
Grapes of Wrath
  • Begin with the end in mind
  • Massachusetts English Language Arts Curriculum
    Framework is recursive. Students at every grade
    level apply similar language skills and concepts
    as they use increasingly more complex materials.
    In this way, students build upon and refine their
    knowledge, gaining sophistication and
    independence as they grow.
  • ELA framework, page 2

16
Grapes of Wrath
  • Read selection silently
  • Read selection aloud
  • Review question
  • Review scoring guide
  • Read sample papers and scoring guidelines
  • Review Written Response template it will serve
    as our model

17
Grapes of WrathAt your tables
  • Question begins with a quote and asks students to
    make an inference based on the characterization
    Steinbeck drew of Ma Joad.
  • How does Steinbeck describe Ma Joad physically?
  • How does Steinbeck describe Ma Joads role in the
    family?
  • What does Ma Joad know?

18
Grapes of Wrath
  • Scoring Guidelines
  • 0 is irrelevant or incorrect
  • 1 is minimal statement about what Ma Joad knew
  • 2 is a partial explanation of what Ma Joad knew
    and how that knowledge influenced her actions.
  • 3 is an adequate explanation of what Ma Joad knew
    and how that knowledge influenced her actions.
    Includes supporting information from the excerpt
  • 4 is an insightful explanation of what Ma Joad
    knew and how that knowledge influenced her
    actions. Includes specific supporting
    information from the excerpt

19
Grapes of Wrath
  • Student work samples. Relevant part of the
    response is highlighted, and then an analysis
    follows each work sample.
  • 0 PAPER
  • No explanation, student recopied the question.
  • Irrelevant or inaccurate information.

20
Grapes of Wrath
  • 1 PAPER
  • Literal minimal explanation of what Ma Joad knew.
  • Ma Joad knew her son was home. She knew he might
    have broken out of jail.
  • The remainder of the response retells part of the
    excerpt, neither adds nor detracts from the score.

21
Grapes of Wrath
  • 2 PAPER
  • Partial understanding of the excerpt.
  • Ma Joad knew her son Tom was telling the truth
    about being home and having his parole papers.
  • Response focuses on emotions Tom was feeling
    rather than Ma Joads role in the family.
  • The reason he bit his lip was to hold back his
    emotion from his mother.
  • The remainder of the response is a detail from
    the plot that neither adds nor detracts from the
    score.

22
Grapes of Wrath
  • 3 PAPER
  • Demonstrates an adequate understanding of the
    excerpt.
  • A general explanation about Ma Joad knowing her
    family depends on her is provided. Ma Joad was
    the leader of her house she was the role model to
    all of her children.
  • There is some evidence that there is confusion
    about her reaction.
  • Her hand dropped because her stiff, tenseness
    loosened. Ma Joad had to make sure things were
    safe but then she knew they were, her control
    comfort grew.

23
Grapes of Wrath
  • 4 PAPER
  • Demonstrates an insightful understanding of the
    excerpt.
  • An explanation about Ma Joad knowing that she
    provides her familys emotional stability is
    given
  • Ma Joad was the citadel of the family meaning
    that the entire family depended on her as a
    source of strengthshe knew that if she ever
    really wavered or despaired the family would
    fall.
  • Clear connection to Tom and the scene where her
    arm drops her outburst of emotion when Tom came
    back moved Tom so much that he bit his lip to
    restrain his emotionsshe knows that for the sake
    of her family, she could not show any emotions.

24
Grapes of WrathTurn Talk
  • Reread the sample papers
  • What level of cognitive skill is required to
    answer this question?
  • What ideas must be connected in order to answer a
    3 or a 4 on this question?
  • What evidence is found in the passage to support
    these ideas?

25
NCS Mentor Overview
26
Henry Hikes to Fitchburg
  • Read the selection silently
  • Read the selection aloud
  • Review the rubric and anchor papers
  • Score the student work samples

27
Bone
  • Read the selection silently
  • Read the selection aloud
  • Review the Written Response to text sheet
  • Identify the main idea
  • Identify the standard being measured
  • Read the written response question
  • Read the scoring guidelines to determine what
    needs to be included in a response

28
Take a Moment
  • Share one important idea or piece of information
    that you learned during the institute.
  • Take turns sharing with your colleagues at the
    table until time is called.

29
Back at School
  • With your colleagues at the table, please discuss
    the following questions.
  • What information do you need to share with the
    school principal?
  • What support do you need from the principal in
    order to disseminate the information?
  • What information do you need to share with your
    colleagues in the classroom?
  • How and when will you share this information with
    your colleagues initially? How and when will you
    follow-up?

30
Survey of Technical Assistance Interest Needs
  • Part I
  • I am confident in this area.
  • I would like some additional help in this area.
  • I would like a lot of additional help in this
    area.
  • Part II
  • This practice is in-place and fully implemented
    at my school.
  • This practice is partially implemented at my
    school.
  • This practice is not/minimally implemented at my
    school.

31
  • Youve learned the things you needTo pass that
    test and many more-Im certain youll
    succeed.Weve taught you that the earth is
    round,That red and white make pink,And
    something else that matters more-Weve taught
    you how to think.
  • (Suess Prelutsky, 1998)
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