Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
Grade 7 ELA Sample - Constructed Response Item
Stimulus Text: The following text is from a biography of Harriet Beecher
Stowe. She wrote one of the first books against slavery called Uncle Tom’s
Cabin. This part of her biography tells about her older sister Catherine, who
had a strong influence on Harriet. Read the text and answer the question
that follows.
from The Biography of Harriet Beecher Stowe
by Charles Edward Stowe
Catherine was the oldest child of Lyman Beecher and Roxanna Foote, his
wife. In a little battered journal found among her papers is a short sketch
of her life. It was written when she was seventy-six years of age. In a
shaking hand she begins: "I was born at East Hampton, L. I., September
5, 1800, at 5 P.M., in the large parlor opposite father's study. Don't
remember much about it myself." The sparkle of wit in this brief notice of
the circumstances of her birth is very characteristic. All through her life,
little ripples of fun were continually playing on the surface of that current
of intense thought and feeling in which her deep, earnest nature flowed.
Item Prompt: Explain the meaning and purpose of the metaphor in the final
sentence of the text. Use details from the text to support your response.
What type of thinking is required to respond to this item?
Retrieved from: http://www.ode.state.or.us/wma/teachlearn/commoncore/ela.07.cr.1.14.054-v1.pdf
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13
Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
Grade 7 Mathematics - Sample Constructed Response Item
All books in a store are being discounted by 30%.
Part A
Let x represent the regular price of any book in the store. Write an
expression that can be used to find the sale price of any book in the store.
Expression
Part B
Jerome bought a book on sale at the store. The sale price of the book was
$8.96. Write and solve an equation to determine the regular price of the
book to the nearest cent.
Equation
Regular Price of Book
What type of thinking is required to respond to this item?
Retrieved from:
http://www.ode.state.or.us/wma/teachlearn/commoncore/mat.07.cr.2.000ee.d.158_v1.pdf
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13
Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
Item Response Scoring
ELA Sample
Scoring Notes:
• Students explain the meaning and purpose of the metaphor that
compares Catherine’s personality to a river and explain how it conveys
that her serious nature was tempered with humor.
• The metaphor suggests that Catherine had a strength hidden below
the surface or where people could not easily see it.
• The author uses a metaphor comparing Catherine’s personality to a
river in the passage to show her strength and serious nature. “little
ripples of fun were continually playing on the surface of that current of
intense thought and feeling in which her deep, earnest nature flowed.”
• The author uses the words, “playing on the surface,” to imply that
Catherine’s sense of humor was fun, like a child playing in the water
on a riverbank.
Sample: The author uses a metaphor comparing Catherine’s personality to a
river in the passage, “little ripples of fun were continually playing on the
surface of that current of intense thought and feeling in which her deep,
earnest nature flowed.” Although Catherine was a serious person who had a
lot of deep feelings and a good life, when she states, “Don't remember much
about it myself,” it shows that she has a sense of humor because no one
remembers much about being born.
Math Sample
Notes: The student is able to create both an expression and equation related
to sale and regular prices of a book, and solve the equation correctly.
Sample:
Part A:
x – 0.30x or 0.70x
Part B:
The regular price of the book was $12.80.
x – 0.30x = 8.96
0.70x = 8.96
x = 12.80
Retrieved from:
http://www.ode.state.or.us/wma/teachlearn/commoncore/mat.07.cr.2.000ee.d.158_v1.pdf
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13
Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
Webb’s Depth of Knowledge (DOK)
Retrieved from http://barbarabray.net/tag/depth-of-knowledge/
Common Core Claims
ELA /Literacy
Mathematics
#1 – Reading
“Students can read closely and analytically
to comprehend a range of increasingly
complex literary and informational texts.”
#1 – Concepts & Procedures
“Students can explain and apply
mathematical concepts and interpret and
carry out mathematical procedures with
precision and fluency.”
#2 – Writing
“Students can produce effective and wellgrounded writing for a range of purposes
and audiences.”
#2 – Problem Solving
“Students can solve a range of complex
well-posed problems in pure and applied
mathematics, making productive use of
knowledge and problem solving strategies.”
#3 – Speaking and Listening
“Students can employ effective speaking
and listening skills for a range of purposes
and audiences.”
#3 – Communicating Reasoning
“Students can clearly and precisely construct
viable arguments to support their own
reasoning and to critique the reasoning of
others.”
#4 – Research/Inquiry
“Students can engage in research and
inquiry to investigate topics, and to analyze,
integrate, and present information.”
#4 – Modeling and Data Analysis
“Students can analyze complex, real-world
scenarios and can construct and use
mathematical models to interpret and solve
problems.”
Adapted from http://www.smarterbalanced.org/smarter-balanced-assessments/
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13
Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
Common Core Alignment
ELA Sample
Webb’s Depths of
Knowledge*
Math Sample
3: Strategic Thinking
Items falling into this category
demand a short‐term use of
higher order thinking
processes, such as analysis
and evaluation, to solve real‐
world problems with
predictable outcomes.
2: Working with Skills and
Concepts
Items requiring students to
contrast or compare people,
places, events and concepts;
convert information from one
form to another; classify or sort
items into meaningful categories ;
describe or explain issues and
problems, patterns , cause and
effect, significance or impact,
relationships, points of view or
processes.
Reading
1:
Students
can
2: Problem Solving Students
CaCCSS^ Claim
read closely and analytically to can solve a range of well-posed
comprehend a range of
problems in pure and applied
increasingly complex literary
mathematics, making productive
and informational text.
use of knowledge and problemsolving strategies.
RI-4: Determine the meaning 7.EE.1: Apply properties of
CaCCSS
of words and phrases as they
operations as strategies to add,
are used in text, including
subtract, factor, and expand
figurative, connotative, and
linear expressions with
technical meanings; analyze
rational coefficients.
the impact of a specific word
7.EE.2: Understand that rewriting
choice on meaning and tone.
an expression in different forms in
L-5:Demonstrate
a problem context can shed light
understanding of figurative
on the
language, word relationships,
problem and how the quantities in
and nuances in word
it are related. For example, a +
meanings.
0.05a = 1.05a means that
a. Interpret figures of speech
“increase by
(e.g., literary, biblical, and
5%” is the same as “multiply by
mythological allusions) in
1.05.”
context.
7.EE.4: Use variables to represent
b. Use the relationship
quantities in a real-world or
between particular words
mathematical problem, and
(e.g., synonym/antonym,
construct simple equations and
analogy) to better understand
inequalities to solve problems by
each of the words.
reasoning about the quantities.
6.EE.7: Solve real-world and
mathematical problems by writing
and solving equations of the form
x + p = q and
px = q for cases in which p, q and
x are all nonnegative rational
numbers.
* See guide - http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf
^ See resources - http://www.cde.ca.gov/re/cc/
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13
Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
Preliminary Summative Assessment Blueprint
Mathematics Grade 7
Claim
Concepts and
Procedures
Problem Solving
Modeling and
Data analysis
Communicating
Reasoning
Selected
Response
(minimum
number of
scored
items)
Constructed
response
(minimum
number of
scored
items)
Performance
Tasks
(minimum
number of
scored
items)
Min/max
number
of items
9
5
0
20/28
1,2,3
1,2,3,4
0
0
9
2
4
9
2,3,4
0
8
3
8
DOK
1,2
Language Arts Grade 7
Component
Claim
Content
Category
Literary
Reading
Informational
CATComputer
Adaptive
Testing
Writing
Speaking/
Listening
Research
PTPerformance
Task
Writing
Research
Purpose/Focus/
Organization
Evidence/
Elaboration
Conventions
DOK
Min.
Selected
Response
Min.
Const.
Response
Min/
Max
items
3
1
4/6
3
1
8/10
2
1
7/10
1,2,3,
4
1,2,3,
4
1,2
2
1
Listening
1,2,3
3
2
8/10
Research
Purpose/Focus/
Organization
Evidence/
Elaboration
Conventions
Research
3,4
1,2,3,
4
1
0
5/6
1 (Essay)
1
3
3
3,4
1
3,4
Adapted from Smarter Balanced Assessment Consortium: Preliminary Test Blueprints,
November 28, 2013
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13
Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
What type(s) of instruction will enable students to think this way?
Models of Teaching
Model/Syntax of Instruction
Presenting & Explaining
Teacher presents goals and information to
students. Checks for understanding are used to
monitor and extend student learning.
Theory of Learning
Knowledge has a structure that can be used in
assisting students to make connections to previous
knowledge. Sensory input and advanced
organizers and cues for organizing information
help move knowledge from short to long-term
memory.
Direct Instruction
Teacher clarifies goals and provides model of skill
Learning is achieved through observation and
to be developed. Teacher checks for
practice. Feedback and reinforcement advance
understanding and provides feedback during
acquisition of skill and development of positive
guided practice.
attitude towards learning.
Student practice skill independently.
Concept Teaching
Teacher clarifies goals and guides examination of
Concepts are learned as foundations for higher
examples and non-examples of the concept.
order thinking. The development of concepts
Students demonstrate concept attainment
allows for classification of objects and ideas,
through integration/application in subsequent
derivation of rules and principles, and building of
learning.
schema.
Cooperative Learning
Teacher clarifies goals and presents information
Learning is best achieved through experience in a
about learning activity. Students work in groups to social context.
acquire knowledge and develop skills. Teacher
assists groups and provides recognition of learning
demonstrated by students.
Problem-based Learning
Teacher orients students to the problem and
Learning occurs through interactions with the
organizes them to engage in study. Students
environment and construction meaning about the
research the problem and develop and present
experience. This process is assisted by social
artifacts and exhibits to address the problem. The
interactions.
problem solving process is analyzed.
Classroom Discussion
Students prepare for and participate in the
Language, thinking, and learning are connected.
discussion and debrief of the discussion. Teacher
Social contexts support the externalizing of
clarifies goals and selects focus and format of the
thinking through the use of language in discourse.
discussion.
The learner creates meaning from the experience.
Models adapted from Arends, Learning to Teach, 2011
SB Assessment Claims retrieved from http://www.smarterbalanced.org
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13
Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
The Process – ELA
Standard
Demonstrate understanding of
figurative language, word
relationships, and nuances in word
meanings. (Grade 7)
Claim/DOK
Claim 1 –
Reading
Level 3 –
Strategic
Thinking
Engage effectively in a range of
Claim 3 –
collaborative discussions (one-on-one, Speaking and
in groups, and teacher-led) with
Listening
diverse partners on topics, texts, and Level 3 –
issues, building on others’ ideas and
Strategic
expressing their own clearly. (Grade
Thinking
8)
The Process – Math
Standard
Apply properties of operations as
strategies to add, subtract, factor,
and expand linear expressions with
rational coefficients. (Grade 7)
Solve real world problems involving
division of unit fractions by non-zero
whole numbers and division of whole
numbers by unit fractions, e.g., by
using visual fraction models and
equations to represent the problem.
(Grade 5)
Claim/DOK
Claim 1Procedures and
Concepts
Level 2- Skills
and Concepts
Claim 2 Problem
Solving
Level 3Strategic
Thinking
The Process – Your Turn
Standard
Claim/DOK
Conduct short as well as more
sustained research projects to answer
a question (including a self-generated
question) or solve a problem; narrow
or broaden the inquiry when
appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject
under investigation.
(Grade 11-12)
Model of Teaching
Concept Teaching
Classroom
Discussion
Model of Teaching
Direct Instruction
Direct Instruction
for
representations
and Problem
Based Learning
for learning to
apply models to
various situations
Model of Teaching
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13
Session 1-G (Re)Discovering Learning Theory for the Common Core Standards
What are the implications for teacher preparation? Ongoing teacher development?
Contact Us:
Robin Perry, robin.perry@fresno.edu, 453-5586
Darrell Blanks, darrell.blanks@fresno.edu, 453-3679
Presentation materials and resources:
http://blanksclassfpu.weebly.com/
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Robin Perry and Darrell Blanks – Fresno Pacific University – 1/29/13