The Reading Achievement Center LANGUAGE ARTS SYMPOSIUM SARI BRECOSKY MEGAN CICCONI FEBRUARY 28, 2014 WELCOME! • Steering committee • • • • Dr. Jillian Bichsel – Quaker Valley Dr. Judy Bulazo – Upper St. Claire Dr. Mike Loughead – South Fayette Dr. Shannon Varley - Avonworth • Schedule • Facilities and Smoking • Blonde joke. . . DEMYSTIFYING THE PSSA QUESTION TYPES • • • • • Multiple Choice Evidence Based Selected Response Text Dependent Analysis (Problem Based Essays) Open-ended response (Short Answer) Writing Prompts • Opinion/Argument • Informational/Explanatory • Narrative GRADE LEVEL & QUESTION TYPE MATRIX SY: 2013-2014 Grade Levels Third Grade Fourth Grade Fifth Grade Sixth Grade X Multiple Choice EBSR X X X X 0 0 0 0 = Common Item (Legacy/PACS) TDA/PBE Open-ended 0 0 0 X X X X 0 Writing Prompt = Field Test Item 2014 (PACS) GRADE LEVEL & QUESTION TYPE MATRIX SY: 2014-2015 Grade Levels Third Grade Fourth Grade Fifth Grade Sixth Grade X Multiple Choice X X X X EBSR TDA/PBE X X X X X X X = Tested items on ELA PSSA (PACS aligned) Open-ended X X X X Writing Prompt X X X X MULTIPLE CHOICE • The meaning of the Greek root “geo” helps the reader to know that a geologist studies_______. a) water b) people c) stars d) Land • Where do most of the events in the passage take place? a) country farmhouse b) townhouse near the city park c) apartment in the city d) vacation cabin EVIDENCE BASED SELECTED RESPONSE (EBSR) • Two question structure • Requires both single and multiple responses • • • • Part one usually requires one response Part two requires one, two, or three responses Part two may have between three - five choices Part two may have three correct answers but only ask students to select two correct answers • Part one (rather than the text) should be referenced when answering part two • This Year: ALL EBSR questions are field test items! • Simply prepare students for the structural changes EBSR EXAMPLE Part A Question: How are the events in paragraphs 1 and 2 important to the theme of the story? Part B Question: Which sentence from the story provides the best support for the answer in Part A? a. They list the many lessons that Lynn taught her younger sister, Katie. a. “My sister, Lynn, taught me my first word: kira-kira.” b. They explain that Katie’s family had very high expectations of her when she was young. b. “When I grew older, I used kira-kira to describe everything I liked: the beautiful blue sky, puppies, kittens, butterflies, colored Kleenex.” c. They show how strong the relationship is between Katie and Lynn. d. They introduce the idea that Katie and Lynn want to learn more about the Japanese language. c. “She was dismayed over how unJapanese we were and vowed to send us to Japan one day.” d. I didn’t care where she sent me, so long as Lynn came along. TEXT DEPENDENT ANALYSIS SY 2014-2015 GRADES 4-8 • Informational & Literature • Rubric • Effectively addresses all parts of the task demonstrating in-depth understanding of the text(s) • Effective introduction, development, and conclusion identifying an opinion, topic, or controlling idea related to the text(s) • Strong organizational structure that effectively supports the focus and ideas • Thorough analysis of explicit and implicit meanings from text(s) to effectively support claims, opinions, ideas, and inferences • Substantial, accurate, and direct reference to the text(s) using relevant key details, examples, quotes, facts, and/or definitions • Substantial reference to the main idea(s) and relevant key details of the text(s) to support the writer’s purpose • Skillful use of transitions to link ideas • Effective use of precise language and domain-specific vocabulary drawn from the text(s) to explain the topic and/or to convey experiences/events • Few errors, if any, are present in sentence formation, grammar, usage, spelling, capitalization, and punctuation; errors present do not interfere with meaning TEXT DEPENDENT ANALYSIS SY 2014-2015 GRADES 4-8 • Examples • Write an essay analyzing how the author’s organization of the passage helps the reader to understand the tasks. Use information from the passage to support your response. • When Cathy tells Paul about the camping trip, he is immediately interested. Write an essay analyzing how Paul’s actions convince his parents that he should be allowed to attend? Use evidence from the passage to support your response. OPEN-ENDED ITEMS AKA SHORT ANSWER Example: • Use at least three examples from the passage to explain how the pony auction is important to Chincoteague and Assateague Islands. WRITING PROMPTS • This year they appear only on the separate writing test (grades 5 and 8) or on the optional (separate) writing field test (grades 6 and 7) • Students will have time to plan, write, and proofread your response to this writing prompt • Four Point Rubric • Focus, Content Development, Organization, Style WRITING PROMPTS FIELD TEST AND 2014-2105 TESTS • Narrative • Think about a time when you were given the opportunity to care for something. Write a story that tells what you had to do and how it made you feel. • Informational/Explanatory • Write an essay that explains a talent or skill you have or would like to have. • Opinion/Argumentative • There are many reasons why people own pets. A pet can entertain you, keep you company or even protect you! Dogs and cats are the most popular pets in America today. Some people prefer an energetic dog and others, a cuddly kitten. Which do you think is best? WHAT YOU REALLY NEED TO KNOW… SY 2013-2014 • Prepare students for awkward structure • Common items must simultaneously address both PACS and Legacy Standards • Remember test security procedure ELA: KEY INSTRUCTIONAL SHIFTS • Balancing Literary and Informational Texts • Knowledge in the Disciplines • Staircase of Complexity • Text-based Answers • Writing from Sources • Academic Vocabulary CLOSE READING • It is a multilayered intensive analysis of a text • Accomplished primarily by reading and discussing the text • It is essential that readers re-read texts • The path to deepening comprehension Shanahan, T. (2013). CLOSE READING: SPIRAL OF INQUIRY 1st Read: Unpacking the text INTEGRATION OF KNOWLEDGE & IDEAS Concept: Concept: rd Read: deep text connections • Craft questions 3 that ensure student understanding regarding major • Craft questions ideas and key detailsfocusing on how the text works. • Students aim to uncover vocabulary why the author made specific choices Concept: • Identify potentially confusing including: organization, devices, word choice, and • Critical analysis ofliterary the value and quality of the text • Resolve misconceptions • Connection of text to other concepts, and • Limit evidence questions to big ideas or those thattexts, prime for mental queries • Often this reread is only a targeted excerpt specifically selected student’s life by the teacher Examples: Examples: • Retell the plot of the story. Examples: • examples from both texts what do • Identify theUsing ordinate and subordinate characters in the the author’s story. • What was the quality of evidence used in arguing against want you distinguish to understand about the common theme the • What characteristics plant cells from animal cells? inclusion of elephants in zoos? of freedom? • How• does theformat author’s use article of personification influence in our Which of the was more successful understanding of and emotional response to the idea of helping the reader understand the author’s main captivity? idea? CRAFT AND STRUCTURE MAIN IDEA AND KEY DETAILS 2nd Read: Text analysis Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a text base don specific information in the text. CC.1.2.5.C E05.B‐K.1.1.3 THE STANDARDS TELL US HOW AND WHAT Day 1 Layer One Text Title ___________ ___________ Selected Section of Text ___________ ___________ Ancillary Texts (Day 4/5) ___________ ___________ Standards KEY IDEAS/DETAILS Citing evidence from the text… CRAFT/STRUCTURE Day 3 Layer Two CRAFT/STRUCTURE Day 4 Layer Three Day 5 Layer Three INTEGRATION OF INTEGRATION OF KNOWLEDGE Focus: who, what, where, why, when, how, main ideas, details, support Clarify confusing vocabulary & potential obstacles Focus: structure, point of view Speak to analysis not influence Focus: author’s purpose, the relationship of word choice, figurative language, and syntax etc. to mood, perceived truth, adequacy & accuracy of details Speak to analysis and influence & KNOWLEDGE & IDEAS IDEAS Focus: Interpretation and synthesis of various texts, analysis of evidence & bias, evaluation of multimedia elements Focus: Interpretation and synthesis of various texts, analysis of evidence & bias, evaluation of multimedia elements Integrate ancillary texts and videos Use the integrated ancillary texts and videos A-C in Reading informational & Reading Literature D-F in Reading informational & Reading Literature D-F in Reading informational & Reading Literature G-I in Reading informational & Reading Literature G-I in Reading informational & Reading Literature Why did Lincoln fight to abolish slavery? To what type of writing structure does the text belong? How does the author elicit empathy from the reader? What elements did the author use to make the journal format more powerful? What do the authors want the reader to understand regarding the common theme? Ex: CC.1.2.3.A Sample Question: Day 2 Layer Two Ex: CC.1.2.3.E Ex: CC.1.2.3.D Ex: CC.1.2.3.H Ex: CC.1.2.3.I TEXT LAYERING INTEGRATION OF KNOWLEDGE & IDEAS FIVE REASONS TO SAY YES TO TEXT LAYERING 1. 2. 3. 4. 5. Increases range of complexity Extends into varying genres Promotes ideation Requires synthesis Increases domain knowledge 1. INCREASES RANGE OF COMPLEXITY • Different authors - different syntactic structures • Density of propositions • More reading • Scaffolds text interaction 2. EXTENDS INTO VARYING GENRES • Allows for genre layering • Explication of topics in differing constructs • Same topic appearing in different venues 3. PROMOTES IDEATION • Presentation of concepts in different ways supports thinking in a multiperspective manner • Instruction guides cognition giving parameters to complete tasks • Ancillary interface with factoid type knowledge 4. REQUIRES SYNTHESIS • One of the hardest comprehension processes • Requires discernment • Takes a learner from knowing about it to understanding it 5. INCREASES DOMAIN KNOWLEDGE • Forces interface with the same aspects or principles • Increases ability to comprehend • Strengthens general intellect BETTER IDEAS OFTEN REQUIRE CHANGE. . . • Do not run out and buy new text books! • Current books and attempts at layers • Teachers, time, and know-how GRADE THREE THE ARTIC AND ANTARCTICA LIFE ON THE ICE • Read story • Share two things of importance with a partner • Read article • Discuss similarities/differences VIDEO Use video sheet to collect specific information SCAVENGER HUNT •Use stories, article, and fact cards to determine if the statements are true or false. GO FIND IT HTTP://WWW.KIDSKONNECT.COM/SUBJECTINDEX/16-EDUCATIONAL/HISTORY/270-ICE-AGE.HTML HTTP://WWW.SCIENCEKIDS.CO.NZ/SCIENCEFACTS/EARTH/ANTARCTICA.HTML What was the coldest recorded temperature on Earth?_______________° F (in Fahrenheit) What was the name of the last ice age?____________________________ What % of the earth’s ice is found in Antarctica?____________________ What are three animals that lived during the Ice Age but are now extinct? _______________________________________________ Where did the name ‘Antarctica’ come from? ____________________________________________________________ BENEFITS • Multiple interactions with specific parameters of cognitive attention • Still has ancillary information • Helps stimulate continuous engagement with concepts REMINDERS & SUGGESTIONS Video in between readings Need more than one watch Too short and concentrated for one viewing Can put on kids computers Fact cards are made to elucidate intended learning • Scavenger Hunt requires information from multiple sources • Go Find It – a way to genuinely use technology as a learning tool • • • • • 3RD GRADE TEXT LAYERS • • • • • • • • Life on the Ice Ice Age article TedEX video Artic vs Antarctic Video discussion page Kidskonnect & Sciencekids website Fact Cards Scavenger Hunt activity Go Find It activity Day 1 Layer One Text Title Life on the Ice Selected Section of Text Pages 1-2 Go Find It websites Ancillary Texts Day 4: Ice Age Article tinyurl.com/RACartic Day 5: Ice Age Article tinyurl.com/RACartic KEY IDEAS/DETAILS Day 2 Layer Two CRAFT/STRUCTURE Day 3 Layer Two CRAFT/STRUCTURE Day 4 Layer Three Day 5 Layer Three INTEGRATION OF INTEGRATION OF KNOWLEDGE Focus: who, what, where, why, when, how, main ideas, details, support Clarifications: Desert Ice age Mars comparison Fact Cards Focus: structure Speak to analysis not influence: Paired photographs Sequence & separation of topics Focus: relationship of author’s organization to reader’s comprehension Speak to analysis and influence Interspersion of scientific terminology Due to author’s organization and possible misconceptions integrate Go Find It activity & IDEAS KNOWLEDGE & IDEAS Focus: Synthesis of various texts & multimedia Focus: Analysis of evidence from multiple sources Ice Age Article Ice Age Article Video: Video: Video discussion page Video discussion page tinyurl.com/RACartic tinyurl.com/RACartic Scavenger Hunt Activity Standards 1.2.3.A 1.2.3.B 1.2.3.E 1.2.4.E 1.2.3.G 1.2.3.G 1.2.3.I Sample Question: What evidence does the author provide to demonstrate that life on the poles is far from ordinary? Create three headings and rationales for their addition on pages 146, 149, and 151? How does the author’s organization help or hinder the reader’s understanding of main differences between the Artic and Antarctica? How are the Artic and Antarctic similar? What are four distinctive features of the Artic? How do the main ideas of the TedED video and “Life on the Ice” differ? Compare and contrast author’s purpose in the texts “Life on the Ice” & “Ice Age.” Citing evidence from the text… GRADE FOUR THE SCREECH OWL WHO LIKED TELEVISION THE EARTH DRAGON AWAKES SCREECH OWL & EARTH DRAGON • Read Screech Owl • Talk about what you would “do” with the story • Read Earth Dragon • Talk about what you would “do with the story • Complete the Inquiry Guide using both pieces of text DISCUSSION TIME. . . • With your team decide how you would connect these two pieces of text. • What will be your two major foci? PERSONIFICATION REVERSE PERSONIFICATION What is reverse personification? • Use yellow and green cards • Decide as a team if they evince personification or reverse personification ADDITIONAL LAYERS AVALANCHE DEATHS SPIKE IN THE WEST & VIDEO Avalanche • An avalanche can consist of snow or rocks. AVALANCHE • It is when large deposits of snow or rocks on a mountain side are disturbed in such a way that it causes a shift. • When this shift occurs, the material becomes unstable and starts to roll down the side of the mountain bringing everything in its path with it. TIME FOR A VIDEO AVALANCHE DEATHS SPIKE IN WEST • Read the news article • When finished complete the Evidence Synthesis Chart as a team. BENEFITS • Taking the core concept and extending it to real world application • Going beyond simply “knowing” about avalanches to knowing about technological advances • Kids sometimes do realize that people make things all the time. . . • Well-defined instructional purpose that embeds cognitive rigor AND make sense! REMINDERS & SUGGESTIONS • Scaffolding is non-negotiable • You WILL have to modify things – and you are not going to find this expanse or quality in a package • Video can be put on computer • Common Sense Media • Jennifer Ehehalt • Paul Cindric • Snap (the old Oscar sort of. . .) • Jana Baxter 4TH GRADE TEXT LAYERS • • • • • • • • • Screech Owl that Liked to Watch Television story The Earth Dragon Awakes story Inquiry Guide Personification& Reverse Personification cards Robust vocabulary definition card Video and general points notes page Avalanche Deaths Spike in West article Evidence Synthesis Chart Evidence Synthesis Chart answer key GRADE FIVE DANGEROUS CROSSING & PORTUGUESE MAN-OF-WARS EXPLANATION. . . Dangerous Crossing • Incited by: “One day a sailor pulled up a Portuguese man=of-war in a bucket. Johnny looked on in wonder. Was this truly a fish from the sea? “Careful,” the sailor warned him. One touch of its twisted cords would sting like a hundred bees. • Portuguese man-of-war . . . Animal • Portuguese Man-o-War. . .Ship • Royal Navy • History. . . • Using diagrams to explicate and extract information MARINE ANIMAL FRIGATE COLONY COMPARISON CHART DIRECTIONS: USE THE MAN-O-WAR FRIGATE DIAGRAM, THE INFORMATIONAL ARTICLES, AND VIDEO TO DETERMINE COLONY MEMBERS’ (CREW MEMBERS OF THE MAN-O-WAR VESSEL AND ZOOIDS OF THE PORTUGUESE MAN-OF-WAR) RESPONSIBILITIES FOR EACH SURVIVAL MECHANISM. Survival Mechanism Protection Floatation Nourishment Portuguese man-of-war Man-o-war Frigate BENEFITS • Diagrams are texts • Extraction of concept Portuguese man-of-war to name-sakes • Frigate • Underlying concept in story • Often witnessed in poetry and literature 5TH GRADE TEXT LAYERS • Dangerous Crossing story • About the Portuguese man-of-war Article • Sea Creatures & Sea Crusaders video • Portuguese man-of-war diagram • Man-o-war Frigate diagram • Colony Comparison Chart THANK YOU YOU MAKE THE DIFFERENCE