Literacy Plan/Profile for
Middle and High School
Students
Resources available on www.MissionLiteracy.com
Dr. Elaine Weber, Macomb ISD
Susan Codere Kelly, MDE
Diane Berg, Independent Consultant
Tesha Thomas, Macomb ISD
"What are we, as educators,
going to do to change our
system to meet
our students' needs?"
That is probably one of the
biggest shifts any organization
can make.
An Educator
2
Building a High School Literacy Plan
"What are we, as educators, going to do to change our system
to meet our students' needs?"
That is probably one of the biggest shifts any organization can make.
Where We
Are Now
In Literacy
Skills
And
Knowledge
Literacy
Strategies
Literacy
Vision for
the Future
3
What do you know about your students’
literacy skills?
 At what level do they read?
 How fluent is their writing and reading?
 How well do they comprehend text?
 Can they analyze text for craft, perspective,
point of view or bias?
 Can they read closely and critically?
 Can they read and write argument?
What plans do you have for your students’
literacy skill development?
 Do you know what they need?
 Do you know where to begin in the
development process?
 Do you have a system for monitoring their
literacy development progress?
 Do your students have a system for knowing
their own literacy progress?
The Plan for this Session
 Review the Comprehensive Plan and
how it can help you find out “where your
students are.”
 Identify fundamental literacy skills that define
your students and learn about resources to
assess those skills.
 Learn how skills will be assessed using MS/HS
SBAC performance task samples.
6
Tools for developing Literacy Plans that grow basic
Literacy Skills and meet the ELA/Literacy Common
Core State Standards
Sample Literacy Plans
The 4 questions of Close
and Critical Reading:
What does the text say?
How does the text say it?
What does the text mean?
What does the text mean
to me?
ELA/Literacy
Common Core
State Standards
The
Cognitive
Rigor
Matrix
Assessments
Scaffolding
Comprehensive Literacy Plan for a
Classroom, Department, School, or District
Student Literacy Profiles
Smarter
Balanced
Assessment
Consortium
Models and
Rubrics
Literacy Plan
With an elbow partner review the plan…
 In what areas do you have data on your
students?
 Are there areas where you do not have data
on your students?
 What are some areas where you would
consider collecting data?
Literacy Initiative Plan AMENDED
Initiative
Department(s)
Writing Tracker
-Science
Persuasive Writing -Social Studies
-Mathematics
English
ACT /MME
Initiative
Math
Guided Highlighting ELA
Guided Highlighted
reading for Science
Items on the ACT
Science
Assessment
MME Social
Studies Geography Social Studies
and World History -Art
Close and Critical -Performing Arts
Reading
-Foreign Language
Work Keys
-PE/Health
Career Education
Sample Literacy Plan – School ABC
Overview
Timeline
Point Person(s)
Responsible
Goals
Writing tracker to develop fluency
Students will:
-Write fluently in Math
-Track the number of words and domain specific
language
-Write a certain number of writes per semester (as
decided by department
-Complete a reflection sheet on writing per semester
Intensive focus/mastery level instruction to revise
essays according to the ACT writing rubric up to a
4
December – ACT math assessment
30 promising students will receive intensive mastery
level teaching/learning episodes in Cabin and
designated class.
Analyze Test results for personalize teaching *
They will be retested at the end of January
Students will:
-9th,10th , 11th Grades: Complete two of each genres
(prose fiction, natural science, social science,
humanities) per year
ACT preparation: 11th Grade students receive 5 of
each of the four genres with GHR before March
Guided Highlighted Reading for the items on the
ACT Science Assessment
***(Should we assess the students on the Science
part of the test to determine specific needs???????)
Review Tracker writings
Sept: Set up folders
Reflection at the end of semester
March: Set up folders
Retest with prompt at the end of
January and continued to March 5
Chairs of Social
Studies, Science
Mathematics
Departments
Teacher
Develop fluency skills
Up to 150 wp five minutes
HS and 125 MS
Promising students
writing minimally a “4”
essay
Now until March 5
Teacher
Prepare at least 20
students for the challenges
of the ACT mathematics
assessment
Intensive focused /mastery teaching and learning
Students will:
-Use the CCR Protocol to analyze content specific
items (i.e. articles, songs, paintings)
-Write out answers using the protocol or discuss the
answers to the protocol questions using a Socratic
method
-Complete a reflection sheet
Mastery level focused teaching/learning on Work
Keys
Next 5 weeks the 11th students will
receive an intensive course in
Geography and World History
-Teachers will receive training on the
four CCR questions, see examples of
how to use the protocol, and see the
connections to the CCSS.
-Teachers will complete three CCR
protocols throughout each course.
Teachers will turn in student samples
of each CCR.
Sept: Grade 11 students assessed on Committee
the ACT-like reading portion of the Science Chair
assessment
Feb: Grade 11 re-assessed on
reading portion of the ACT-like test
Sept: Teachers select the passages
they will use for each of the grade
levels
As it is appropriate to prepare
students for ACT Science
Teacher
Chairs of the electives
and encore subjects
School Improvement
Chair
Develop Reading fluency
and build reading stamina
to prepare for the ACT
reading assessment
Prepare Promising
students for the ACT
Science Assessment
Prepare promising
students for Social Studies
portion of the MME
Develop Close and Critical
Reading/Thinking/Writing
Skills
Meet CCSS Reading
Standards # 1 – 9
Goal????
Student Literacy Profile
With your table partners, discuss the Student
Literacy Profile.
 Which items will you include for your
students’ profiles?
 Which items would you consider adding?
 Which literacy skills do your students monitor,
but are not included on the list?
Middle and High School Student Literacy Profile
Name_____________________________________________
Fall
Reading Grade Level
Grade_____________
Winter
Spring
Grade _____
Grade _____
Grade _____
Grade __ # Words ___
Rubric ____
Score ____of 40
Rubric Score ___/6
Rubric Score ___/9
Rubric Score ___/5
Rubric Score ___/5
Score ____of 15
Score _____of 4
Grade __ # Words __
Rubric ____
Score ____of 40
Rubric Score ___/6
Rubric Score ___/9
Rubric Score ___/5
Rubric Score ___/5
Score ____of 15
Score ____of 4
Grade __ # Words ___
Rubric ____
Score ____of 40
Rubric Score ___/6
Rubric Score ___/9
Rubric Score ___/5
Rubric Score ___/5
Score ____of 15
Score ____of 4
# of words _____
Rubric Score ___/4
Rubric Score ___/4
# of words _____
Rubric Score ___/4
Rubric Score ___/4
# of words_____
Rubric Score ___/4
Rubric Score ___/4
Narrative (Grade 6-8)
Rubric Score ___/4
Rubric Score ___/4
Rubric Score ___/4
ACT Persuasive Writing
Handwriting Speed
and Legibility
Language
Oral Language
ACT Rubric ___/6
# of letters____
Rubric Score ____/5
ACT Rubric ___/6
# of letters
Rubric Score ___/5
ACT Rubric ___/6
# of letters
Rubric Score ___/5
Rubric Score __/4
Rubric Score___/4
Rubric Score___/4
# of words ____
Stage _______
# of words____
Stage _______
# of words____
Stage_______
# correct ____of 15
# correct____ of 15
# correct____ of 15
Reading Fluency
ACT Reading Score
Close and Critical #1
Close and Critical #2
Close and Critical #3
Close and Critical #4
Profundity Score
Identify Argument
Writing
Writing Fluency
Argument
Informative/Explanatory
Word Study
Vocabulary
Spelling
Grammar and Word Usage
ACT English Test Preparation
North Dakota State University
Reading Assessments
Reading Grade Level
http://www.ncpublicschools.org/accountability/testing/eog/sampleitems/reading
Reading Fluency
ACT Reading Score
Close and Critical #1
Close and Critical #2
Close and Critical #3
Close and Critical #4
Profundity Score
Identify Argument
Reading Fluency
Fluent readers read text with appropriate automaticity
(rate/speed and accuracy)
Your Turn…
• Read the following excerpt silently for one minute
and count the number of words you were able to read.
• Record the number.
• Summarize what you have read.
• Share summary with a table partner.
• Excerpt from Pale Blue Dot by Carl Sagan
Oral Reading Fluency (ORF) Target Rate Norms
Grade
Fall
Winter
Spring
(WCPM)
(WCPM)
(WCPM)
10-30
30-60
1
2
30-60
50-80
70-100
3
50-90
70-100
80-110
4
70-110
80-120
100-140
5
80-120
100-140
110-150
6
100-140
110-150
120-160
7
110-150
120-160
130-170
8
120-160
130-170
140-180
Source: Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc.
Available at www.aimsweb.com/norms/reading_fluency.htm. Data are also adapted from
“Curriculum-Based Oral Flency Norms for Students in Grades 2 Through 5,” by J. E. Hasbrouck
and G. Tindal, 1992, Teaching Exceptional Children, 24, pp. 41-44.
Reading Fluency
• Read the article for one minute.
“4-Strand DNA Structure Found in Cells”
• Count the words read.
• Compare this rate to the previous rate.
What made this article more difficult to read?
• Discuss the differences with your table
partners.
.
FLUENCY RUBRIC
Scores of 10 or more indicate that the student is making good progress in fluency.
Scores at or below 8 may indicate that the student needs additional instruction in fluency.
Score _________________
1
2
3
4
Expression and Volume
Reads in a quiet voice as
if to get words out. The
reading does not sound
natural like talking to a
friend.
Reads in a quiet voice.
The reading sounds
natural in part of the
text, but the reader does
not always sound like
they are talking to a
friend.
Reads with volume and
expression. However,
sometimes the reader
slips into expressionless
reading and does not
sound like they are
talking to a friend.
Reads with varied
volume and expression.
The reader sounds like
they are talking to a
friend with their voice
matching the
interpretation of the
passage.
Phrasing
Reads word-by-word in
a monotone voice.
Reads in two or three
word phrases, not
adhering to punctuation,
stress and intonation.
Reads with a mixture of
run-ons, mid sentence
pauses for breath, and
some choppiness. There
is reasonable stress and
intonation.
Reads with good
phrasing; adhering to
punctuation, stress and
intonation.
Smoothness
Frequently hesitates
while reading, sounds
out words, and repeats
words or phrases. The
reader makes multiple
attempts to read the
same passage.
Reads with extended
pauses or hesitations.
The reader has many
“rough spots.”
Reads with occasional
breaks in rhythm. The
reader has difficulty
with specific words
and/or sentence
structures.
Reads smoothly with
some breaks, but selfcorrects with difficult
words and/ or sentence
structures.
Pace
Reads slowly and
laboriously.
Reads moderately
slowly.
Reads fast and slow
throughout reading.
Reads at a
conversational pace
throughout the reading.
Four Essential Questions In
Close & Critical Reading
• What does it say?
• How does the author say it?
• What does it mean?
• So what? What’s the connection to me?
http://4.bp.blogspot.com/_i-r2GCNVjWA/SWe7r5bnm9I/AAAAAAAABDs/kJh594W4PU/S1600-R/deeply.png
17
Common Core Reading
Anchor Reading Standards
Key Ideas and Details
1. Read closely to determine what the text says
explicitly and to make logical inferences from it;
cite specific textual evidence when writing or
speaking to support conclusions drawn from the
text.
2. Determine central ideas or themes of a text and
analyze their development; summarize the key
supporting details and ideas.
3. Analyze how and why individuals, events, and
ideas develop and interact over the course of a
text.
18
Assessment Grades 7-11 for CCR Question 1:
What does the text say?
Directions: Read the following passage and write a summary. The summary should include the following:
The central idea and evidence, including key ideas, to support conclusions drawn from the passage
Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York:
Holiday House, 2006. (2006) From the Introduction: “Why They Walked”
Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public
bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were
empty seats up front.
Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow”
laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place
as second-class citizens.
People were separated by race from the moment they were born in segregated hospitals until the day they
were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the
same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water
fountains, or sit together in the same movie theaters.
In Montgomery, it was against the law for a white person and a Negro to play checkers on public property
or ride together in a taxi.
Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax
that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also
had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution.
These tests were often rigged to disqualify even highly educated blacks. Those who overcame the
obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As
a result, African Americans in the South could not express their grievances in the voting booth, which for
the most part, was closed to them. But there were other ways to protest, and one day a half century ago,
the black citizens in Montgomery rose up in protest and united to demand their rights—by walking
peacefully.
It all started on a bus.
Close and Critical Reading Question # 1: What does the text say?
Summary Rubric
CC Reading Anchor
Standards
3 Complete
2 Partial
1 Minimal
Score
1. Read closely to
determine what the text
says explicitly and to make
logical inferences from it;
cite specific textual
evidence when writing or
speaking to support
conclusions drawn from
the text.
Reading Anchor # 1
Response:
states what the text says
explicitly.
(3 points)
makes logical inferences
and cites specific textual
evidence to support
conclusions drawn from the
text.
(3 points)
Reading Anchor #1
Response:
includes much of what the
text says explicitly.
(2 points)
makes some logical
inferences and cites general
textual evidence to support
some of the conclusions
drawn from the text.
(2
points)
Reading Anchor #1
Response:
__/6 pts.
includes little of what the
text says explicitly.
(1 point)
makes few logical
inferences and gives little
support drawn from the text.
(1 point)
2. Determine central ideas
or themes of a text and
analyze their development;
summarize the key
supporting details and
ideas.
Reading Anchor #2
Response summarizes
using:
clearly identified central or
main ideas.
(3 points )
supports central ideas well
with key details ideas from
the text.
(3 points)
Reading Anchor #2
Response summarizes
using:
partially or ineffectively
identified central or main
ideas.
(2 points)
supports central ideas with
some details and ideas from
the text.
(2 points)
Reading Anchor #2
Response summarizes
__/6 pts.
using:
Total
inaccurately identified
__/12pts.
central or main ideas.
(1 point)
supports central ideas with
few details and ideas from
the text.
(1 point)
Four Essential Questions In
Close & Critical Reading
• What does it say?
• How does the author say it?
• What does it mean?
• So what? What’s the connection to me?
http://4.bp.blogspot.com/_i-r2GCNVjWA/SWe7r5bnm9I/AAAAAAAABDs/kJh594W4PU/S1600-R/deeply.png
21
Common Core Reading
Anchor Reading Standards
Craft and Structure
• 4. Interpret words and phrases as they are used in a
text, including determining technical, connotative, and
figurative meanings, and analyze how specific word
choices shape meaning or tone.
• 5. Analyze the structure of texts, including how specific
sentences, paragraphs, and larger portions of the text
(e.g., a section, chapter, scene, or stanza) relate to each
other and the whole.
• 6. Assess how point of view or purpose shapes the
content and style of a text.
22
Mining the Potential of Informational Text: Craft
TEXT STRUCTURE
Genre




On-line article
Essay
Article (Internet, magazine)
Newspaper (News, Feature,
Editorial/Op Ed)

Scholarly Articles(Science)

Pamphlet

Journal/Diary/Letter

Memoir/Autobiography/
Biography

Advertisement

Eulogy

Speech
Organization





Thesis with proof
Comparison/Contrast
Cause/Effect
Description/enumeration
Chronological
Point of View






Tone/Mood












Date of publication
Source(s)
Expert/novice
True/misleading
Reliable Narrator
Un-reliable Narrator
Persuasive
Argumentative
Propagandistic
Matter-of-fact/ straightforward
Humorous
Disdainful
Informal/conversational
Formal/academic
Scholarly
Pessimistic/Optimistic
Biased
Instructive/didactic
Text Features

















Title (Question/statement)
TOC/index
Illustrations/pictures
Heads/subheads
Margin notes
Font size
Color
White space
Boldface
Italics
Parenthesis
Forward, Dedication
Footnotes
Charts
Illustrations
Diagrams
Appendix
AUTHOR’S CRAFT
Imagery/Figures of Speech
















Simile
Metaphor (extended)
Personification
Alliteration
Onomatopoeia
Allusion
Satire/Parody
Exaggeration/Hyperbole
Irony/Sarcasm
Repetition/Omission
Symbolism
Oxymoron
Over-/Understatement
Motif
Intertextuality
Language: precise, scholarly, scientific, literary
Writing Techniques












Catch lead (question)
Show-not-tell
Use of statistics
Professional/scientific vocabulary/domain-specific/nomenclature (i.e. Latin and Greek) also foreign
words
Technical vocabulary
Quoting experts, citing books, articles, journals
Precise/detailed examples in proof
Examples chosen for audience appeal/interest
Explanation, description, definition, step-by-step how-to
Varying sentence length and sentence structure
Word Choice
Punctuation for effect (ellipses, parenthesis, exclamation points, boldface, italics)
\ Weber, Schofield, Nelson: Publication Fall 2011, Maupin House.
Assessments Grades 7-11 for CCR Question # 2:
How did the author write the text?
Directions: Write a craft analysis for the following passage.
You may use the Mining Chart for Informational Writing.
Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday
House, 2006. (2006) From the Introduction: “Why They Walked”
Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If
you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up
front.
Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—
enforced a system of white supremacy that discriminated against blacks and kept them in their place as secondclass citizens.
People were separated by race from the moment they were born in segregated hospitals until the day they were
buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same
churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit
together in the same movie theaters.
In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride
together in a taxi.
Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was
required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a
literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often
rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering
as voters faced threats, harassment. And even physical violence. As a result, African Americans in the South
could not express their grievances in the voting booth, which for the most part, was closed to them. But there were
other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and
united to demand their rights—by walking peacefully.
It all started on a bus.
Assessments for Freedom Walkers CCR
Question # 2: How does the author (text) say it?
Directions: With your elbow partner, analyze the above text for
Writing Techniques (CCSS Reading Standard # 5). Use the chart.
Writing Techniques












Catch lead (question)
Show-not-tell
Use of statistics
Professional/scientific vocabulary/domain-specific/nomenclature (i.e. Latin and
Greek) also foreign words
Technical vocabulary
Quoting experts, citing books, articles, journals
Precise/detailed examples in proof
Examples chosen for audience appeal/interest
Explanation, description, definition, step-by-step how-to
Varying sentence length and sentence structure
Word Choice
Punctuation for effect (ellipses, parenthesis, exclamation points, boldface, italics)
Rubric: Close and Critical Reading Question: How does the text say it?
Correlated with the Common Core Reading Anchor Standards K-12
CC Anchor
3 Complete
2 Partial
1 Minimal
Score
4. Interpret words and
phrases as they are
used in a text,
including determining
technical,
connotative, and
figurative meanings,
and analyze how
specific word choices
shape meaning or
tone.
5. Analyze the
structure of texts,
including how
specific sentences,
paragraphs, and larger
portions of the text
(e.g., a section,
chapter, scene, or
stanza) relate to each
other and the whole.
6. Assess how point of
view or purpose
shapes the content
and style of a text.
Reading Anchor 4
Response expertly:
interprets words and
phrases as they are used in
a text (technical,
connotative, and
figurative) and
explains clearly how
specific word choices
shape meaning or tone.
(Craft)
Reading Anchor 5
Response expertly:
analyzes the
structure/organization of
text (how specific
sentences, paragraphs, etc.
relate to each other and the
whole.) (Structure)
Reading Anchor 4
Response:
interprets some words and
phrases as they are used in a
text (technical, connotative,
and figurative) and
partially explains how
specific word choices shape
meaning or tone. (Craft)
Reading Anchor 4
Response:
__/3
interprets few words and phrases
(technical, connotative, and figurative)
and
explains unclearly or incompletely how
specific word choices shape meaning or
tone. (Craft)
Reading Anchor 5
Response includes some
analysis of the structure/
organization of the text.
(Structure)
Reading Anchor 5
Response includes little analysis of the
structure of the text. (Structure)
Reading Anchor 6
Response expertly assesses
how point of view or
purpose shapes the content
and style of a text.
Reading Anchor 6
Response does some
assessment of how point of
view or purpose shapes the
content and style of a text.
Reading Anchor 6
Response does little assessment of how
point of view or purpose shapes the
content and style of a text.
__/3
__/3
Your turn…
Determine
where
summary,
and craft
fall on the
Cognitive
Rigor Matrix
Depth of
DOK Level 1
Thinking (Webb) Recall &
+ Type of
Reproduction
Thinking
(Revised Bloom,
2001)
Remember
-Recall, locate basic
facts, definitions,
details, events
DOK Level 2
Basic Skills &
Concepts
DOK Level 3
Strategic
Thinking &
Reasoning
DOK Level 4
Extended
Thinking
Understand
-Select appropriate
words for use when -Specify, explain
intended meaning is relationships summarize –
clearly evident
identify central
ideas
-Explain, generalize,
or connect ideas
using supporting
evidence (quote, text
evidence,
example…)
-Explain how
concepts or ideas
specifically relate to
other content
domains or concepts
Apply
-Use language
structure (pre/suffix)
or word relationships
(synonym/antonym)
to determine
meaning
-Use concepts to
solve non-routine
problems
-Devise an approach
among many
alternatives to
research a novel
problem
-Analyze or interpret
author’s craft (e.g.,
literary devices,
viewpoint, or
potential bias) to
critique a text
–Analyze multiple
sources or texts Analyze complex/
abstract themes
–Cite evidence and
develop a logical
argument for
conjectures based
on one text or
problem
-Develop a complex
model for a given
situation -Develop an
alternative solution
-Evaluate relevancy,
accuracy, &
completeness of
information across
texts/ sources
Analyze
-Identify the kind of
information
contained in a
graphic, table,
visual, etc.
Evaluate
Create
-Brainstorm ideas,
concepts, problems,
or perspectives
related to a topic or
concept
– Use context to
identify word
meanings -Obtain
and interpret
information using
text features
– Compare literary
elements, facts,
terms, events –
Analyze format,
organization, &
text structures
-Generate
conjectures or
hypotheses based
on observations or
prior knowledge
and experience
-Synthesize
information across
multiple sources or
texts -Articulate a
new voice, alternate
theme, new
knowledge or
perspective
27
A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)
Depth of Thinking
DOK Level 1
(Webb) +
Recall &
Type of Thinking
Reproduction
(Revised Bloom, 2001)
DOK Level 2
Basic Skills &
Concepts
DOK Level 3
DOK Level 4
Strategic Thinking Extended
& Reasoning
Thinking
Remember
- Recall, locate basic facts,
definitions, details, events
Understand
- Select appropriate words
for use when intended
meaning is clearly evident
- Specify, explain
relationships
- summarize
– identify central ideas
- Explain, generalize, or
connect ideas using
supporting evidence (quote,
text evidence, example…)
- Explain how concepts or
ideas specifically relate to
other content domains or
concepts
Apply
- Use language structure
(pre/suffix) or word
relationships
(synonym/antonym) to
determine meaning
– Use context to identify
word meanings
- Obtain and interpret
information using text
features
- Use concepts to solve
non-routine problems
- Devise an approach
among many alternatives to
research a novel problem
- Identify the kind of
information contained in a
graphic, table, visual, etc.
– Compare literary
elements, facts, terms,
events
– Analyze format,
organization, & text
structures
- Analyze or interpret
author’s craft (e.g., literary
devices, viewpoint, or
potential bias) to critique a
text
– Analyze multiple sources
or texts
- Analyze complex/ abstract
themes
– Cite evidence and
develop a logical argument
for conjectures based on
one text or problem
- Evaluate relevancy,
accuracy, & completeness
of information across texts/
sources
-Develop a complex model
for a given situation
-Develop an alternative
solution
-Synthesize information
across multiple sources or
texts
-Articulate a new voice,
alternate theme, new
knowledge or perspective
Analyze
Evaluate
Create
- Brainstorm ideas,
concepts, problems, or
perspectives related to a
topic or concept
-Generate conjectures or
hypotheses based on
observations or prior
knowledge and experience
Four Essential Questions In
Close & Critical Reading
• What does it say?
• How does the author say it?
• What does it mean?
• So what? What’s the connection to me?
http://4.bp.blogspot.com/_i-r2GCNVjWA/SWe7r5bnm9I/AAAAAAAABDs/kJh594W4PU/S1600-R/deeply.png
29
Common Core Reading
Anchor Reading Standards
for Informational Text
Integration of Knowledge and Ideas
• 7. Integrate and evaluate content presented in diverse
media and formats, including visually and quantitatively,
as well as in words.
• 8. Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning as
well as the relevance and sufficiency of the evidence.
• 9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or to
compare the approaches the authors take.
30
Levels of Meaning
Facts/Argument/Evidence
Topics
Concepts
Principles/Generalizations
Theory
•Truth
•Can be proven
true
•Evidence
•Refers to a
body of
related facts/
evidence
•Something
you can learn
about
•A mental
construct that
frames a set of
examples that
share common
attributes.
•One or two
words
•Abstract and
broad
•Timeless
•Universal
•Universal truths
•Enduring
understandings
•Statements of
conceptual
relationship that
transfer across
examples
•Ask the questions:
 How?
 Why?
 So what?
•Explanation of the
nature or behavior
of a specified set of
phenomena based
on the best
evidence available
(assumptions,
accepted principles
and procedures
•Hypothesis/
Speculation based
on considerable
evidence in support
of a formulated
general principle
•May change over
time.
Knowledge
Knowledge
Comprehension
Analysis
Synthesis
Analysis
Synthesis
Synthesis
Assessment Grades 7-11 for CCR# 3: What does the text mean?
Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006.
(2006) From the Introduction: “Why They Walked”
Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you
happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front.
Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced
a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens.
People were separated by race from the moment they were born in segregated hospitals until the day they were buried in
segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same
restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters.
In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together
in a taxi.
Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was
required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test
to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify
even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats,
harassment. And even physical violence. As a result, African Americans in the South could not express their grievances in
the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half
century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking
peacefully.
It all started on a bus.
Assessment Freedom Walkers
CCR# 3: What does the text mean?
• Directions: Use the Levels of Meaning chart.
First, students identify the important ideas from
the passage; next, they list topics that organize
the important ideas; third, they consolidate the
topics into concepts. The last two steps are to
capture the concepts into an organizing principle
or generalization and then formulate a theory
(new knowledge).
• Freedman, Russell. Freedom Walkers: The Story of
the Montgomery Bus Boycott. New York: Holiday
House, 2006. (2006)
• From the Introduction: “Why They Walked”
Facts/Argument/Evidence
•
Jim Crow” laws—enforced a system of white supremacy that discriminated
against blacks.
•
People were separated by race from the moment they were born in segregated
hospitals until the day they were buried in segregated cemeteries.
•
In Montgomery, it was against the law for a white person and a Negro to play
checkers on public property or ride together in a taxi.
•
Most southern blacks were denied their right to vote.
•
But there were other ways to protest.
•
Black citizens in Montgomery rose up in protest and united to demand their rights—by
walking peacefully
Topics
•
Jim Crow
•
Laws
•
Skin Color
Concepts
• Segregation
•
Protest
•
Civility
•
Inequity
•
Voting rights
•
Power
•
Black citizens
•
Majority
•
Race
Principles/Generalizations
Segregation alienates
victims and oppressors
physically, legally, and
socially.
Theory
Social and judicial laws
created by an imbalance of
power produce inequities.
Writing improves
Reading Comprehension
Research over the past decade from
Columbia and Vanderbilt universities
and the University of Utah, among
many others, concludes that, when
students improve the quantity and quality
of their writing, they improve in reading
comprehension, math, science, and social
studies.
37
Nonfiction writing
There are no silver bullets in education. But
writing—particularly nonfiction writing—is
about as close as you can get to a single
strategy that has significant and positive
effects in nearly every other area of the
curriculum. Nonfiction writing is the
backbone of a successful literacy and
student achievement strategy.
Douglas B Reeves
38
Fluency (first)
• An adequate level of fluency should be
developed before moving to focus and
form.
• High School -- 125 – 150 words per 5
minutes
• Middle School – 100 --125 words per 5
minutes
39
Writing Tracker:
Chart the Progress
•
•
•
•
Record the topic
Record the date
Record the number of words
Record the domain-specific words
Writing Tracker
Progress Chart
Topic
Date
Number
of words
Number of
domain-specific
words
40
Data Analyzer
• Create a line graph with number of words
and date and topic
250
200
150
100
50
0
1/20
state
1/23
1/27
1/31
2/4
2/7
inventions oceans continents wars cities
2/ 11
2/13 2/15
41
Writing Modes of Discourse
Common Core Anchor
Standards for Writing
1. Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and
convey complex ideas and information clearly and
accurately through the effective selection,
organization, and analysis of content.
3. Write narratives to develop real or imagined
experiences or events using effective technique,
well-chosen details and well-structured event
sequences.
43
Common Core
Distribution of Genre
Grade
To Persuade
To Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
School Wide Prompts
• Beginning and end of school year
• Argument
– Provide students with facts that address both
sides of an issue
– Require students to take a stand
– Smarter Balanced Example
• Informative/Explanatory
– Provide students with background text
– Smarter Balanced Example
School Wide Prompts
• Narrative
– Middle School Prompts
– MEAP Writing from Knowledge and
Experience
– High School – Narrative techniques should be
used to add voice to argument and
informational writing pieces.
School Wide Prompts
• What kind of grade level prompts could
you create?
• How would those prompts correlate with
classroom instruction?
• Work with a partner to come up with a
prompt for argument, one for explanatory/
informational and one for narrative.
Scoring School Wide Prompts
Instructional Strategies
•
•
•
•
•
Mentor Texts
Traits Analysis
Rubric Analysis
They Say, I Say templates
Graphic Organizers
Argument vs. Persuasion
• Argument: A reasoned, logical way of
demonstrating that the writer’s position, belief, or
conclusion is valid. (EVIDENCE is used to prove
a point.)
• Persuasion: The author uses emotional appeal
and/or the character or credentials of the author
to persuade the reader to believe what they say.
Persuasion
Instructional Strategies
•
•
•
•
•
ACT Sample Prompts
ACT Scoring Guidelines
ACT Sample Essays Analysis
Timed practice sessions
Students graph scores
Writing in Response to Reading
Integration of Knowledge and Ideas
7. Integrate and evaluate content
presented in diverse media and
formats, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the
argument and specific claims in a
text, including the validity of the
reasoning as well as the relevance
and sufficiency of the evidence.
Text Types and Purposes
2. Write informative/explanatory texts
to examine and convey complex
ideas and information clearly and
accurately through the effective
selection, organization, and analysis
of content.
1. Write arguments to support claims in
an analysis of substantive topics or
texts, using valid reasoning and
relevant and sufficient evidence.
Production and Distribution of Writing
9. Analyze how two or more texts
address similar themes or topics in
order to build knowledge or to
compare the approaches the
authors take.
4. Produce clear and coherent
writing in which the development,
organization, and style are appropriate
to task, purpose, and audience.
Close and Critical Reading of two or
more texts
Your assignment:
You will read two passages, “We the People” and “Freedom Walkers”,
taking notes on these sources, and then write an informational essay
explaining how the Ronald Reagan quotation applies to these articles.
“Freedom is a fragile thing and is never more than one
generation away from extinction. It is not ours by
inheritance; it must be fought for and defended constantly
by each generation…
Steps you will be following:
In order to plan and write your essay, you will do all of the following:
 Read the two passages.
 Answer three questions about the sources.
 Plan and write your essay.
Performance Tasks ask students to write in
response to two or more texts
The Performance Tasks meet the CCSS Reading
Anchor Standards that follow.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse
media and formats, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific
claims in a text, including the validity of the reasoning
as well as the relevance and sufficiency of the
evidence.
9. Analyze how two or more texts address similar
themes or topics in order to build knowledge or to
compare the approaches the authors take.
The Performance Tasks meet the CCSS
Writing Anchor Standards that follow.
Text Types and Purposes
1. Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of
content.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)
Depth of Thinking
(Webb)
+
Type of Thinking
(Revised Bloom, 2001)
DOK Level 1
Recall &
Reproduction
DOK Level 2
Basic Skills &
Concepts
DOK Level 3
Strategic Thinking &
Reasoning
DOK Level 4
Extended Thinking
Remember
- Recall, locate basic facts,
definitions, details, events
Understand
- Select appropriate words
for use when intended
meaning is clearly evident
- Specify, explain
relationships
- summarize
– identify central ideas
- Explain, generalize, or
connect ideas using
supporting evidence (quote,
text evidence, example…)
- Explain how concepts or
ideas specifically relate to
other content domains or
concepts
Apply
- Use language structure
(pre/suffix) or word
relationships
(synonym/antonym) to
determine meaning
– Use context to identify
word meanings
- Obtain and interpret
information using text
features
- Use concepts to solve
non-routine problems
- Devise an approach
among many alternatives to
research a novel problem
- Identify the kind of
information contained in a
graphic, table, visual, etc.
– Compare literary
elements, facts, terms,
events
– Analyze format,
organization, & text
structures
- Analyze or interpret
author’s craft (e.g., literary
devices, viewpoint, or
potential bias) to critique a
text
– Analyze multiple sources
or texts
- Analyze complex/ abstract
themes
– Cite evidence and
develop a logical argument
for conjectures based on
one text or problem
- Evaluate relevancy,
accuracy, & completeness
of information across texts/
sources
-Develop a complex model
for a given situation
-Develop an alternative
solution
-Synthesize information
across multiple sources or
texts
-Articulate a new voice,
alternate theme, new
knowledge or perspective
Analyze
Evaluate
Create
- Brainstorm ideas,
concepts, problems, or
perspectives related to a
topic or concept
-Generate conjectures or
hypotheses based on
observations or prior
knowledge and experience
Middle and High School Student “Writing about Reading” Assessment Profile
Name_________________________________ Grade_____________
Writing in Response to Reading
Read for argument elements and write and argumentative essay
Evaluate DOK # 4
CCSS Reading Standard # 8
CCSS Writing Standard # 1
Read/View/Listen to integrate and evaluate and write
informative/explanatory essay
Evaluate DOK # 4
Analyze DOK #4
CCSS Reading Standard # 7
CCSS Writing Standard # 2
Analyze two or more texts for development of themes or topics or the
approaches taken. Write a constructed response or an
informative/explanatory essay
Analyze DOK # 4
CCSS Reading Standard # 9
CCSS Writing Standard # 4
Close and Critical #1
CCSS Reading Standards 1, 2, 3
Understand DOK # 2
Close and Critical #2
CCSS Reading Standards 4, 5, 6
Analyze DOK # 3
Close and Critical #3
CCSS Reading Standards 7, 8, 9
Understand DOK # 3
Fall
Winter
Spring
Grade ___
Rubric___
Grade ___
Rubric ___
Grade ___
Rubric ___
Grade ___
Rubric ___
Grade ___
Rubric ___
Grade ___
Rubric ___
Grade ___
Rubric ___
Grade ___
Rubric ___
Grade ___
Rubric ___
Rubric Score
___/3
Rubric Score
___/3
Rubric Score
___/3
Rubric Score
___/3
Rubric Score
___/3
Rubric Score
___/3
Rubric Score
___/3
Rubric Score
___/3
Rubric Score
___/3
Writing about Reading Assessments
CCSS Reading Standard # 7: Integrate and evaluate content presented in
diverse media and formats, including visually and quantitatively, as well
as in words.
CCSS Writing Standard #2: Write informative/explanatory texts to examine
and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content.
Grades 7 - 9
Directions:
You will read two passages, The Rise of the Robot Pet by Elena Soto and
Love In the Time of Robots by Frank Mullin, and view three videos, taking
notes on these sources.
Your Assignment:
Your class is writing articles for the school newspaper on robotic pets. Write
an informational essay sharing what you have learned from your research on
robotic pets (the two articles and three videos), and also explain how the
different media provided the information.
How your essay will be scored: Your essay will be scored using the
SBAC 4-point Informative-Explanatory (Grades 6-11) Writing Rubric
Writing about Reading Assessments
CCSS Reading Standard # 8: Delineate and evaluate the argument and
specific claims in a text, including the validity of the reasoning as well as the
relevance and sufficiency of the evidence.
CCSS Writing Standard # 1: Write arguments to support claims in an
analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
Grades 7 - 9
Directions:
You will read two passages, The Rise of the Robot Pet by Elena Soto and Love
In the Time of Robots by Frank Mullin and view three videos taking notes on
these sources.
Your Assignment :
Remember, your school is planning a technology fair for which one category of
entries is writing about technology. Write an argumentative essay to make a
claim for or against robotic pets. Your essay can be read by students,
teachers, and community members who attend the technology fair. Support
your claim with details from what you have read and viewed.
How your essay will be scored: Your essay will be scored using the
SBAC 4-point Argumentative (6-11) Writing Rubric
Writing about Reading Assessments
CCSS Reading Standard # 9: Analyze how two or more texts address
similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
CCSS Writing Standard # 4: Produce clear and coherent writing in
which the development, organization, and style are appropriate to task,
purpose, and audience.
Grades 7 - 9
Directions:
You will read two passages, The Rise of the Robot Pet by Elena Soto and
Love In the Time of Robots by Frank Mullin and view three videos taking
notes on these sources.
Your Assignment:
Write a constructed response explaining how the five resources build
knowledge about robotic pets. Use evidence from the resources provided.
Or
Your Assignment:
Write a constructed response explaining how different authors approach
the topic in different ways. Use evidence from the resources provided.
Scoring: The constructed responses will be scored using the SBAC 3-point
constructed response rubric.
Sample Assessment for other
grade levels…
High School: Mexican Grey Wolves:
Grades 10 to 12
Common Core Vocabulary
Anchor Standards
Language – Vocabulary Acquisition and Use
L4. Determine or clarify the meaning of unknown and multiple-meaning
words and phrases by using context clues, analyzing meaningful
word parts, and consulting general and specialized reference
materials, as appropriate.
L5. Demonstrate understanding of word relationships and nuances
in word meanings.
L6. Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge
when considering a word or phrase important to comprehension or
expression.
63
Vocabulary Self-Awareness Chart
Name_____________
WORD
+
Class______________

?
EXAMPLE
DEFINITION
Directions:
1.Examine the list of words you have written in the first column
2.Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example
must relate to the unit of study.
3.Place a “” next to any words for which you can write only a definition or an example, but not both.
4.Place a “?“ next to words that are new to you.
You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be
revising this chart, write in pencil.
64
Tiers of Words
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002,
2008) have outlined a useful model for conceptualizing
categories of words readers encounter in texts and for
understanding the instructional and learning challenges that
words in each category present.
Tier One words are the words of everyday speech
usually learned in the early grades, albeit not at
the same rate by all children.
Tier Two words are general academic words that
appear usually in text and in all content areas.
Tier Three are domain specific words and are
usually taught within the content area.
65
Academic Vocabulary List
by Jim Burke
The Academic Vocabulary List has been
categorized by parts of speech; or in other words,
into grammatical categories or word groups. By
Rick Smith.
Find this list on www.missionliteracy.com
66
Jim Burke’s Vocabulary Squares
Word
Part(s) of Speech
Variations, Synonyms,
Antonyms
Symbol, Logo, Icon
Definition(s)
Sentence
67
More literacy assessments







Profundity for Reading Fiction
Handwriting
Oral Language
Word Study
Spelling
Grammar and Word Usage
Grammar of the ACT and ELA CCSS
LiveBinders
 www.livebinders.com
 Search: MISD
 Macomb Comprehensive Literacy Plan



Management
Reading
Writing
Thank You – Contact Us
 Dr. Elaine Weber
eweber@misd.net
 Susan Codere Kelly
CodereS@michigan.gov
 Diane Berg dougndiane@comcast.net
 Tesha Thomas tthomas@misd.net