Literacy in Action
Module 6
Review of Reading Fluency
Reading and Writing
Assessment
Macomb ISD
Review of Reading Fluency
• Share the following:
How many students used the reading fluency
system?
How many readings did the students complete?
What activities did you use?
Describe the students’ progress?
How will you continue this work?
Goals for this Module
Participants will
• Review the Comprehensive Literacy Plan
www.missionliteracy.com
• Use this model to develop a Classroom/School
Literacy Plan and the Student Literacy Profile they
will use to individualize literacy development.
• Learn how to develop Writing from Reading
Assessments that measure ability to integrate
and evaluate multiple media; delineate and
evaluate argument; and analyze texts for themes,
topics and development with argumentative and
informative/explanatory essays.
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?
Middle and High School Student Literacy Profile
Name_____________________________________________
Fall
Grade_____________
Winter
Spring
Reading Fluency
Grade___ Rubric__
Grade__ Rubric___
Grade___ Rubric___
Reading Grade Level
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
Grade ______
Score ____of 40
Rubric Score ___/3
Rubric Score ___/3
Rubric Score ___/3
Rubric Score ___/3
Score ____of 15
Score _____of 4
Grade ______
Score ____of 40
Rubric Score ___/3
Rubric Score ___/3
Rubric Score ___/3
Rubric Score ___/3
Score ____of 15
Score ____of 4
Grade ______
Score ____of 40
Rubric Score ___/3
Rubric Score ___/3
Rubric Score ___/3
Rubric Score ___/3
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 letter____
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
Word Study
Vocabulary
Spelling
Grammar and Word Usage
ACT English Test Preparation
North Dakota State University
Your turn…
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?
Literacy Initiative Plan AMENDED
Sample Literacy Plan – School ABC
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
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????
Your turn…
With table partners review the Literacy Plan…
In what areas do you have data on your
students?
Are there areas where you do not have data
for your students?
What are some areas where you would
consider collecting data?
Guided tour of the Comprehensive
Literacy on www.missionliteracy.com
• Learn about the resources to establish a
plan/profile for your students’ literacy
development: at the level of student, classroom,
grade level, school, district, county or state.
• Find out how to locate and use the assessments
• See samples of the plans/profiles to determine
how they can be modified for your needs.
Independent Exploration of the
Comprehensive Literacy Plan
Assessments and Strategies
Participants will begin to develop their own
literacy plans and student profiles. They will
have twenty minutes for exploration on their
own.
Performance Tasks that have students
writing 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 # 2
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…
Elementary: Ecology: Grades 4 to 7
High School: Mexican Grey Wolves: Grades 10
to 12
Evidence for Certification
First, You are to develop a Literacy Plan.
It can be for your school (if you are a principal or a
school improvement chair, or a literacy coach)
It can be a Literacy Plan for all your classes. (Include
literacy skills you expect to have data on for all
your students.)
It can be a Literacy Plan for one class.
Your plan should include at least one of the
“Writing about Reading” assessments.
Evidence for Certification
Next, you will create a Student Literacy Profile
for your students.
The Student Literacy Profile should reflect the
assessments that are on the Literacy Plan for
the school, classes or class.
You will bring this data to PRESENT at a final
meeting which is required.
Evidence will include: Literacy Plan, Student
Literacy Profile(s) and any results (data) you
have acquired through implementation.