Introduction to ELA
Performance Tasks
What is expected of students to demonstrate endof-year CCSS proficiency?
Secondary ELA Preservice, 2014
Presented by:
LaRae Blomquist
Jennifer Hammond
Welcome and Introductions
• Welcome
• Presenter introductions
• Logistics
– 3 hours of workshop with a
15 minute break
– Back to sites at noon for
morning attendees
– Handouts/ppt. uploaded to
CCSS blog address:
http://blogs.egusd.net/ccss/
Norms
California Standards for the
Teaching Profession
6.7 Demonstrating professional
responsibility, integrity, and
ethical conduct
Historical Context: Road to CCSS
Implementation
Preservice, 2012
• Gradual Release of Responsibility
Winter, 2012-13
• ELA release day
– Overview of CCSS
– Writing text-dependent questions
– Using say/do/mean graphic
organizer during close reading
opportunities
– Connecting writing to reading with
a layer of research infused
Historical Context: Road to CCSS
Implementation
Preservice, 2013
• Introduction of Odell info text materials
• Close reading multi-media text
• Connecting writing to reading
ELA Steering Work, 2013-14
• Creation of 7-12 performance tasks
Spring/Summer, 2014 (optional for 6th-12th)
• Creating cohesive sets of text-dependent
questions
• Building shared knowledge of “text
complexity”
• Debriefing via an ELD standards lens
On the Road Again: Where We’re
Headed
Outcomes for Preservice, 2014
Identify end-of-year ELA
expectations for CCSS
Introduce components of a
performance task
Identify, deconstruct, and
discuss implications for literacy
instruction
On the Road Again: Where We’re
Headed
Fall Release Day, 2014
• District-wide writing calibration using
performance task anchor papers
• Implications for instruction and
assessment
ELA Steering Work, 2014-15
• Revising7-12 performance tasks/rubrics
• Identifying anchor papers
• Production of CCSS-aligned resources
Spring Release Day, 2015
• Integrated CCSS writing instruction
• Break-out sessions
On the Road Again: Where We’re
Headed
Outcomes for Preservice, 2014
Identify end-of-year ELA
expectations for CCSS
Introduce components of a
performance task
Identify, deconstruct, and
discuss implications for literacy
instruction
Let’s get started
Setting the Stage
Prior knowledge and experiences are important
to learning. However, they can both help and
hinder. Let’s explore the latter circumstance.
Considerations for Optimal Learning
Answer the following questions silently in your
mind:
• How many sides does a stop sign have?
• What two colors are on the sign?
Considerations for Optimal Learning
Answer the following questions silently in your
mind:
• How many sides does a yield sign have?
• What two colors are on the sign?
In 1971, yield signs
went from yellow and
black to red and white.
They first showed up
as a traffic sign in
1954.
The Point?
• Sometimes in learning experiences, we
fail to see something since we think we
already know it.
• New concepts are relegated to “Yellow
Yield Sign” understanding—without
really seeing the new message.
• This is particularly significant to
professional learning situations where
there is a vast continuum of participant
knowledge.
Red & White “Yield Sign Thinking”
Red & White “Yield Sign Thinking”
Contrary to past overt (and
unintended) messages about “getting
students ready for the CSTs,” the
purpose in deconstructing a CCSSaligned performance task is NOT to
prep students for an SBAC
assessment…
but to better understand end-of-year
literacy expectations.
What are end-of-year expectations for
ELA Common Core standards?
Read
Key Ideas and Details
Integration of Knowledge & Ideas
Gather Information
Research
Cite Evidence/Examples
Connect Writing to Reading
Write for a Purpose
Use Text Evidence
What are end-of-year expectations for
ELA Common Core standards?
Read
Key Ideas and Details
Integration of Knowledge & Ideas
Gather Information
Research
Cite Evidence/Examples
Connect Writing to Reading
Write for a Purpose
Use Text Evidence
What are end-of-year expectations for
ELA Common Core standards?
Read
Key Ideas and Details
Integration of Knowledge & Ideas
Gather Information
Research
Cite Evidence/Examples
Connect Writing to Reading
Write for a Purpose
Use Text Evidence
Compare E-O-Y Expectations
to Grade-Level Standards
Read
Key Ideas and Details
Integration of Knowledge &
Ideas
Gather Information
Research
Cite Evidence/Examples
Connect Writing to Reading
Write for a Purpose
Use Text Evidence
Reading - Informational Text #7 & #9
Directions:
• Read standards #7 and #9 from 6th-12th grade.
• Underline verbs and content knowledge that
indicate shifts between grades.
Discuss with a partner:
• One question I had when reading is______.
• An implication for my instruction that came to
mind is_____.
Reading #1, Writing #7 and #8
• Read the following standards at your grade
level:
– Reading #1: cite evidence
– Writing #7 and #8: research; gather information;
assess credibility
• Discuss at your table:
– How do these three standards connect with each
other?
– What is new, and what are the implications for
instruction?
Writing #1-3
• Read the following Writing standards #1-#3 at
your grade level:
– argument,
– informational/explanatory, and
– narrative
• Looking at the commonalities between the
writing standards, identify one thing that you find
difficult teaching or that students have difficulty
learning.
Think of your students.
How have the former standards and assessment
methods shaped the academic characteristics/
skills of the students in your class?
Setting the Context
The students you have in front of you…
• Fill in blanks
• Product-oriented/complete the task
• Need to find the “Right”answer
• “How long does this have to be?”
• Explicit vs. inferential reading
• One-and-done mentality
• Fixed mindset
• Risk-averse
On the Road Again: Where We’re
Headed
Outcomes for Preservice, 2014
Identify end-of-year ELA
expectations for CCSS
Introduce components of a
performance task
Identify, deconstruct, and
discuss implications for literacy
instruction
What is an ELA performance task?
• Smarter Balanced Assessment Consortium (SBAC)
is developing the assessments for CA.
• Assessments are comprised of the following:
– Selected Response (multiple choice)
– Constructed Response (short answer)
– Technology Enhanced (technological interaction with
text)
– Performance Task (multiple texts/sources with
corresponding constructed responses culminating
with writing assignment—These go together!)
Determining Rigor Within Instruction
and Assessment
Building shared
understanding of
Depth of
Knowledge
Webb’s Depth
of Knowledge
Webb’s Depth
of Knowledge
Webb’s Depth
of Knowledge
Webb’s Depth
of Knowledge
Webb’s Depth
of Knowledge
DOK - Connecting Verbs to Tasks
Comparing DOK to Blooms
If you were paired with a new teacher who was
hired after preservice, how would you explain to
him/her what DOK is?
Let’s examine a DOK level 4…
performance tasks.
Process for Deconstructing
Performance Tasks (PT)
1. Examine 7th grade SBAC sample together
– Understand components of all PTs
– Model the process for deconstruction
2. Grade-level teams deconstruct EGUSD
performance tasks
3. Discuss instructional implications
Review Components
of a Performance Task
Let’s take a few minutes to walk through a
Smarter Balanced performance task.
NOTE: This sample also contains scoring information for a teacher resource
that would not be included in the student copy.
Napping Explanatory Performance Task
Source Examination
Read Source #1 and
#2 with a 7th grader
in mind. (pp. 1-2)
Consider the skills
necessary to
comprehend the
materials.
Components of a Performance Task
Constructed Response (CR):
• Look at the DOK for the constructed response.
• DOK does not equal a specific standard #.
Page 6
Read the Constructed Response
Page 6
Chart: Deconstruct Discrete Student
Skills/Vocabulary
What discrete skills/vocabulary
would a student need to
independently complete this task?
Discrete Skills:
Constructed Response
Opportunities for Instruction:
• Cite relevant
evidence
Academic Vocabulary:
Opportunities for Instruction:
Scoring Guide Discussion
1. Review the Key
Elements outlined in
the dashed box.
2. Read both the rubric
and the student
exemplars for a score
point 2 and 1.
3. Highlight/underline in
the 2 point rubric the
elements required (i.e.,
correctly identifies
relevant source).
Compare Rubric to Student Response
• (2 points) 1. The table in Source #1 shows the amount of
sleep that people of different age groups need every day to
function well. 2. This supports the claim in Source #2 that
everyone
has
an internalfor
clock
that follows
day
and
1. says
Reread
the
exemplar
score
point
2.
night patterns. 3. If your internal clock gets out of sync
of yourtable
habits,group,
your sleep
patterns will
get messed
2. because
With your
determine
which
up and you don't get the good night's sleep your body
sentences
represent
the specific
needs.
4. In Source
#3 a 12-year-old
middleelements
school student
says
she gets 8in
hours
sleep a night and feels tired after
identified
theofrubric.
school. 5. Long naps just make her groggy. 6. She writes to
3. a When
prompted,
the
the
doctor for
advice aboutwrite
how to
getnumber(s)
more energy. of
7. The
doctor
tells her that
athe
short
nap might help, but she really
sentence(s)
on
whiteboards.
needs to get more sleep at night. 8. The table in Source #1
supports the doctor's advice. 9. According to the table, a
school-aged person should get 9-10 hours of sleep a day.
Table Talk - Examining the Rubric
• What are the differences between a 2-point
and a 1-point score according to the rubric?
• What would the 1-point exemplar response
need to add in order to receive a 2 on the
rubric?
Read Remaining SBAC 7th Constructed
Responses
What additional skills and/or vocabulary may be
necessary for students?
p. 7
p. 8 & 9
Grade-Level Application:
Materials Needed
7th
ALL
8th
ALL: “Deconstructing a Performance Task”
7th : Yellow, EGUSD performance Task
8th: Green, EGUSD performance Task
Grade-Level
EGUSD Deconstruction
• Examine and
deconstruct the first
constructed response
found in your gradespecific, EGUSDcreated performance
task.
• Record discrete skills
and academic
vocabulary necessary
on the blue handout.
• Be prepared to share
out in a whip-around.
Debrief Constructed Responses
• What are the implications for instruction now
that you’ve examined both SBAC and EGUSD
constructed responses?
Read
Key Ideas and Details
Integration of Knowledge & Ideas
Gather Information
Research
Cite Evidence/Examples
Examining the Culminating Writing
Task
Pages 9 and 10
Deconstruct Discrete Student
Skills/Vocabulary – Writing Task
What discrete skills/vocabulary
would a student need to
independently complete this task?
Discrete Skills:
Academic Vocabulary:
Culminating Writing Task
Opportunities for Instruction:
Opportunities for Instruction:
Share Out
By the way…the culminating tasks vary.
Task Overview (105 total minutes):
Title: Narrating History
Part 1 (35 minutes): Ultimately tasked with writing an
historical narrative, students will read an article and two
stories and view a video, taking notes on these sources. They
will then respond to three constructed-response questions
addressing the research skills of analyzing and evaluating
information.
Part 2 (70 minutes): Students will work individually to
compose full-length historical narratives, referring to their
notes as needed. Pre-writing, drafting, and revising will be
involved.
EGUSD Grade-Level Deconstruction
• Examine and
deconstruct the
writing task found in
your grade-specific,
EGUSD-created
performance task.
• Record discrete skills
and academic
vocabulary necessary
on the blue handout.
• Be prepared to share
out in a whip-around.
Compare the Components of a P.T. to
CCSS End-of-Year Expectations
Performance Task Components:
• Read three or more texts
• Gather relevant evidence to demonstrate
understanding of text
• Produce writing using evidence gathered
• What are the implications for instruction now that
Read
you’ve
examined
both
SBAC
and EGUSD
Key Ideas and Details
Integration of Knowledge & Ideas
constructed responses?
• How do the constructed
response questions after
Gather Information
eachResearch
reading selection connect
to the writing
Cite Evidence/Examples
task?
Connect Writing to Reading
Write for a Purpose
Use Text Evidence
But Wait!
Myths vs. Facts…Addressing Assessment “Baggage”
Curriculum mapping (getting to ch.___ by Dec.)
Not a final exam
Permission to chunk teaching writing
Not one grade-level’s responsibility (K-12 team)
Literature/info text 50/50 (vs. 70/30)
Text is not “just” written/multi-media literacy
EPT results/Placement tests—50% fail rate approx.
statewide
ELA Resources
• Electronic
resources listed on
the page
• Expository
Reading/Writing
Course (ERWC)
modules for those
who have been
trained
Grade-Level Planning
As a site, where and how will you incorporate
the end-of-grade-level CCSS expectations for
direct instruction and/or assessment (AKA
performance tasks)? (It’s NOT about having to
put the EGUSD-created tasks into the curriculum
map.)
What are your
next steps to be
able to achieve
the above?
Feedback – Survey Monkey
Your valuable feedback is
being requested via
Survey Monkey.
Please respond to the brief
questions which are
accessed through an
email sent to you from
Research and Evaluation.