Part One: Proof of Concept Study Instructional Support NCDPI ELA Section August 19, 2015 Standards and Instruction We will begin at 3:00. Please be sure audio is on.

Welcome!  Thank you for joining us today for Part One of our instructional support series for the Proof of Concept Study.  We hope you had the opportunity to attend Accountability’s webinar regarding the Proof of Concept Study and the Interim Assessments. If not, it is housed in our Edmodo. We will share more about the Edmodo in tomorrow’s webinar.

Purpose  Our purpose today and ELA Section’s role in the Proof of Concept Study is to provide the participating teachers with instructional support.  Any questions regarding instruction may be directed to Julie Joslin.  Any questions regarding interim assessment may be directed to Dan Auman.

Attendance  If you are listening live: In order to keep attendance for this training, we ask that you please type into the chat box your last name and district.  If you are listening to a recording or reading the saved ppt., please Teresa Parker with a brief note of attendance. In the subject line note POC Webinar.

Instructional Support Webinars DatesTopic(s) Part One Aug. 19Standards Part Two Aug. 20Text Complexity Part Three Oct. 22TBD

Integrated Model

Grade 6 English Language Arts Assessed Standards Grade 6 StandardStandard RL.1 (Reading Literature) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Grade 6 English Language Arts Assessed Standards Grade 6 StandardStandard RI.1 (Reading Informational) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Grade 6 English Language Arts Assessed Standards Grade 6 StandardStandard RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. L.4.a (Language) Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. L.5.a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context.

Which standards are most challenging to teach and why?  Type your answers in the chat box – Just provide the standard number.  For example, “RI.2 because…”

Points to Consider  Multiple expectations within a standard  Skills students were expected to master in previous grades  Alignment of: Standard Outcome Instruction Assessment  Complexity of the text

Examining the Standards Closely RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

A Close look RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. L.6.4 Determine or clarify the meaning of unknown and multiple- meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a.Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase. While both of these standards focus on words and phrases, RL.4 requires students to analyze the impact of a specific word choice on meaning and tone. The language standard requires students to determine the meaning of words and phrases based on context and word position.

SAY/ MEAN /MATTER How to look at the standards closely. Three questions to consider: What does it say? (a summary of the standard) What does it mean? (skills within the standard) Why does it matter? (why is it important to know)

Say / Mean / Matter Thinking Chart Standard: What does it say? ( a summary) What does it mean? (skills within the standard) Why does it matter? (Why is it important to know?)

Example – What does it say? RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Refer to the text for proof when providing ideas about interpretations or a close examination of a text. RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. Show how a distinct and unifying idea is communicated through specific details in a text; be able to retell the story without including any personal judgment. RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Explain how a series of events in a drama or story affects the characters and moves the story to an end. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Understand not only the meaning of words and phrases within the context of text but recognize and explain how these words influence meaning and tone. RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Examine how pieces of a text such as a sentence, chapter, scene, or stanza fit into the text as a whole to grow a theme, expand a setting, or advance a plot. Reading Literature

Resources to Support  NCDPI ELA Unpacking Documents  Common Core Companion: The Standards Decoded by Jim Burke

“What does it mean?” Resource - Tulare Bookmarks

Points to Consider  Multiple expectations within a standard  Skills students were expected to master in previous grades  Alignment of: Standard Outcome Instruction Assessment  Complexity of the text

Fifth-Sixth Grade Standards Vertical Alignment RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story. RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

You Try! Reading Literature Grade 5 RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Grade 6 RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Standards Progression

Points to Consider  Multiple expectations within a standard  Skills students were expected to master in previous grades  Alignment of: Standard Outcome Instruction Assessment  Complexity of the text

Aligned Instruction  Identify targeted standard(s)  Determine desired student outcomes  Plan instruction needed

Example RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Student Outcome: Students will use proof from the text to support their idea of how the character changes. Instruction: “Students, watch as I refer to the text to find evidence to support my thinking about a character’s change in Peter Pan. In order to find the evidence, I must first consider how the story unfolds. So let’s review the plot, marking examples as we go. Now we have seven examples. Let’s look at how I determine the strongest textual evidence that would back up my thinking. Notice how I am using sticky notes to mark the places in my book so I can cite the text during class discussion.”

Assigning vs. Instructing Example: RL.6.1, RL.6.3 Assigning: The teacher asks students to complete a graphic organizer using evidence to back up their thinking about the events that lead up to the climax, and ultimately, the character’s development in Peter Pan. Instructing: “Students, watch as I refer to the text to find evidence to support my thinking about a character’s change in Peter Pan. In order to find the evidence, I must first consider how the story unfolds. So let’s review the plot, marking examples as we go. Now we have seven examples. Let’s look at how I determine the strongest textual evidence that would back up my thinking. Notice how I am using sticky notes to mark the places in my book so I can cite the text during class discussion.”

EQuIP Rubric

Integrated Model Approach “While the standards delineate specific expectations in reading, writing, speaking and listening, and language, each standard need not be a separate focus for instruction and assessment. Often several standards can be addressed by a single rich task.” CCSS Introduction (5)

Instead of just this: Analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. RI.6.3 Do this: Write an essay analyzing in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. Prepare the essay for publication by editing. Upload your essay to the classroom blog. RI.6.3, W.6.4, L.6.1.a,b, L.6.2.a,b Thinking about Integrated Tasks

Instead of just this: Students analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text. RL.6.5 Do this: Using the information from the collaborative annotations, students will analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text. RL.6.5, SL.6.1

Are they getting it? “Good assessment always begins with a vision of success.” – Richard Stiggins, Student- Centered Classroom Assessment

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Student Outcome: Students will use proof from the text to support their idea of how a character changes. Instruction: “Students, watch as I refer to the text to find evidence to support my thinking about a character’s change in Peter Pan. In order to find the evidence, I must first consider how the story unfolds. So let’s review the plot, marking examples as we go. Now we have seven examples. Let’s look at how I determine the strongest textual evidence that would back up my thinking. Notice how I am using sticky notes to mark the places in my book so I can cite the text during class discussion.” Task: On a notecard write one idea you have about how a character changes. Use stickies to mark textual evidence. On paper, list the evidence you have found, in the order of importance.

Aligning Your Assessments with Your Instruction Example: RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Choice 1: How does stanza 3 contribute to the development of the poem? Choice 2: How does stanza 3 contribute to the development of the poem’s theme? Which question addresses the standard completely? (Type your answer in the chat box.)

Your instruction focuses on asking students to summarize the arguments of different authors, and your assessment measures students’ ability to compare and critique the arguments of different authors. Example

Examine Student Work Strengthening Lessons: Using the EQuIP Student Work Protocol

Standard Choose targeted standard(s) as well as supporting standards that create an integrated approach. Outcome Focus your instruction around the entire targeted standard(s), keeping in mind the difference between assigning and instructing. (What the teacher is doing) Instruction Match your tasks or assessments to the instruction that you have provided. (What the student is doing) Assessment Determine student outcomes based on the expectations of the standards. Standard Outcome Instruction Assessment

Extended Lesson Integration

Resources

Points to Consider  Multiple expectations within a standard  Skills students were expected to master in previous grades  Alignment of: Standard Outcome Instruction Assessment  Complexity of the text

Questions?

 Any questions regarding instruction may be directed to Julie Joslin.  Any questions regarding interim assessment may be directed to Dan Auman.

Part Two Tomorrow!