Instructional Approaches, Timing, and Suggestions for the ELA COE Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License Instructional Approaches, Timing, and Suggestions for the ELA COE Lesley Klenk, ELA COE Specialist September 2016

Note to Educators This PowerPoint/presentation is designed to provide introductory information to new ELA COE educators. The information is intended to be an overview. Slides from previous presentations have been included in order to establish context. All ELA COE educators can access training modules on the individual components of the ELA COE on the COE training page and the ELA COE Moodle. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Overview of Topics Instruction and the ELA COE—appropriate and inappropriate Claim 1: Using close reading strategies to access text Claim 2 Brief Writes: Finding the hanging point in a stimulus Claim 4 Research: Questioning research: credibility and relevancy Claim 2 Full Writes: Elaborating, not summarizing Sample calendar and timing suggestions for instruction and working on tasks OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Teacher Involvement With Students Working on the ELA COE The ELA COE is a state-approved alternative assessment accessed by students to show they possess the level of skills and knowledge in ELA to graduate from high school. Teacher involvement is limited to appropriate instruction and interaction with students working on an ELA COE. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

New Additions to the ELA COE Webpage Checklists for students and teachers Parent letters Student completion commitment letter FAQs Sample semester calendar Guiding document for semester calendar Digital library resource list Reading tasks Brief writes Performance task OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Instruction and the ELA COE: What is Appropriate Instruction can take place before, during, and after a reading task, brief write, research question, or full write Students can draft and revise their extended-time reading tasks, brief writes, research questions, and full writes as often as they would like up until the submission date Students can make notes on copies of passages, use graphic organizers, and annotate passages and questions OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Instruction and the ELA COE: What is NOT Appropriate Instruction on the specific questions, content of the passage, explanation of the brief write stimulus, analysis of the sources, or explication of the full write prompt Using the extra tasks in the task bank for practice Correcting any of the student work Keeping copies of the task bank Showing the task bank to other educators OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Working in the Classroom With ELA COE Students Appropriate Inappropriate (Would result in invalidation of student work) Sit with a student and choose a task/brief write/performance task together Teach the independent skills assessed in a task before students begin working Use graphic organizers and other strategies with curriculum materials outside of the task bank Use general reminders about working with texts and using writing skills Check student work in the system (extended- time only) and re-teach concepts/skills outside of the task Use practice tasks to teach students about the expectations for the ELA COE Allow a student to look at the entire task bank alone Teach to the content/question before/during/after the task Help students fill in the graphic organizers or tell students what strategy to use based on the content of the passage while working on a task Tell students specifically where to go back to the text or correct their writing Review and correct student work Use extra task bank tasks for practice OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Security Protocols for ELA COE Materials ELA COE reading task bank passages and questions, brief writes, research questions, sources, and full writes and tasks are secure state test materials. Test materials are never left unattended by building educators. As the COE allows for multiple opportunities for students to review and revise these materials, they must be kept in a secure location between administration sessions. Passages, tasks, brief writes, prompts, and research sources may be printed for one student at a time for marking text, developing responses, and reviewing their work. Passages and tasks may not be duplicated for a class, or held in a file for future COE work. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Extended-time Work on the ELA COE Develop mini lessons on the skills students will work on in a task Lesson must use curriculum from the classroom Students can use multiple opportunities to read/annotate/develop answers to questions Support student with general reminders Re-teach concepts/skills Inform student it is their decision to submit the task OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

On-demand Work on the ELA COE Teacher must choose reading task and brief write for the student (no longer linked) Student may not see the task before the on-demand setting Student must complete the on-demand reading task in one setting and the on- demand brief write in one setting—may not leave room, be unattended, take a break for lunch, etc. Teacher may not talk to student while the on-demand is taking place The reading on-demand and the brief write on-demand can be taken at the same time or on separate occasions Student submits the on-demand regardless of quality or quantity of work If the student is struggling, the teacher may make the decision to remove it from the on-demand status and continue working on it as an extended time. However, an on-demand reading and brief write must be completed in order to submit. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Claim 1: Close Reading Strategy Create a code for deconstructing passages: e.g. MI—Main Idea, T-Thesis, TH-Theme, D-Details, E- Examples, etc. Use highlighters or pencils-one for each element. Review the text. What do you see? Ask about quantity, location, adjacency. Inquire abut non-highlighted text. Role? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Claim 2: Brief Write Hanging Point (Informational Introduction) Collect several newspaper and magazine articles: Explain the criteria for an introduction—introduces topic and gives a preview of the subtopics Walk through a shared article and pause when you reach the “hanging point.” (Where the introduction ends) Ask—”what happened here?” Describe that in every piece of writing there is a hanging point—a transition, a turning, a revealing, a taking the next step. Work together finding the hanging point in different pieces of writing. Take an article, keep the hanging point, remove everything above it, and practice writing new introductions. You can do the same practice with conclusions. Just remove everything below the hanging point. Compare the new introductions with the original ones. Use the rubric to score them. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Claim 4: Questioning Research There are 3-4 sources in every performance task. Students are asked to evaluate the sources in the research questions. They should read the questions first to see which sources they will have to evaluate. Do not read them in-depth. Skim them, looking for the indicators of credibility and relevancy. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Credibility is About Selecting Sources to Support an Argument Where was the source published? Who wrote it? Is the source current and appropriate for the topic? Who is the intended audience? Is the source a primary or secondary source? How will the student use it? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Activity for Understanding Credibility Distribute a persuasive essay Assign a group of 3 one word. Each group reads the essay and find an example that “matches” their word. Discuss why it is a good match. Discuss how sections in an essay can reflect more than one word. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Words That Address Credibility Convincing Effective Valid Reliable Conclusive True Reasonable Persuasive OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Relevancy and Sources Relevancy is about selecting sources that are directly related to your topic Are the sources for factual information clearly listed so they can be verified in another source? Are there dates of publication to indicate if the source is current? Is the topic successfully addressed, with clearly presented examples and adequate support to substantiate them? Does the source update other sources, substantiate other materials you have read, or add new information? Is the target audience identified and appropriate for your needs? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Activity for Understanding Relevancy Distribute an explanatory essay Assign a group of 3 one word Each group reads the essay and find an example that “matches” their word Discuss why it is a good match Discuss how sections in an essay can reflect more than one word OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Words That Address Relevancy Useful Significant Verifiable Applicable Connected Appropriate Important OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Full Writes Prompt drives the essay Focus on topic is low performance; focus on thesis is high performance Source material included in the essay is not scored. Organization is the driver Elaboration is the road trip Conventions provide clarity and distinctiveness OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Strategies to Integrate Sources and Student Writing A student is ready to revise when a draft contains: Thesis or argument that belongs to the student At least three informational examples from different sources to support the thesis -or- At least three argumentative examples from different sources that support the argument or counterargument A conclusion that goes beyond the thesis and belongs to the student OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Revision Activity Take paper and put in outline format—one sentence for each section. Cover the paper and reveal it section by section. Go through the process of review for each section. As the next section is revealed, analyze not only the closest section but all of the sections. Ask the questions. Take notes, fill in the gaps. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Questions to Ask Before Revising Can the thesis or the argument or the counterargument stand alone without the rest of the essay and be understandable? Do sections repeat information already covered? Are concepts or ideas explained and supported with a quote? Are concepts or ideas included in arguments or counter arguments and supported with a quote? Are there transitions that lead to more examples and more support? Is there a conclusion that goes beyond the thesis statement and includes the student’s own thinking? OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Highlight For Meaning Use two highlighters. Highlight all of the quotes and summaries, and restatements of the sources with one color. Use a different highlighter and highlight all of the student’s own words, explanation, analysis, judgement, argument or counter argument. If there is more than 50% source material, revise for elaboration and transitions. If there is more than 50% student’s own writing, revise for organization and support for ideas and arguments. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Finish the ELA COE… Develop a plan for completing each section. Reading tasks will take the longest. Brief writes are the shortest. Bundle the research questions with the full write— draft answers before the full write and revise them after the full write. Teach the targets using curriculum material from your class. Give generous time to completing the tasks. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Sample Calendar and Guidelines For A Semester A sample calendar and set of guidelines for completing an ELA COE in a semester is available at: http://moodle2.ospi.k12.wa.us/course/view. php?id=100 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Claim 1 Timing and Suggestions: (September 12th-November 16th) Prior to beginning reading instruction, conduct a baseline assessment of student reading skills in Targets 1-14 To complete 4 Claim 1 tasks: 3 days each instruction on literary, informational, paired text 3 days each completing sample Moodle literary, informational and paired tasks including instruction on: strategies for passages, questions, answers, and scoring 1 day each reviewing and re-teaching literary, informational, paired 5 days working on each task, including passage annotation, drafting, revising and submitting answers Total number of days required to complete 4x Claim 1 tasks: 41 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Claim 2 Timing and Suggestions: (November 17th-December 19th) Prior to beginning brief write instruction, conduct a baseline assessment of student brief writing skills for Claim 2 targets 2a,4a,6a To complete 4 Brief writes: 2 days each overall instruction on info intro, narrative conclusion, info elaboration and argumentative elaboration 2 days each completing sample Moodle brief writes narrative conclusion, info elaboration and argumentative elaboration, including instruction on: preamble, stimulus, prompt, rubrics, scoring 2 days working on each brief write including stimulus annotation, drafting, revising and submitting Total number of days required to complete 4x Claim 2 brief writes: 24 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

Claim 2 Full Write and Claim 4 Research Timing and Suggestions (January 2-25) Prior to beginning full write instruction, do a student writing baseline assessment using the Explanatory and Argumentative 10-point rubrics. Prior to beginning research instruction, conduct a baseline assessment of student research skills for Claim 4 targets 2,3,4. To complete 4 research items and 2 full writes: 2 days of instruction on each mode of writing 2 days review of overview of prompt and criteria for each full write 2 days of reading sources and answering research questions for each task 3 days of drafting, revising, integrating source material, and editing for each full write Total number of days required to complete 4x research questions and 2x full writes: 18 OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016

COE Contacts Lesley Klenk ELA COE Specialist (360)725-6033 Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License COE Contacts Lesley Klenk ELA COE Specialist (360)725-6033 coe@k12.wa.us Lindsey Bullough Graduation Alternatives Assessment Specialist (360) 725-6223 Cindy Jouper, ESD 113 COE Program Director (360)464-6708 Fax: (360)943-0944 coe@esd113.org Except where otherwise noted, this work by the Office of Superintendent of Public Instruction is available under a Creative Commons Attribution License OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION 9/2/2016