Using ACT Resources for Strategic Planning English I and II PLT Leaders October 15, :30-5:00 pm

Agenda Learner Objectives: Learner Objectives: By the end of our workshop, learners will be able to… LocateIdeas for Progress Locate the ACT Benchmark Standards Ideas for Progress resource Analyzeevaluatenext steps Analyze and evaluate Ideas for Progress to determine best “next steps” for students Use backwards-design practices strategic lesson and unit Use backwards-design practices for strategic lesson and unit planning using CCSS and Ideas for Progress WhenWhatHow 10 minThe ACT Ideas for ProgressBrowse the site 25 minStrategic PlanningModel Think-Aloud 35 minStrategic Planning, Part 2Partner-Plan 10 minGreat IdeasShare and Compare 10 minNext StepsGroup Think

ACT Website  Composite Benchmarks  K-12 Education Professional > ACT’s College Readiness Benchmarks benchmarks/ benchmarks/  Out of a total score of…Explore 25, Plan 32, ACT 36  ACT Writing Test  Score 1 to 6 x 2 scorers = Score of 2 to12  Combines with English test for combined score  OR  Combined score table  ACT College Readiness Standards OR whole pdf booklet research/documents/ACTIdeasforProgress.pdfhttp:// research/documents/ACTIdeasforProgress.pdf  Ideas for Progress scroll to bottomhttp://  ACT / SAT Score Comparison  OR

So… Let’s say… My class has an  Average of 17 on Plan Reading  Average of 15 on Plan English I’ve already trained them to  Work in collaborative learning structures  Use digital tools for reading and composing  Use skills-based rubrics with descriptive indicators  Use Self-assess and Peer-assess

Great. So what? Move ‘em forward! ACT Ideas for Progress What can they already do? What do they need to learn next? What can we do to move them forward?

Let’s see what this looks like 15 on Plan English – meets Benchmark Ideas for progress Check for and correct unnecessary commas. Revise writing to ensure that information is in the best order. Read writers of various genres and imitate their work.

Let’s see what this looks like 17 on Plan Reading— below benchmark Ideas for progress Explain the significance of specific information. Distinguish between what is most and least important in a text. Identify statements in texts that clearly state the causes and effects of specific events.

Common Core Standards  RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Students examine how an author builds an opinion or a study with key details, paying close attention to how the ideas are introduced, sequenced, and developed. Finding the connections between ideas should be reviewed.  L Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.  6.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.  7.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).  8.aUse punctuation (comma, ellipsis, dash) to indicate a pause or break.  W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

Begin with the end in mind  Learning Goals  Product – “Professional” Movie or TV Show Review  Rubric/Assessment Imitate the work of a professional reviewer. Justify the placement of information in best order. Justify the choices of information and detail. Identify the cause-effect relationships of information and significance. Avoid use of unnecessary commas

Text or Topic Current movie review Gravity Peter Travers

5 E Instructional Framework DAY ONE  Engage– Whole Group - movie trailer – 10 min  Explore- Individual or Pairs– 30 min Read review and respond to 3-Level Reading Guide Right There, Text and You, Text and Author Respond to Dig In! Protocol for data collection  Explain – Groups of 4 –45 min Collect Dig In! data Rate the Reviewer Use Rubric for student work Provide evidence (from Travers’ text) on the Evidence Chart

5 E Instructional Framework  Extend – 2 days (DAY ONE) PBL Context: Professional Reviewer of movie or TV show PBL Audience: school newspaper editors DAY TWO First draft—Compose by imitating Peter Travers DAY THREE Use Rubric to self-assess skills Provide examples from YOUR review on Evidence Chart Second/Third drafts to imitate Travers and clearly show skills.

5 E Instructional Framework DAY FOUR  Evaluate Self-assess using Rubric Peer assess using Rubric Class Best using Rubric Newspaper editors choose School Best and publish in next edition (Teacher evaluates using student self- assessment as guide for feedback)

Materials to Develop or Provide  Skills-based rubric with descriptive indicators (multiple copies for Rate the Reviewer, Self-assess, Peer- assess, Class Best)  Copies of professional movie review  Three-level reading guide (first reading)  Dig In! Template (second / third reading)  Evidence Chart for Rate the Reviewer  Scenario and Context for Project-Based Learning Task  Evidence Chart for Self- assess  Class Best Certificate  School Best Certificate

Your Turn! You will need: Groups of 3 or 4 CARDS with your class’s average benchmarks ACT Benchmark Standards for READING and ENGLISH, plus a look at ACT WRITING CCSS