Building a Culture of Literacy in the 21 st Century 5-8 Classroom Title I School Improvement Technical Assistance Workshop June 18, 2009 Roger Bennett, Melissa Given, Carrie Marcum

“Why?” Establishing the Need After viewing the movie “Why”, what impacted you the most. Turn to your neighbor and share your responses.

Activating Prior Knowledge Think about “A Classroom Culture of Literacy” Use the post it notes to jot down building blocks that you feel are important Arrange them on the paper Feel free to add, delete, or re-arrange the Post It Notes as the session progresses

What do we want to accomplish today? Essential Questions Know Understand Do

Importance of Vocabulary “Research shows that vocabulary knowledge is the single most important factor contributing to reading comprehension. The Strategy Bank contains a wealth of graphic organizers, word learning strategies, and tips for teachers to ensure that their students acquire the necessary vocabulary.” – Teach21 Website

Building Vocabulary Vocabulary knowledge grows in the following ways: 1.Elaborating conceptual knowledge underlying a known word. 2.Relating new words to existing words. 3.Relating new concepts to existing words. 4.Learning both new words and new concepts.

A Vocabulary Review Activity Teach 21- Strategy Bank

Setup Directions: One participant stands with back to this presentation. The audience gives the student clues to the vocabulary word onscreen as a clock keeps time. The participant tries to guess the word before the buzzer.

Ready to play?

Literacy The is…

Differentiated Instruction (DI) The is…

Writing Roadmap The is…

TechSteps The is…

Collaboration The is…

Today’s Vocabulary

Building a Culture of Literacy in the 21 st Century 5-8 Classroom West Virginia 21 st Century CSO’s

How do we access the WV CSO’s ?

Policy 2510 Policy Definition of Curriculum The content standards, objectives and performance descriptors for all required and elective content areas and 21 st century learning skills and technology tools at each programmatic level

What is Depth of Knowledge? The degree of depth or complexity of knowledge reflected in the content standards and assessments How deeply a student needs to understand the content for a given response/assessment

Depth of Knowledge Level 1 – Recall, recognition. Skill, a behavior or sequence of behaviors learned through practice and easily performed Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

The Rigor/Relevance Framework A Acquisition B Application C Assimilation D Adaptation KNOWLEDGEKNOWLEDGE TAXONOMYTAXONOMY Evaluation Synthesis Analysis Application Understanding Awareness APPLICATION MODEL KnowledgeApply in discipline Apply across disciplines Apply to real world predictable situations Apply to real- world unpredictable situations

RLA CSO Comparison Previous Policy Revised Policy RLA.O differentiate and apply comprehension strategies in literary and informational texts to draw conclusions predict use context clues summarize judge text critically RLA use comprehension skills (e.g., draw conclusions; predict; use context clues; summarize)

THE LEARNING TARGETS What basic knowledge will my students need to master this objective? What reasoning skills will students need? What performances/skills must students have if they master the objective? What products must students produce with mastery?

Knowledge Targets Mastery of subject content where mastery includes both knowing and understanding it. Examples  Identify sight words  Identify similes and metaphors  Know defining characteristics of various literary genres

Reasoning Targets The ability to use knowledge and understanding to figure things out and to solve problems. Examples  Make a prediction based on evidence  Examine data/results and propose a meaningful interpretation  Distinguish between fact and opinion  Evaluate information from a variety of resources

Performance/Skills Targets The development of proficiency in doing something where the process is most important. Examples  Read aloud with fluency and expression  Practice appropriate sight words and content vocabulary  Use self-correction strategies

Product Targets The development of proficiency in creating something where the final product is most important. Examples  Produce a grammatically correct sentence  Develop a proper paragraph form in a written composition  Compose a written composition using the five-step writing process

Learning Targets and Assessments DOK of target needs to be assessed with a matching DOK assessment Assessment of What? o Knowledge Required o Patterns of Reasoning o Performance Skills o Product Development Assess How? o Selected Response o Constructed Response o Extended Written Response o Performance/Product (demonstrated and observed) o Personal Communication – Finding out what students have learned through interacting with them

Target to Be Assessed Assessment Method Selected Response Extended Written Response Performance Assessment Personal Communication Knowledge Mastery Good match for assessing mastery of elements of knowledge. Good match for tapping understanding of relationships among elements of knowledge. Not a good match – too time consuming to cover everything. Can ask questions, evaluate answers and infer mastery - but a time-consuming option. Reasoning Proficiency Good match only for assessing understanding of some patterns of reasoning Written descriptions of complex problem solutions can provide a window into reasoning proficiency. Can watch students solve some problems and infer reasoning proficiency. Can ask student to “think aloud” or can ask follow- up questions to probe reasoning. Performance Skills Not a good match. Can assess mastery of the knowledge prerequisites to skillful performance, but cannot rely on these to tap the skill itself. Good match. Can observe and evaluate skills as they are being performed. Strong match when skill is oral communication proficiency; not a good match otherwise. Ability to Create Products Not a good match. Can assess mastery of the knowledge prerequisite to the ability to create quality products, but cannot use to assess the quality of the products themselves. Strong match when the product is written. Not a good match when the product is not written. Good match. Can assess the attributes of the product itself. Not a good match.

YOUR TURN! Collaborate with a partner Use the Activity Sheet in your packet Identify the different learning targets of the Objective using the guiding questions Determine the DOK level of the Objective and assessment method(s) Discuss the results at your table

Building a Culture of Literacy in the 21 st Century 5-8 Classroom Classroom Assessment of & for Learning West Virginia 21 st Century CSO’s

Classroom Assessment For Learning  For teachers and students  During Learning  Ongoing  Descriptive feedback  Student responsibility

Classroom Assessment For Learning A Process During Learning  What are the typical uses?  What is being assessed?  What methods are being used?  When do we assess?

What is the Student Involvement Component?  Assessments become part of the learning process by keeping students aware of their progress and confident to continue learning.  Students become consumers of assessment information to set learning goals.

What is the Student Involvement Component?  Students and teachers work as a team.  Students are provided continuous descriptive (rather than evaluative) feedback.

“When consistently carried out as a matter of routine within and across classrooms, this set of practices has been linked to profound gains in student achievement, especially for low achievers.” Benjamin Bloom, "The Search for Methods of Group Instruction as Effective as One-on-One Tutoring," Educational Leadership, May 1984 Paul Black and Dylan William, "Inside the Black Box: Raising Standards Through Classroom Assessment," Phi Delta Kappan, October 1998

Snowball Fight

The K-8 Technology Literacy Curriculum

Digital Storytelling is an 8 th grade project.

Main Menu Options

Clickable table of contents

Directions for project with clickable links for further details.

Digital Storytelling The essence of this lesson is narrative writing.

Activity: techSteps Tips Locate the techSteps Tips handout in your packet Highlight one tip in the Functions/Benefits section that is important to you Highlight one tip in the Cautions section that is important to consider Share with a partner

Writing Roadmap 2

Building a Culture of Literacy in the 21st Century 5-8 Classroom Standards- Based Planning and Instruction Classroom Assessment of & for Learning West Virginia 21 st Century CSO’s

High Quality Standards-Based Planning and Instruction WV 21 st Century CSOs Backward Design Rich Classroom Assessments Student Engagement

Backward Design Process 1.Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction

Stage One: Identify Desired Results: a. Content Standards b.Enduring Understandings & Essential Questions c.Enabling Knowledge Objectives Backward Design at a Glance

Stage Two: Assess Desired Results: a.Use a Photo Album, Not Snapshot Approach b.Integrate Tests, Quizzes, Reflections and Self-Evaluations with Academic Prompts and Projects

Stage Three: Design Teaching and Learning Activities to Promote Desired Results: a.W.H.E.R.E.T.O. Design Principles b.Organizing Learning So That Students Move Toward Independent Application and Deep Understanding Using Research- Based Strategies Backward Design at a Glance

PBL’s A Work in Progress

Similarities Differences Examples of Literacy and where they are located: Journal writing – Grade 6 Math Instructional Guide

Similarities  Title  Content Standards and Objectives  21 st Century Skills  Learning Skills  Technology Tools  Thinking and Reasoning Skills  Personal and Workplace Skills  Performance Objectives (know/do)  Big Ideas  Enduring Understanding  Essential Questions  Learning Plans and Notes to Instructors  Academic Prompts (Real World Experiences)  Links and Other Resources

Building a Culture of Literacy in the 21st Century 5-8 Classroom Scientifically - Based Research Strategies Standards- Based Planning and Instruction West Virginia 21 st Century CSO’s Classroom Assessment of & for Learning

Scientifically-Based Research Strategies  Reflect high quality instructional planning  Increase student engagement  Promote active learning  Improve student performance

Teach21 Website

Writing Across the Curriculum Activity RAFT Writing in all Content Areas

Building a Culture of Literacy in the 21st Century 5-8 Classroom Scientifically- Based Researched Strategies Collaboration Standards- Based Planning and Instruction Classroom Assessment of & for Learning West Virginia 21 st Century CSO’s

Mystery Puzzle  Form groups of 2 or 3  Open envelope and remove all pieces  Wait for signal to begin  Complete the packet and stand up when finished – 1 minute

Building a Culture of Literacy in the 21 st Century 5-8 Classroom Scientifically - Based Research Strategies Collaboration Differentiated Instruction Standards- Based Planning and Instruction West Virginia 21 st Century CSO’s Classroom Assessment of & for Learning

RAFTS … Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering...Learning/Interest Centers…Independent Studies…Intelligence Preferences …Orbitals…Complex Instruction...4MAT…Web Quests & Web Inquiry…ETC. RAFTS … Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…Learning Contracts…Tiering...Learning/Interest Centers…Independent Studies…Intelligence Preferences …Orbitals…Complex Instruction...4MAT…Web Quests & Web Inquiry…ETC. Differentiation of InstructionDifferentiation of Instruction is a teacher’s response to learner’s needs guided by general principles of differentiation: Process Readiness Learning Profile Teachers can differentiate through through a variety of instructional strategies such as: according to student Affect/Environment Content Interest Product Respectful tasks Quality curriculum Flexible grouping Continual assessment Building community

Getting To Know Your Students The Foundation of Differentiated Instruction

Online Assessment

Graph of Student Results

Chart Information Multiple Intelligence Interest Parent Contact Information

Student Chart

Let’s Respond

We would like to thank all contributors to this presentation.  WVDE staff  Teach 21 Contributors  County Staff

Reflection and Evaluation