1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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.
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9/2/2016

15. 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

16. 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.
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17. Words That Address Credibility
Convincing
Effective
Valid
Reliable
Conclusive
True
Reasonable
Persuasive
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18. 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

19. 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
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9/2/2016

20. Words That Address Relevancy
Useful
Significant
Verifiable
Applicable
Connected
Appropriate
Important
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21. 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
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9/2/2016

22. 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

23. 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

24. 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

25. 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

26. 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.
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9/2/2016

27. 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: php?id=100
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION
9/2/2016

28. 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

29. 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

30. 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

31. 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)
Lindsey Bullough
Graduation Alternatives Assessment Specialist
(360)
Cindy Jouper, ESD 113
COE Program Director
(360)
Fax: (360)
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