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,

Building a Culture of Literacy in the 21st 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

www.studystack.com

Building a Culture of Literacy in the 21st Century 5-8 Classroom

West Virginia 21st Century

CSO’s

How do we access the WV CSO’s ?

Policy 2510Policy 2510 13.27

Definition of CurriculumThe content standards, objectives and performance descriptors for all required and elective content areas and 21st 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

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Evaluation

Synthesis

Analysis

Application

Understanding

Awareness

APPLICATION MODEL

1 2 3 4 5Knowledge Apply in

discipline

Apply across

disciplines

Apply toreal world

predictable situations

Apply to real-world

unpredictable situations

RLA CSO ComparisonPrevious Policy Revised Policy

RLA.O.5.1.08

differentiate and apply comprehension strategies in literary and informational texts to• draw conclusions• predict• use context clues• summarize• judge text critically

RLA.5.1.5

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.

ExamplesMake 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.

ExamplesRead 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 Requiredo Patterns of Reasoningo Performance Skillso Product Development

• Assess How?o Selected Responseo Constructed Responseo Extended Written Responseo Performance/Product (demonstrated and observed)o Personal Communication – Finding out what students have learned through interacting with them

Target to Be Assessed

Assessment MethodSelected 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 21st Century 5-8 Classroom

Classroom Assessment of & for Learning

West Virginia 21st 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 8th grade project.

MainMenuOptions

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 21st Century

CSO’s

High Quality Standards-Based Planning and Instruction

• WV 21st 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

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 Principlesb. 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 21st 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 21st Century CSO’s

Classroom Assessment of & for Learning

Scientifically-Based Research Strategies

Reflect high quality instructional planningIncrease student engagementPromote active learningImprove student performance

Teach21 Website

Writing Across the Curriculum Activity

• RAFT Writing in all Content Areas• http://wvde.state.wv.us/strategybank/writing.html

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 21st Century CSO’s

Mystery PuzzleForm groups of 2 or 3Open envelope and remove all

piecesWait for signal to begin Complete the packet and stand up

when finished – 1 minute

Building a Culture of Literacy in the 21st Century 5-8 Classroom

Scientifically - Based Research

StrategiesCollaboration

Differentiated Instruction

Standards-Based Planning and Instruction

West Virginia 21st Century CSO’s

Classroom Assessment of & for Learning

RAFTS … Graphic Organizers…Scaffolding Reading…Cubing…Think-Tac-Toe…LearningContracts…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…LearningContracts…Tiering...Learning/Interest Centers…Independent Studies…Intelligence Preferences

…Orbitals…Complex Instruction...4MAT…Web Quests & Web Inquiry…ETC.

Differentiation of InstructionDifferentiation of Instructionis a teacher’s response to learner’s needs

guided by general principles of differentiation:

ProcessProcess

ReadinessReadiness Learning ProfileLearning Profile

Teachers can differentiate through

through a variety of instructional strategies such as:

according to student

Affect/EnvironmentAffect/EnvironmentContentContent

InterestInterest

ProductProduct

Respectful tasksRespectful tasks

Quality curriculumQuality curriculum Flexible groupingFlexible grouping Continual assessmentContinual assessment

Building communityBuilding community

Getting To Know Your Students

The Foundation of Differentiated Instruction

Online Assessmentwww.bgfl.org/multipleintelligences

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 staffTeach 21 Contributors

County Staff

Reflection and Evaluation