Literacy Plan/Profile for Middle and High School Students Resources available on

Literacy Plan/Profile for Middle and High School StudentsResources available on www.MissionLiteracy.com

Dr. Elaine Weber, Macomb ISDSusan Codere Kelly, MDE

Diane Berg, Independent ConsultantTesha Thomas, Macomb ISD

"What are we, as educators, going to do to change our system to meet our students' needs?" That is probably one of the biggest shifts any organization can make.

An Educator2

Building a High School Literacy Plan"What are we, as educators, going to do to change our system

to meet our students' needs?" That is probably one of the biggest shifts any organization can make.

LiteracyStrategies

Where We Are Now

In Literacy SkillsAnd

Knowledge

Literacy Vision for the Future

3

What do you know about your students’ literacy skills?

At what level do they read? How fluent is their writing and reading? How well do they comprehend text? Can they analyze text for craft, perspective,

point of view or bias? Can they read closely and critically? Can they read and write argument?

What plans do you have for your students’ literacy skill development?

Do you know what they need? Do you know where to begin in the

development process? Do you have a system for monitoring their

literacy development progress? Do your students have a system for knowing

their own literacy progress?

The Plan for this Session

Review the Comprehensive Plan and how it can help you find out “where your students are.”

Identify fundamental literacy skills that define your students and learn about resources to assess those skills.

Learn how skills will be assessed using MS/HS SBAC performance task samples.

6

Sample Literacy Plans Tools for developing Literacy Plans that grow basic Literacy Skills and meet the ELA/Literacy Common

Core State Standards

The 4 questions of Close and Critical Reading:What does the text say?How does the text say it?What does the text mean?What does the text mean to me?

ELA/Literacy Common Core State Standards

The Cognitive Rigor Matrix

Smarter Balanced Assessment ConsortiumModels and Rubrics

AssessmentsScaffolding

Comprehensive Literacy Plan for a Classroom, Department, School, or District

Student Literacy Profiles

Literacy Plan

With an elbow partner review the plan… In what areas do you have data on your

students? Are there areas where you do not have data

on your students? What are some areas where you would

consider collecting data?

Sample Literacy Plan – School ABC Initiative Department(s) Overview Timeline Point Person(s)

ResponsibleGoals

Writing TrackerPersuasive Writing

-Science-Social Studies-MathematicsEnglish

Writing tracker to develop fluencyStudents will:-Write fluently in Math-Track the number of words and domain specific language-Write a certain number of writes per semester (as decided by department-Complete a reflection sheet on writing per semesterIntensive focus/mastery level instruction to revise essays according to the ACT writing rubric up to a 4

Review Tracker writingsSept: Set up foldersReflection at the end of semesterMarch: Set up foldersRetest with prompt at the end of January and continued to March 5

Chairs of Social Studies, Science Mathematics DepartmentsTeacher

Develop fluency skillsUp to 150 wp five minutes HS and 125 MSPromising students writing minimally a “4” essay

ACT /MME Initiative

Math December – ACT math assessment 30 promising students will receive intensive mastery level teaching/learning episodes in Cabin and designated class.Analyze Test results for personalize teaching *They will be retested at the end of January

Now until March 5 Teacher Prepare at least 20 students for the challenges of the ACT mathematics assessment

Guided HighlightingGuided Highlighted reading for Science Items on the ACT Science Assessment

ELA Students will:-9th,10th , 11th Grades: Complete two of each genres (prose fiction, natural science, social science, humanities) per year ACT preparation: 11th Grade students receive 5 of each of the four genres with GHR before MarchGuided Highlighted Reading for the items on the ACT Science Assessment***(Should we assess the students on the Science part of the test to determine specific needs???????)

Sept: Grade 11 students assessed on the ACT-like reading portion of the assessmentFeb: Grade 11 re-assessed on reading portion of the ACT-like testSept: Teachers select the passages they will use for each of the grade levelsAs it is appropriate to prepare students for ACT Science

CommitteeScience Chair

Develop Reading fluency and build reading stamina to prepare for the ACT reading assessmentPrepare Promising students for the ACT Science Assessment

MME Social Studies Geography and World HistoryClose and Critical ReadingWork Keys

Social Studies-Art-Performing Arts-Foreign Language-PE/HealthCareer Education

Intensive focused /mastery teaching and learningStudents will:-Use the CCR Protocol to analyze content specific items (i.e. articles, songs, paintings)-Write out answers using the protocol or discuss the answers to the protocol questions using a Socratic method-Complete a reflection sheetMastery level focused teaching/learning on Work Keys

Next 5 weeks the 11th students will receive an intensive course in Geography and World History-Teachers will receive training on the four CCR questions, see examples of how to use the protocol, and see the connections to the CCSS.-Teachers will complete three CCR protocols throughout each course. Teachers will turn in student samples of each CCR.

TeacherChairs of the electives and encore subjects School Improvement Chair

Prepare promising students for Social Studies portion of the MMEDevelop Close and Critical Reading/Thinking/Writing Skills Meet CCSS Reading Standards # 1 – 9Goal????

Literacy Initiative Plan AMENDED

Student Literacy Profile

With your table partners, discuss the Student Literacy Profile.

Which items will you include for your students’ profiles?

Which items would you consider adding? Which literacy skills do your students monitor,

but are not included on the list?

Fall Winter Spring

Reading Grade Level Grade _____ Grade _____ Grade _____

Reading Fluency Grade __ # Words ___ Rubric ____

Grade __ # Words __ Rubric ____

Grade __ # Words ___ Rubric ____

ACT Reading Score Score ____of 40 Score ____of 40 Score ____of 40Close and Critical #1 Rubric Score ___/6 Rubric Score ___/6 Rubric Score ___/6Close and Critical #2 Rubric Score ___/9 Rubric Score ___/9 Rubric Score ___/9Close and Critical #3 Rubric Score ___/5 Rubric Score ___/5 Rubric Score ___/5Close and Critical #4 Rubric Score ___/5 Rubric Score ___/5 Rubric Score ___/5Profundity Score Score ____of 15 Score ____of 15 Score ____of 15Identify Argument Score _____of 4 Score ____of 4 Score ____of 4WritingWriting Fluency # of words _____ # of words _____ # of words_____Argument Rubric Score ___/4 Rubric Score ___/4 Rubric Score ___/4Informative/Explanatory Rubric Score ___/4 Rubric Score ___/4 Rubric Score ___/4Narrative (Grade 6-8) Rubric Score ___/4 Rubric Score ___/4 Rubric Score ___/4ACT Persuasive Writing ACT Rubric ___/6 ACT Rubric ___/6 ACT Rubric ___/6Handwriting Speedand Legibility

# of letters____Rubric Score ____/5

# of lettersRubric Score ___/5

# of lettersRubric Score ___/5

LanguageOral Language Rubric Score __/4 Rubric Score___/4 Rubric Score___/4Word StudyVocabulary # of words ____ # of words____ # of words____Spelling Stage _______ Stage _______ Stage_______Grammar and Word Usage

ACT English Test Preparation North Dakota State University # correct ____of 15 # correct____ of 15 # correct____ of 15

Middle and High School Student Literacy ProfileName_____________________________________________ Grade_____________

Reading Assessments

Reading Grade Level http://www.ncpublicschools.org/accountability/testing/eog/sampleitems/reading

Reading Fluency

ACT Reading Score

Close and Critical #1

Close and Critical #2

Close and Critical #3

Close and Critical #4

Profundity Score

Identify Argument

Your Turn…

• Read the following excerpt silently for one minute and count the number of words you were able to read.

• Record the number.• Summarize what you have read.• Share summary with a table partner.• Excerpt from Pale Blue Dot by Carl Sagan

Reading Fluency

Fluent readers read text with appropriate automaticity (rate/speed and accuracy)

Grade Fall(WCPM)

Winter(WCPM)

Spring(WCPM)

1234

30-6050-9070-110

10-3050-8070-10080-120

30-6070-10080-110

100-140

5678

80-120100-140110-150120-160

100-140110-150120-160130-170

110-150120-160130-170140-180

Source: Adapted from “AIMSweb: Charting the Path to Literacy,” 2003, Edformation, Inc. Available at www.aimsweb.com/norms/reading_fluency.htm. Data are also adapted from “Curriculum-Based Oral Flency Norms for Students in Grades 2 Through 5,” by J. E. Hasbrouck and G. Tindal, 1992, Teaching Exceptional Children, 24, pp. 41-44.

Oral Reading Fluency (ORF) Target Rate Norms

Reading Fluency

• Read the article for one minute. “4-Strand DNA Structure Found in Cells”

• Count the words read.

• Compare this rate to the previous rate. What made this article more difficult to read?

• Discuss the differences with your table partners.

.

1 2 3 4

Expression and Volume Reads in a quiet voice as if to get words out. The reading does not sound natural like talking to a friend.

Reads in a quiet voice. The reading sounds natural in part of the text, but the reader does not always sound like they are talking to a friend.

Reads with volume and expression. However, sometimes the reader slips into expressionless reading and does not sound like they are talking to a friend.

Reads with varied volume and expression. The reader sounds like they are talking to a friend with their voice matching the interpretation of the passage.

Phrasing Reads word-by-word in a monotone voice.

Reads in two or three word phrases, not adhering to punctuation, stress and intonation.

Reads with a mixture of run-ons, mid sentence pauses for breath, and some choppiness. There is reasonable stress and intonation.

Reads with good phrasing; adhering to punctuation, stress and intonation.

Smoothness Frequently hesitates while reading, sounds out words, and repeats words or phrases. The reader makes multiple attempts to read the same passage.

Reads with extended pauses or hesitations. The reader has many “rough spots.”

Reads with occasional breaks in rhythm. The reader has difficulty with specific words and/or sentence structures.

Reads smoothly with some breaks, but self-corrects with difficult words and/ or sentence structures.

Pace Reads slowly and laboriously.

Reads moderately slowly.

Reads fast and slow throughout reading.

Reads at a conversational pace throughout the reading.

FLUENCY RUBRICScores of 10 or more indicate that the student is making good progress in fluency. Score _________________Scores at or below 8 may indicate that the student needs additional instruction in fluency.

Four Essential Questions In Close & Critical Reading

• What does it say?

• How does the author say it?

• What does it mean?

• So what? What’s the connection to me?

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Common Core Reading Anchor Reading Standards

Key Ideas and Details1. Read closely to determine what the text says

explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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Assessment Grades 7-11 for CCR Question 1: What does the text say?

 Directions: Read the following passage and write a summary. The summary should include the following: The central idea and evidence,

including key ideas, to support conclusions drawn from the passage

 Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006) From the Introduction: “Why They Walked”

 Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front.

 Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens.

 People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters.

 In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi.

 Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully.

 It all started on a bus.

CC Reading Anchor Standards 3 Complete 2 Partial 1 Minimal Score

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Reading Anchor # 1 Response: states what the text says explicitly.(3 points)makes logical inferences and cites specific textual evidence to support conclusions drawn from the text. (3 points)

Reading Anchor #1 Response:includes much of what the text says explicitly.(2 points) makes some logical inferences and cites general textual evidence to support some of the conclusions drawn from the text. (2 points)

Reading Anchor #1 Response:includes little of what the text says explicitly.(1 point) makes few logical inferences and gives little support drawn from the text. (1 point)

__/6 pts.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Reading Anchor #2 Response summarizes using: clearly identified central or main ideas. (3 points )supports central ideas well with key details ideas from the text. (3 points)

Reading Anchor #2 Response summarizes using:partially or ineffectively identified central or main ideas.(2 points)supports central ideas with some details and ideas from the text. (2 points)

Reading Anchor #2 Response summarizes using:inaccurately identified central or main ideas.(1 point)supports central ideas with few details and ideas from the text. (1 point)

__/6 pts.Total__/12pts.

Close and Critical Reading Question # 1: What does the text say?Summary Rubric

Four Essential Questions In Close & Critical Reading

• What does it say?

• How does the author say it?

• What does it mean?

• So what? What’s the connection to me?

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21

Common Core Reading Anchor Reading Standards

Craft and Structure• 4. Interpret words and phrases as they are used in a

text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

• 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

• 6. Assess how point of view or purpose shapes the content and style of a text.

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Mining the Potential of Informational Text: Craft

TEXT STRUCTURE

Genre Organization Point of View Tone/Mood Text Features On-line article Essay Article (Internet, magazine) Newspaper (News, Feature,

Editorial/Op Ed) Scholarly Articles(Science) Pamphlet Journal/Diary/Letter Memoir/Autobiography/Biography Advertisement Eulogy Speech

Thesis with proof Comparison/Contrast Cause/Effect Description/enumeration Chronological

Date of publication Source(s) Expert/novice True/misleading Reliable Narrator Un-reliable Narrator

Persuasive Argumentative Propagandistic Matter-of-fact/ straightforward Humorous Disdainful Informal/conversational Formal/academic Scholarly Pessimistic/Optimistic Biased Instructive/didactic

Title (Question/statement) TOC/index Illustrations/pictures Heads/subheads Margin notes Font size Color White space Boldface Italics Parenthesis Forward, Dedication Footnotes Charts Illustrations Diagrams Appendix

AUTHOR’S CRAFTImagery/Figures of Speech Writing Techniques

Simile Metaphor (extended) Personification Alliteration Onomatopoeia Allusion Satire/Parody Exaggeration/Hyperbole Irony/Sarcasm Repetition/Omission Symbolism Oxymoron Over-/Understatement Motif Intertextuality Language: precise, scholarly, scientific, literary

Catch lead (question) Show-not-tell Use of statistics Professional/scientific vocabulary/domain-specific/nomenclature (i.e. Latin and Greek) also foreign

words Technical vocabulary Quoting experts, citing books, articles, journals Precise/detailed examples in proof Examples chosen for audience appeal/interest Explanation, description, definition, step-by-step how-to Varying sentence length and sentence structure Word Choice Punctuation for effect (ellipses, parenthesis, exclamation points, boldface, italics)

\ Weber, Schofield, Nelson: Publication Fall 2011, Maupin House.

Assessments Grades 7-11 for CCR Question # 2: How did the author write the text?

Directions: Write a craft analysis for the following passage. You may use the Mining Chart for Informational Writing.

Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006) From the Introduction: “Why They Walked”

 Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front.

 Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens.

 People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters.

 In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi.

 Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully.

 It all started on a bus.

Assessments for Freedom Walkers CCR Question # 2: How does the author (text) say it?

Directions: With your elbow partner, analyze the above text for Writing Techniques (CCSS Reading Standard # 5). Use the chart.

Writing Techniques Catch lead (question) Show-not-tell Use of statistics Professional/scientific vocabulary/domain-specific/nomenclature (i.e. Latin and

Greek) also foreign words Technical vocabulary Quoting experts, citing books, articles, journals Precise/detailed examples in proof Examples chosen for audience appeal/interest Explanation, description, definition, step-by-step how-to Varying sentence length and sentence structure Word Choice Punctuation for effect (ellipses, parenthesis, exclamation points, boldface, italics)

CC Anchor 3 Complete 2 Partial 1 Minimal Score4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.

Reading Anchor 4 Response expertly:interprets words and phrases as they are used in a text (technical, connotative, and figurative) andexplains clearly how specific word choices shape meaning or tone. (Craft)

Reading Anchor 4 Response: interprets some words and phrases as they are used in a text (technical, connotative, and figurative) andpartially explains how specific word choices shape meaning or tone. (Craft)

Reading Anchor 4 Response: interprets few words and phrases (technical, connotative, and figurative) andexplains unclearly or incompletely how specific word choices shape meaning or tone. (Craft)

__/3

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Reading Anchor 5 Response expertly: analyzes the structure/organization of text (how specific sentences, paragraphs, etc. relate to each other and the whole.) (Structure)

Reading Anchor 5 Response includes some analysis of the structure/ organization of the text. (Structure)

Reading Anchor 5Response includes little analysis of the structure of the text. (Structure)

__/3

6. Assess how point of view or purpose shapes the content and style of a text.

Reading Anchor 6Response expertly assesses how point of view or purpose shapes the content and style of a text.

Reading Anchor 6Response does some assessment of how point of view or purpose shapes the content and style of a text.

Reading Anchor 6Response does little assessment of how point of view or purpose shapes the content and style of a text.

__/3

Rubric: Close and Critical Reading Question: How does the text say it?Correlated with the Common Core Reading Anchor Standards K-12

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Depth of Thinking (Webb) + Type of Thinking (Revised Bloom, 2001)

DOK Level 1 Recall & Reproduction

DOK Level 2 Basic Skills & Concepts

DOK Level 3 Strategic Thinking & Reasoning

DOK Level 4 Extended Thinking

Remember -Recall, locate basic facts, definitions, details, events

Understand -Select appropriate words for use when intended meaning is clearly evident

-Specify, explain relationships -summarize – identify central ideas   

-Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example…)

-Explain how concepts or ideas specifically relate to other content domains or concepts

Apply -Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

– Use context to identify word meanings -Obtain and interpret information using text features

-Use concepts to solve non-routine problems

-Devise an approach among many alternatives to research a novel problem

Analyze -Identify the kind of information contained in a graphic, table, visual, etc.

– Compare literary elements, facts, terms, events – Analyze format, organization, & text structures

-Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text

–Analyze multiple sources or texts -Analyze complex/ abstract themes

Evaluate    

–Cite evidence and develop a logical argument for conjectures based on one text or problem

-Evaluate relevancy, accuracy, & completeness of information across texts/ sources  

Create -Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

-Generate conjectures or hypotheses based on observations or prior knowledge and experience

-Develop a complex model for a given situation -Develop an alternative solution

-Synthesize information across multiple sources or texts -Articulate a new voice, alternate theme, new knowledge or perspective

Your turn…

Determine wheresummary,and craftfall on the Cognitive Rigor Matrix

Depth of Thinking (Webb) +Type of Thinking (Revised Bloom, 2001)

DOK Level 1 Recall & Reproduction

DOK Level 2 Basic Skills & Concepts

DOK Level 3 Strategic Thinking & Reasoning

DOK Level 4 Extended Thinking

Remember - Recall, locate basic facts, definitions, details, events

Understand - Select appropriate words for use when intended meaning is clearly evident

- Specify, explain relationships - summarize – identify central ideas

- Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example…)

- Explain how concepts or ideas specifically relate to other content domains or concepts

Apply

- Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

– Use context to identify word meanings - Obtain and interpret information using text features

- Use concepts to solve non-routine problems

- Devise an approach among many alternatives to research a novel problem

Analyze- Identify the kind of information contained in a graphic, table, visual, etc.

– Compare literary elements, facts, terms, events – Analyze format, organization, & text structures

- Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text

– Analyze multiple sources or texts - Analyze complex/ abstract themes

Evaluate– Cite evidence and develop a logical argument for conjectures based on one text or problem

- Evaluate relevancy, accuracy, & completeness of information across texts/ sources

Create- Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

-Generate conjectures or hypotheses based on observations or prior knowledge and experience

-Develop a complex model for a given situation -Develop an alternative solution

-Synthesize information across multiple sources or texts -Articulate a new voice, alternate theme, new knowledge or perspective

A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)

Four Essential Questions In Close & Critical Reading

• What does it say?

• How does the author say it?

• What does it mean?

• So what? What’s the connection to me?

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Common Core Reading Anchor Reading Standards

for Informational TextIntegration of Knowledge and Ideas• 7. Integrate and evaluate content presented in diverse

media and formats, including visually and quantitatively, as well as in words.

• 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

• 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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• Truth• Can be

proven true• Evidence

Knowledge

• Refers to a body of related facts/

evidence• Something

you can learn about

KnowledgeComprehension

• A mental construct that frames a set of examples that share common attributes.

• One or two words

• Abstract and broad

• Timeless • Universal

AnalysisSynthesis

• Universal truths• Enduring

understandings• Statements of

conceptual relationship that transfer across examples

• Ask the questions: How? Why? So what?

AnalysisSynthesis

• Explanation of the nature or behavior of a specified set of phenomena based on the best evidence available (assumptions, accepted principles and procedures

• Hypothesis/Speculation based on considerable evidence in support of a formulated general principle• May change over

time.

Synthesis

Facts/Argument/Evidence Topics Concepts Principles/Generalizations Theory

Levels of Meaning

Assessment Grades 7-11 for CCR# 3: What does the text mean?

Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006) From the Introduction: “Why They Walked” Not so long ago in Montgomery, Alabama, the color of your skin determined where you could sit on a public bus. If you happened to be an African American, you had to sit in the back of the bus, even if there were empty seats up front. Back then, racial segregation was the rule throughout the American South. Strict laws—called “Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks and kept them in their place as second-class citizens. People were separated by race from the moment they were born in segregated hospitals until the day they were buried in segregated cemeteries. Blacks and whites did not attend the same schools, worship in the same churches, eat in the same restaurants, sleep in the same hotels, drink from the same water fountains, or sit together in the same movie theaters. In Montgomery, it was against the law for a white person and a Negro to play checkers on public property or ride together in a taxi. Most southern blacks were denied their right to vote. The biggest obstacle was the poll tax, a special tax that was required of all voters but was too costly for many blacks and for poor whites as well. Voters also had to pass a literacy test to prove that they could read, write, and understand the U.S. Constitution. These tests were often rigged to disqualify even highly educated blacks. Those who overcame the obstacles and insisted on registering as voters faced threats, harassment. And even physical violence. As a result, African Americans in the South could not express their grievances in the voting booth, which for the most part, was closed to them. But there were other ways to protest, and one day a half century ago, the black citizens in Montgomery rose up in protest and united to demand their rights—by walking peacefully. It all started on a bus.

Assessment Freedom Walkers CCR# 3: What does the text mean?

• Directions: Use the Levels of Meaning chart. First, students identify the important ideas from the passage; next, they list topics that organize the important ideas; third, they consolidate the topics into concepts. The last two steps are to capture the concepts into an organizing principle or generalization and then formulate a theory (new knowledge).

• Freedman, Russell. Freedom Walkers: The Story of the Montgomery Bus Boycott. New York: Holiday House, 2006. (2006)

• From the Introduction: “Why They Walked”

Facts/Argument/Evidence

• Jim Crow” laws—enforced a system of white supremacy that discriminated against blacks.

 • People were separated by race from the moment they were born in segregated

hospitals until the day they were buried in segregated cemeteries. • In Montgomery, it was against the law for a white person and a Negro to play

checkers on public property or ride together in a taxi.  • Most southern blacks were denied their right to vote. • But there were other ways to protest. • Black citizens in Montgomery rose up in protest and united to demand their rights—by

walking peacefully

Topics Concepts

• Jim Crow

• Laws • Skin Color

•  Voting rights • Black citizens • Race

• Segregation

• Protest

• Civility

•  Inequity

• Power

•   Majority 

Principles/Generalizations Theory

Segregation alienates victims and oppressors physically, legally, and socially.

Social and judicial laws created by an imbalance of power produce inequities. 

Writing improves Reading Comprehension

Research over the past decade fromColumbia and Vanderbilt universitiesand the University of Utah, amongmany others, concludes that, when students improve the quantity and quality of their writing, they improve in reading comprehension, math, science, and social studies.

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Nonfiction writing

There are no silver bullets in education. But writing—particularly nonfiction writing—is about as close as you can get to a single strategy that has significant and positive effects in nearly every other area of the curriculum. Nonfiction writing is the backbone of a successful literacy and student achievement strategy.

Douglas B Reeves38

Fluency (first)• An adequate level of fluency should be

developed before moving to focus and form.

• High School -- 125 – 150 words per 5 minutes

• Middle School – 100 --125 words per 5 minutes 39

Writing Tracker: Chart the Progress

• Record the topic • Record the date• Record the number of words• Record the domain-specific words

Writing Tracker Progress Chart

Topic Date Number of words

Number of domain-specific words

40

Data Analyzer

• Create a line graph with number of words and date and topic

250

200

150

100

50

01/20 1/23 1/27 1/31 2/4 2/7 2/ 11 2/13 2/15

state inventions oceans continents wars cities 41

Writing Modes of Discourse

Common Core Anchor Standards for Writing

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. 43

Common Core Distribution of Genre

Grade To Persuade To Explain To Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

School Wide Prompts

• Beginning and end of school year• Argument

– Provide students with facts that address both sides of an issue

– Require students to take a stand– Smarter Balanced Example

• Informative/Explanatory– Provide students with background text– Smarter Balanced Example

School Wide Prompts

• Narrative– Middle School Prompts– MEAP Writing from Knowledge and

Experience– High School – Narrative techniques should be

used to add voice to argument and informational writing pieces.

School Wide Prompts

• What kind of grade level prompts could you create?

• How would those prompts correlate with classroom instruction?

• Work with a partner to come up with a prompt for argument, one for explanatory/ informational and one for narrative.

Scoring School Wide Prompts

Instructional Strategies

• Mentor Texts• Traits Analysis• Rubric Analysis• They Say, I Say templates• Graphic Organizers

Argument vs. Persuasion• Argument: A reasoned, logical way of

demonstrating that the writer’s position, belief, or conclusion is valid. (EVIDENCE is used to prove a point.)

• Persuasion: The author uses emotional appeal and/or the character or credentials of the author to persuade the reader to believe what they say.

Persuasion Instructional Strategies

• ACT Sample Prompts• ACT Scoring Guidelines• ACT Sample Essays Analysis• Timed practice sessions• Students graph scores

Text Types and Purposes2. Write informative/explanatory texts

to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Production and Distribution of Writing4. Produce clear and coherent

writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Integration of Knowledge and Ideas7. Integrate and evaluate content

presented in diverse media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the

argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Writing in Response to Reading

Close and Critical Reading of two or more texts Your assignment:

You will read two passages, “We the People” and “Freedom Walkers”, taking notes on these sources, and then write an informational essay explaining how the Ronald Reagan quotation applies to these articles.

“Freedom is a fragile thing and is never more than one generation away from extinction. It is not ours by inheritance; it must be fought for and defended constantly by each generation…

Steps you will be following:In order to plan and write your essay, you will do all of the following: Read the two passages. Answer three questions about the sources. Plan and write your essay.

Performance Tasks ask students to write in response to two or more texts

The Performance Tasks meet the CCSS Reading Anchor Standards that follow.

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse

media and formats, including visually and quantitatively, as well as in words.

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

The Performance Tasks meet the CCSS Writing Anchor Standards that follow.

Text Types and Purposes1. Write arguments to support claims in an analysis of substantive topics

or texts, using valid reasoning and relevant and sufficient evidence.2. Write informative/explanatory texts to examine and convey complex

ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Production and Distribution of Writing4. Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

Depth of Thinking (Webb) + Type of Thinking (Revised Bloom, 2001)

DOK Level 1 Recall & Reproduction

DOK Level 2 Basic Skills & Concepts

DOK Level 3 Strategic Thinking & Reasoning

DOK Level 4 Extended Thinking

Remember - Recall, locate basic facts, definitions, details, events

Understand - Select appropriate words for use when intended meaning is clearly evident

- Specify, explain relationships - summarize – identify central ideas

- Explain, generalize, or connect ideas using supporting evidence (quote, text evidence, example…)

- Explain how concepts or ideas specifically relate to other content domains or concepts

Apply

- Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

– Use context to identify word meanings - Obtain and interpret information using text features

- Use concepts to solve non-routine problems

- Devise an approach among many alternatives to research a novel problem

Analyze- Identify the kind of information contained in a graphic, table, visual, etc.

– Compare literary elements, facts, terms, events – Analyze format, organization, & text structures

- Analyze or interpret author’s craft (e.g., literary devices, viewpoint, or potential bias) to critique a text

– Analyze multiple sources or texts - Analyze complex/ abstract themes

Evaluate– Cite evidence and develop a logical argument for conjectures based on one text or problem

- Evaluate relevancy, accuracy, & completeness of information across texts/ sources

Create- Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept

-Generate conjectures or hypotheses based on observations or prior knowledge and experience

-Develop a complex model for a given situation -Develop an alternative solution

-Synthesize information across multiple sources or texts -Articulate a new voice, alternate theme, new knowledge or perspective

A “Snapshot” of the Cognitive Rigor Matrix (Hess, Carlock, Jones, & Walkup, 2009)

Writing in Response to ReadingFall Winter Spring

Read for argument elements and write and argumentative essayEvaluate DOK # 4CCSS Reading Standard # 8CCSS Writing Standard # 1

Grade ___ Rubric___

Grade ___Rubric ___

Grade ___ Rubric ___

Read/View/Listen to integrate and evaluate and write informative/explanatory essayEvaluate DOK # 4Analyze DOK #4CCSS Reading Standard # 7CCSS Writing Standard # 2

Grade ___ Rubric ___

Grade ___ Rubric ___

Grade ___ Rubric ___

Analyze two or more texts for development of themes or topics or the approaches taken. Write a constructed response or an informative/explanatory essayAnalyze DOK # 4CCSS Reading Standard # 9CCSS Writing Standard # 4

Grade ___ Rubric ___

Grade ___ Rubric ___

Grade ___ Rubric ___

Close and Critical #1CCSS Reading Standards 1, 2, 3Understand DOK # 2

Rubric Score ___/3

Rubric Score ___/3

Rubric Score ___/3

Close and Critical #2CCSS Reading Standards 4, 5, 6Analyze DOK # 3

Rubric Score ___/3

Rubric Score ___/3

Rubric Score ___/3

Close and Critical #3CCSS Reading Standards 7, 8, 9Understand DOK # 3

Rubric Score ___/3

Rubric Score ___/3

Rubric Score ___/3

Middle and High School Student “Writing about Reading” Assessment ProfileName_________________________________ Grade_____________

Writing about Reading AssessmentsCCSS Reading Standard # 7: Integrate and evaluate content presented in

diverse media and formats, including visually and quantitatively, as well as in words.

CCSS Writing Standard #2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

Grades 7 - 9Directions:

You will read two passages, The Rise of the Robot Pet by Elena Soto and Love In the Time of Robots by Frank Mullin, and view three videos, taking notes on these sources.

Your Assignment:Your class is writing articles for the school newspaper on robotic pets. Write an informational essay sharing what you have learned from your research on robotic pets (the two articles and three videos), and also explain how the different media provided the information.

How your essay will be scored: Your essay will be scored using the SBAC 4-point Informative-Explanatory (Grades 6-11) Writing Rubric

Writing about Reading AssessmentsCCSS Reading Standard # 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS Writing Standard # 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Grades 7 - 9Directions:

You will read two passages, The Rise of the Robot Pet by Elena Soto and Love In the Time of Robots by Frank Mullin and view three videos taking notes on these sources.

Your Assignment : Remember, your school is planning a technology fair for which one category of entries is writing about technology. Write an argumentative essay to make a claim for or against robotic pets. Your essay can be read by students, teachers, and community members who attend the technology fair. Support your claim with details from what you have read and viewed.

How your essay will be scored: Your essay will be scored using the SBAC 4-point Argumentative (6-11) Writing Rubric

Writing about Reading AssessmentsCCSS Reading Standard # 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.CCSS Writing Standard # 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.Grades 7 - 9Directions:

You will read two passages, The Rise of the Robot Pet by Elena Soto and Love In the Time of Robots by Frank Mullin and view three videos taking notes on these sources.

Your Assignment: Write a constructed response explaining how the five resources build knowledge about robotic pets. Use evidence from the resources provided.

OrYour Assignment:

Write a constructed response explaining how different authors approach the topic in different ways. Use evidence from the resources provided.

Scoring: The constructed responses will be scored using the SBAC 3-point constructed response rubric.

Sample Assessment for other grade levels…

High School: Mexican Grey Wolves: Grades 10 to 12

Common Core Vocabulary Anchor Standards

Language – Vocabulary Acquisition and Use

L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

L5. Demonstrate understanding of word relationships and nuances in word meanings.

L6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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WORD + ? EXAMPLE DEFINITION

Directions:1.Examine the list of words you have written in the first column2.Put a “+” next to each word you know well, and give an accurate example and definition of the word. Your definition and example must relate to the unit of study.3.Place a “” next to any words for which you can write only a definition or an example, but not both.4.Place a “?“ next to words that are new to you.You will use this chart throughout the unit. By the end of the unit should have the entire chart completed. Because you will be revising this chart, write in pencil.

Vocabulary Self-Awareness ChartName_____________ Class______________

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Tiers of WordsIsabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present.

Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. Tier Two words are general academic words that appear usually in text and in all content areas.Tier Three are domain specific words and are usually taught within the content area.

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Academic Vocabulary List by Jim Burke

The Academic Vocabulary List has been categorized by parts of speech; or in other words, into grammatical categories or word groups. By Rick Smith.

Find this list on www.missionliteracy.com

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Jim Burke’s Vocabulary SquaresWord

Part(s) of Speech  

Variations, Synonyms, Antonyms

Symbol, Logo, Icon Definition(s)  

Sentence   

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More literacy assessments

Profundity for Reading Fiction Handwriting Oral Language Word Study Spelling Grammar and Word Usage Grammar of the ACT and ELA CCSS 

LiveBinders

www.livebinders.com Search: MISD Macomb Comprehensive Literacy Plan

Management Reading Writing

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