ela instructional shifts and higher order thinking 1

ELA Instructional Shifts and Higher Order Thinking

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ESSENTIAL QUESTIONS

• To what extent does our curriculum reflect higher order thinking?

• To what extent does our curriculum engage a diversity of learners in a culturally proficient learning community?

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OBJECTIVES• Describe the types of questions on PARCC.

• Model the language of evidence based selected responses in questioning.

• Develop specific action steps for instruction in ELA based upon review of ELA PARCC sample questions.

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AGENDA

1. Objectives and Agenda

2. Overview of PARCC

3. Task 1: Experience PARCC

4. Task 2: A Text Set

5. Task 3: Vocabulary

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SHIFTS IN ELA/ LITERACY

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Shift 1 Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

So What Does PARCC Look Like?It includes 2 parts in English Language Arts and 2 parts in math.

Massachusetts Department of Elementary and Secondary Education ● Massachusetts Department of Higher Education

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EnglishLanguage Arts

Mathematics

Part 1

PBA- Performance-Based Assessment(hand-scored)

Late March—early April

● Writing effectively● Analyzing print

and video texts

● Solving multi-step problems

● Using abstract reasoning

Part 2

EOY-End-of-Year Assessment (computer-scored)

May

● Reading comprehension

● Understanding major grade-level appropriate math concepts

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EVIDENCE-BASED SELECTED RESPONSE (EBSR)—

• First question requires students to select one of at least four responses based on information from the test.

• The next question requires students to choose evidence from the text to support the selected answer to the first question.

TECHNOLOGY-ENHANCED CONSTRUCTED RESPONSE (TECR)—

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Uses technology to capture student comprehension of texts in authentic ways that have been difficult to score by machine for large scale assessments (e.g., drag and drop, cut and paste, shade text, move items to show relationships).

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5TH GRADE - ITEM 2 CHOOSE THE TWO CORRECT MAIN IDEAS AND DRAG THEM INTO THE EMPTY BOX LABELED “MAIN IDEAS.” THEN CHOOSE ONE DETAIL THAT BEST SUPPORTS EACH MAIN IDEA. DRAG EACH DETAIL INTO THE EMPTY BOX LABELED “SUPPORTING DETAILS.”

Possible Main Ideas Possible Supporting Details

Jonathan has his own 1000-yard zipline."In fact, as a tree house architect, Jonathan has built more than 380 custom tree houses across the United States."*

Jonathan is an experienced tree house builder.*

“Jonathan’s love of tree-house living began when he was a kid.”

Jonathan works carefully so that tree houses do not hurt the trees.*

"It was the most fun I ever had."

Jonathan lived in a tree house when he was in college.

"'I build a tree house so it helps the tree,' he says."*

Jonathan advises readers to learn the names of trees.

"'Walk in the woods and learn the different trees. Spend time climbing and learn how to do it safely.'"

Jonathan once built a house in a crab apple tree.

“One of his favorite names is ‘Ups and Downs.’”

Main Ideas

SupportingDetails

PROSE CONSTRUCTED RESPONSE• A task that requires students to write in response to a text.

• It may include a literary analysis, narrative, and research.

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TASK #1: EXPERIENCING PARCC• Take the ELA PARCC as a third, fourth, or fifth grade

student.

• Fill out chart. Indicate the following:

• Question Number• Standard• Depth of Knowledge of Chart

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DISCUSSION

• What patterns in the standards did you notice?

• What patterns in the Depth of Knowledge did you notice?

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Ponder: What are the take aways for my daily instruction and planning?

TEXT SET

• A text set is a collection of related texts organized around a topic or line of inquiry.

• The line of inquiry of a given set is determined by an anchor text-rich, complex grade-level text.

• The anchor text is the focus of a close reading with instructional supports in the classroom.

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LINKING THE TEXTS IN A SET

• What is important is that the texts in the set are connected meaningfully to each other to deepen student understanding of the anchor text.

• In a sense, the texts “talk to one another” so that in reading the set, students build a coherent body of knowledge around a topic.

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STEPS TO CREATING TEXT SETS

1. Identify the anchor text and formulate a line of inquiry for the set.

2. Use databases to research texts around the topic.

3. Evaluate texts for inclusion in the set.

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TASK 2: A TEXT SET

• We’ll read three texts. • We’ll analyze the texts closely and answer text based questions that ask us to use evidence.

• We’ll consider how the texts are connected.

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VIDEO #1

https://www.youtube.com/watch?v=OHCRWfV1q5A

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Instruction Shifts:• Balance of informational and literary

text • Knowledge in the disciplines• Staircase of complexity

UNDERSTANDING MAIN IDEA AND THEME

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Grade Question

K-1 The main idea is not stated. How do you know what it is? Use the text to explain.

2-4 The main idea is not stated. How do you know what it is? Use the text to explain your answer.

5-8 How can you determine the main idea? Use the text to provide evidence.

Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

Text 1: AXE Video

IDENTIFYING THE SETTING

Grade Question

K-1 How does the setting affect the text? Give an example.

2-4 How does the setting influence the text? Give an example from the text.

5-8 What role does the setting play in the text? Include examples from the text to support your answer.

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Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

Text 1: AXE Video

ANALYZING CHARACTERS

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Grade Question

K-1 How does the woman change her opinion about the bystander? Give examples from the text.

2-4 How does the bystander change in the text? Support your answer with specific examples from the text.

5-8 How does the woman change during the text? Use the text in your response.

Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

Text 1: AXE Video

IDENTIFYING TONE

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Grade Question

K-1 What is the tone of the text? What images let you know the tone?

2-4 What is the text’s tone? Use the text to show how you know.

5-8 What images does the author use to create the tone? Give examples from the text.

Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based Answers• Writing from sources• Academic vocabulary

Text 1: AXE Video

VIDEO #2

https://www.youtube.com/watch?v=GsnEkTvq0-c

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Instruction Shifts:• Balance of informational and

literary text • Knowledge in the disciplines• Staircase of complexity

IDENTIFYING MAIN IDEA AND THEME

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Grade Question

K-1 What is the theme? How do you know?

2-4 What is the theme of the text? Use details from the text to support your answer.

5-8 What is the theme of the text? Give specific examples from the text to support your answer.

Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

Text 2:Dove Commercial

IDENTIFYING POINT OF VIEW

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Grade Question

K-1 What is the author’s point of view? How do you know?

2-4 How does the author’s point of view in text 2 differ from the author’s point of view in text 1? Support your answer with examples from the text.

5-8 What is the point of view of the authors of text 1 and 2? Use specific words, phrases, actions, or images from the text to support your answer.

Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

Text 2:Dove Commercial

RECOGNIZING FIGURATIVE LANGUAGE

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Grade Question

K-1 How do the two authors of each text help you see/hear/smell?

2-4 What images or words in the two texts tell about the sights/sounds/smells?

5-8 How do the authors help the reader experience the sights/sounds/smells? Quote words and phrases from the text.

Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

Text 2:Dove Commercial

TEXT #3

http://www.usnews.com/news/articles/2013/04/18/unilever-faces-criticism-for-real-beauty-ad-campaign

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Instruction Shifts:• Balance of informational and

literary text • Knowledge in the disciplines• Staircase of complexity

IDENTIFYING KEY DETAILS

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Grade Question

K-1 How does this article relate to the two videos we watched?

2-4 How do the key details in the videos relate to the key details in this article? Include specific examples from the text.

5-8 Identify the key ideas in the videos and the article. How do these relate to each other? Use the text to support your answer.

Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

Text 3: Informational Article

IDENTIFYING KEY DETAILS

"Unilever is famously a house of brands and not a branded house," says Barbara Kahn, a professor at Wharton Business School and author of Global Brand Power. "It's costly to do that, because you have to build up each brand name independently."

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Grade Question

K-1 How does this quote support the main idea?

2-4 Reread the quote above. What details does it have to support the main idea? Use the text to explain.

5-8 Reread the paragraph above. Identify the details support the main idea in text. Give specific examples from the text.

Instruction Shifts:• Text complexity • Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

Text 3: Informational Article

PROSE CONSTRUCTED RESPONSE

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Grade Question

K-1 After reading and listening to the texts, write a letter to Unilever in which you identify your opinion about Dove’s campaign. Support your opinion with evidence from the text/s.

2-4 After reading and listening to the texts, write a letter to the Board of Directors of Unilever in which you identify the controversy and state your opinion. Support your opinion with evidence from the text/s.

5-8 After reading and listening to the texts, write a letter to the Board of Directors of Unilever in which you identify the role of branding in advertisement and state your position. Support your opinion with evidence from the text/s.

Instruction Shifts:• Knowledge in the disciplines• Text based answers• Writing from sources• Academic vocabulary

TASK #3: ANALYZING VOCABULARY• Highlight vocabulary in the PARCC questions that you’d

consider academic vocabulary.

• Generate a list of these vocabulary terms.

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Ponder: How might we use this vocabulary in our daily instruction and planning?

ESSENTIAL QUESTIONS

•To what extent does our curriculum reflect higher order thinking?

•To what extent does our curriculum engage a diversity of learners in a culturally proficient learning community?

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OBJECTIVES• Describe the types of questions on PARCC.

• Model the language of evidence based selected responses in questioning.

• Develop specific action steps for instruction in ELA based upon review of ELA PARCC sample questions.

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RESOURCES FOR TEXT SETS

• Primary sources from the Library of Congress, www.loc.gov • Look at the children’s magazines in the public library • http://newsela.com• http://readingandwritingproject.org/resources/text-sets• https://student.societyforscience.org/sciencenews-students• http://www.readworks.org/

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