modesto common core reading october 11, 2012. performance tasks 2 the main purpose of performance...

Modesto Common Core

ReadingOctober 11, 2012

Performance Tasks

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• The main purpose of performance tasks (PT) is to address complex targets from multiple claims that require analytical thinking, evaluations, and support of students’ own responses to texts. The PTs provide a means for students to demonstrate the ability to think and to reason and to use higher- order thinking skills to provide the required evidence for multiple claims and targets. Students will produce either a full write text or present a speech which will be scored according to a rubric. These kinds of tasks demonstrate the Smarter Balanced intent to show evidence that students are ready for college or

career.

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SMARTER

Step 1

•Choose Standard

Step 2

•Choose Scorable Product

Step 3

•Presentation of Information

Step 4

•Processing of Content

Sample Student Work ProductsAlso see p. 20 in Using Rigor and Relevance to Create Effective Instruction

Digging into the Standards

• Divide into grade level groups to investigate the reading strand.

• How does the grade span develop from one grade to another?

• Identify the “step up” in task difficulty at each grade for the standards (Begin with Standard 9.)

Digging into the Standards

• Remember that each “step up” in task difficulty is matched by a “step up” in text complexity.

• Select a recorder, reporter and time keeper• Record the step up on chart paper for your

grade (20 minutes)• Teams report out and discussion the

implications for their grade levels (20 minutes)

• 1st – omitted “With prompting and support”• 2nd – added “most important” points• 3rd – added “and key details”

• 4th – added “Integrate” … “in order to write or speak about the subject knowledgeably”

• 5th – added “several” texts

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Standard 9 progression of difficulty

• 7 – “assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claim”

• 8 – “recognize when irrelevant evidence is introduced”

• 9-10 – “valid” reasoning; “identify false statements and fallacious reasoning”

• 11-12 “seminal U. S. texts”; “constitutional principles and use of legal reasoning”; “premises, purposes, and arguments in works of public advocacy”

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Standard 8 progression of difficulty

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Overview of Text Complexity

Reading Standards include over exemplar texts (stories and literature, poetry, and informational texts) that illustrate appropriate level of complexity by grade

Text complexity is defined by:

Qua

litat

ive

1. Qualitative measures – levels of meaning, structure, language conventionality and clarity, and knowledge demands Q

uantitative

2. Quantitative measures – readability and other scores of text complexity

Reader and Task

3. Reader and Task – background knowledge of reader, motivation, interests, and complexity generated by tasks assigned

Staircasing Texts

Text at Low End of Grade Band

Text Between Low End and Middle of

Grade Band

Text Near Middle of Grade Band

Text Between Middle and High End of Grade Band

Text at High End of Grade Band

Beginning of Year

End of Year

Toward CCR

Selecting Texts

• Grade Level teams analyze text to be used in unit (Unit should include short and longer texts)

• Using the Text Complexity tools determine the appropriateness of a text for your grade level

• Additional time will be provided this afternoon for additional text analysis

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Step 1: Qualitative Measures

Measures such as:• Levels of meaning• Levels of purpose• Structure• Organization• Language conventionality• Language clarity• Prior knowledge demands

SMARTER Balanced Assessment Consortia

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Measures such as:• Word length• Word frequency• Word difficulty• Sentence length• Text length• Text cohesion

Step 2: Quantitative Measures

Text Complexity Grade Bands and Associated Lexile Ranges

Text Complexity Grade Band in the

Standards

Old Lexile Ranges Lexile Ranges Aligned to CCR

expectations

K-1 N/A N/A

2-3 450-725 450-790

4-5 645-845 770-980

6-8 860-1010 955-1155

9-10 960-1115 1080-1305

11-CCR 1070-1220 1215-1355

Lexile Analyzerhttp://www.lexile.com/analyzer/

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Step 3: Reader and Task

Considerations such as:• Motivation• Knowledge and experience• Purpose for reading• Complexity of task assigned

regarding text• Complexity of questions asked

regarding text

Step 4: Recommended Placement

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Step 4: Recommended Placement

After reflecting upon all three legs of the text complexity model we can make a final recommendation of placement within a text and begin to document our thinking for future reference.

Text Dependent Questions

• Step One: Identify the Core Understandings and Key Ideas of the Text– Design Backwards– What are the major points– Essential to designing good questions

and a culminating assignment–


• Step Two: Start Small to Build Confidence– Opening questions should be ones that

help orientate students to the text– Be sufficiently specific enough for them

to answer – Confidence to tackle more difficult

questions later on. –


• Step Three: Target Vocabulary and Text Structure– Key text structures– Academic words in the text that are

connected to the key ideas and understandings, and

– Craft questions that illuminate these connections

–


• Step Four: Tackle Tough Sections Head-on– Find the sections of the text that will

present the greatest difficulty and craft questions that support students in mastering these sections (these could be sections with difficult syntax, particularly dense information, and tricky transitions or places that offer a variety of possible inferences).

–


• Step Five: Create Coherent Sequences of Text Dependent Questions – Questions should not be random but

should build toward more coherent understanding and analysis to ensure that students learn to stay focused on the text to bring them to a gradual understanding of its meaning.

Text Dependent Questions• Step Six: Identify the Standards

That Are Being Addressed • Step Seven: Create the Culminating

Assessment– (a) mastery of one or more of the

standards– (b) involves writing, and– (c) is structured to be completed by

students independently. •

A Close Reading of Lincoln’s Gettysburg Address

• SECTION 1 What’s at stake: a nation as a place and an idea

• (1–2 days)• Section 1 Activities • Students first read Lincoln’s Gettysburg Address silently. • Teacher reads out loud, student follow along• Students re-read the first paragraph and translate it into

their own words.• Teacher asks the class a small set of guiding questions

about the first paragraph of Lincoln’s speech.• After the discussion, students rewrite their translation of

Lincoln’s paragraph.• The teacher guides discussion of first line of second

paragraph. • Wrap up.


• In the first sentence, what does Lincoln tell us about this new nation?

• “Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.”

•

Creating Text Based Questions

In small groups develop several questions that require close reading of the first paragraph of the Gettysburg Address


• Guiding Questions:– What does Lincoln mean by “four score and

seven years ago”? Who are “our fathers”? – What does conceived mean? – What does proposition mean? – What is he saying is significant about

America? Is he saying that no one has been free or equal before? So what is new?

– Sum up and gather what students have learned so far: have students summarize the three ways in which the nation is new.


• Close analytic reading of Lincoln’s “Gettysburg Address,” the following would not be text dependent questions:

• Why did the North fight the civil war?• Have you ever been to a funeral or

gravesite?• Lincoln says that the nation is dedicated

to the proposition that “all men are created equal.” Why is equality an important value to promote?

Developing Text-Based Questions

• Resource: http:/www.achievethecore.org for sample units

Question Starters

Which sentence best emphasizes ___? Which statement best supports ___? Which is the most accurate statement ___? Use details and information from the

text ___? Which fact provides the best evidence ___? Which detail best illustrates ___?

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Afternoon Session

Developing a Unit

Developing a Unit

• Focus needs to address the Reading Strand

• Develop Focus of Learning• Design Performance Task• Learning Activities

– Select Text– Develop Text Based Questions

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