Thursday, March 20, 2014

Recap of Session 3: Diving into Depth of Knowledge, Making Sure They Get it: Comprehension Skills in the CCSS

We dove into depth of knowledge and text complexity!

Webb's Depth of Knowledge (DOK)
Bloom's Taxonomy vs. Norman Webb's depth of knowledge


The Common Core Standards are the cornerstones of the Smarter Balanced and PARCC assessments, Webb’s Depth of Knowledge (scale of cognitive demand) and Blooms Revised Taxonomy (levels of intellectual ability) are the framework and the structures that will be used to evaluate students. Assessing curriculum, developing formative assessments, evaluation curriculum, and evaluation of student's knowledge at the highest levels is being shared by two progressive cognitive matrices. Depth of knowledge, and complexity of knowledge is the heart of the more rigorous assessments being implemented  this year. 

They share many ideas and concepts yet are different in level of cognitive demand, level of difficulty, complexity of verbs vs. depth of thinking required, and the scale of cognitive demand. Teachers need to learn how the frameworks are used to develop curriculum and how to use them to enhance instructions. Teachers and students can use Blooms Questions Stems and Webb’s DOK questions stems to create higher order thinking and improve achievement. 

Are you ready to use the DOK or Blooms daily in your class?



The links below are great resources of Blooms Taxonomy and Webb’s Depth of Knowledge.


•   Hess’ Cognitive Rigor Matrix & Curricular Examples | Revised Bloom’s Taxonomy
•   Common Core State Standards: Rigor | Bloom's Taxonomy and Norman Webb's depth of knowledge 

Things to Think About?

1. How rigorous is your curriculum i.e. your teaching expertise, knowledge and or skills?
2. What resources do you use to insure all students are learning at high levels?
3. What is the quality of the professional development being used in your school to develop curriculum i.e. teaching expertise, knowledge or skills?
4. How many rigorous learning characteristics do you see in your school? examples: Higher/deeper levels of thinking (non-routine),  collaborative learning; constructing knowledge, problem-solving, higher-order thinking, teaching to others, convey content ideas in multiple formats i.e. speaking, writing, modeling, incorporating knowledge from other content areas. 


Placing the burden of teaching literacy entirely on ELA

I believe the Common Core standards open a window of opportunity for systematically building students’ knowledge as teachers shift from “just-right texts” to complex texts. Another potentially transformative shift of the Common Core standards is the acknowledgment that literacy extends across all content areas. This is explicitly recognized by the standards in two ways: 1) the inclusion of literacy standards for social studies, science, and technical subjects in grades 6 – 12; and 2) the demand for an increase in informational texts.
Under key design considerations in the introduction to the literacy standards, Common Core’s authors state that the inclusion of social studies, science, and technical subjects “reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well” (bold added).
They furthermore point out that “because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6–12 must take place in other classes” (bold added).


Critical thinking is a way of deciding, making inference, and or drawing conclusions whether a claim is true, partially true, or false. Critical thinking is a process that leads to skills that can be learned, mastered and used. The Common Core emphasizes development of critical thinking as a tool by which one can come about reasoned conclusions based on a reasoned “Socratic Method” process. This critical thinking process incorporates background knowledge, opinion, fact, passion and creativity, but guides it with discipline, practicality, pragmatics, and common sense. Critical thinking is an important component of many fields such as math, education, politics, business, science and the arts.

How do we apply, learn or judge values and morals?
Why are personality traits perceived as positive or negative?
How does the author use figurative language to help the reader infer the nature of each sister?
How would you rank the amoral traits of the antagonist?
How would you rank the moral traits of the protagonist?
How are the elements of plot used by the author to teach the reader a moral lesson?

Common Core Critical Thinking Reading Passages - College and Career Readiness

Critical thinking reading passages are the foundation of Socratic seminars and quality close reading. Selecting reading passages that inspire curiosity, critical thinking and can be used for either close reading or Socratic seminars takes pre-planning and a bit of text analysis. One of the best methods for selecting Critical Thinking Reading Passages is using a Syntopical examination of how many great ideas the passages contain. Dr. Mortimer J. Adler created a list of 103 philosophical topics that can be used to analyze text for the quality of ideas presented. Text selection is key to quality close reading and immersive Socratic seminars

ONE PAGE CRITICAL THINKING PASSAGES ALIGNED TO the COMMON CORE from Depaul University

http://teacher.depaul.edu 


Grade Level Fiction Passages 
2nd-3rd Grade Reading Level
Little Pink Riding Hood English / Spanish 

Grade Level Nonfiction Passages 
2nd-3rd Grade Reading Level
 After the Chicago Fire sequence and summarize 
American Explorers evaluate information, summarize, and identify and support a main idea 
Animal Studies infer and support the main idea of a passage 
Grant Park write an extended response about a nonfiction reading 
Learn about Ghana infer and support the main idea of a passage 
Letter to the Mayor evaluate information, summarize, and identify and support a main idea
Natural Gas: An Energy Resource infer and support the main idea of a passage 
A New Park evaluate information, summarize, and identify and support a main idea 
Pigeon Creek infer and support the main idea of a passage 
Pioneer Families infer and support the main idea of a passage 
Prairie Ecology analyze information in a nonfiction text 
Read to Learn about Symbols, Maps, and Art evaluate information, summarize, and identify and support a main idea 
Saving Your Family's Energy Dollar infer and support the main idea of a passage 

4th Grade Reading Level

Grade Level Nonfiction Passages 
4th Grade Reading Level

 What is a Fable? evaluate information, summarize, and identify and support a main idea
Learn about Egypt infer and support the main idea of a passage 
The Football Team identify the main idea 
A Garden in Lawndale evaluate information, summarize, and identify and support a main idea (4th grade reading level)
Illinois Pioneers and Prairies infer while reading a history 
Learning about the Solar System identify the main idea of a passage, write an extended response about a nonfiction passage 
Natural Gas: An Energy Resource infer and support the main idea of a passage 
Pilsen, A Community Changes identify causes and effects 
Plants and Places infer and support the main idea of a passage 
Prairie Changes identify an author's purpose, write an extended response 
Prairie Changing the Ecosystem with Multiple Choice Questions analyze information in a nonfiction text 
Space Food infer and support the main idea of a passage 
Staying in Phoenix infer and support the main idea of a passage
Today's Telephone infer and support the main idea of a passage 
Transportation Workers evaluate information, summarize, and identify and support a main idea
What is a Fable? evaluate information, summarize, and identify and support a main idea 
Working at the Television Station evaluate information, summarize, and identify and support a main idea
Working at the Hospital evaluate information, summarize, and identify and support a main idea 
The Working Tools of Insects infer and support the main idea of a passage 

5th Grade Reading Level
Columbus and the Egg  historical fiction

Grade Level Nonfiction Passages 
5th Grade Reading Level

Dr. Martin Luther King, Jr. I can infer the author's purpose 
Election Choices infer and support the main idea of a passage 
From Many Places evaluate information, summarize, and identify and support a main idea 
Learn about Ethiopia  infer and support the main idea of a passage )
How Have Students Made Community Progress? analyze a problem and solution in a text, identify and support the main idea 
Prairie Keepers analyze information in a nonfiction text
Seasons on the Prairie analyze information in a nonfiction text 
Settlement infer and support the main idea of a passage 
Valley Forge infer and support the main idea of a passage 
Who Am I sequence events, infer  motive, and write about nonfiction 

6th Grade Reading Level

A Good Student realistic fiction about starting high school
His First Dollar historical fiction about Abraham Lincoln

Grade Level Nonfiction Passages 
6th Grade Reading Level

Nutrition Lesson evaluate information, summarize, and identify and support a main idea 
Plants and Food infer and support the main idea of a passage 
Prairie Ecology evaluate information, summarize, and identify and support a main idea 
Settlement analyze information in a nonfiction text 
Seasons on the Prairie infer and support the main idea of a passage 
Traveling West infer and support the main idea of a passage 

7th Grade Reading Level
Columbus and the Egg historical fiction about an event showing Columbus as a smart person
A Good Student  realistic fiction about starting high school

Grade Level Nonfiction Passages 
7th Grade Reading Level
Honest Abe infer and support the main idea of a passage 
Inaugural Address by John F. Kennedy evaluate information, summarize, and identify and support a main idea 
Labor Day Address--Barack Obama Speech infer and support the main idea of a passage 
Learn about Kenya infer and support the main idea of a passage 
Learning about the Solar System infer and support the main idea of a passage 
Today's Telephone infer and support the main idea of a passage 

8th-10th Grade Reading Level


Grade Level Nonfiction Passages 
8th-10th Grade Reading Level

Changing the Ecosystem infer and support the main idea of a passage 
Chicago is a City of Possibilities: Deval Patrick, Leader for Chicago analyze a text and write an extended response based on it 
Deval Patrick's Acceptance Speech infer and support the main idea of a passage 
Honest Abe infer and support the main idea of a passage 
Inaugural Address by John F. Kennedy evaluate information, summarize, and identify and support a main idea
Labor Day Address--Barack Obama Speech infer and support the main idea of a passage 
Learn about Physical Therapists evaluate information, summarize, and identify and support a main idea 

How to find Lexile® Scores
One website that helps determine the Grade Level Equivalency (GLE) of a passage is called STORYtoolz. You simply copy and paste your text into the box, and it averages several different GLE programs to provide an overall GLE score. 

The other website provides information about the percentage of words in a passage that are high frequency words. This vocabulary profiler website looks daunting, but it's really quite easy to use. You simply copy and paste your text into the box and click the submit window. You will then be shown the percentage of words in the text that fall within the 1,000 most high frequency words and the 2,000 most high frequency words. 

Use these websites to check readability levels of passages your ESOL students read to ensure that you're providing students with readings that are level appropriate. As a rule of thumb, ESOL students should know 90% to 95% of the words in a passage to be level-appropriate. 


Helps you read more, understand difficult English faster, and learn words in new ways.

Another resource that I discovered recently is the Readability Calculator at Online-Utility.org. The tool allows you to either enter a URL or directly copy and paste text into a text box. Their algorithm is more or less spelled out in the analysis, and the results are estimated for several different metrics including the Flesh-Kincaid. This is a must bookmark for any teacher.

Lexile.com

Another web-based resource available to determine a Lexile® score. A Lexile® score takes into account the frequency of the vocabulary used within the text, as well as sentence length. This is an alternative to a Grade Level Equivalency measure. 


The Lexile® Analyzer is a tool developed by MetaMetrics that you can use to determine a Lexile® score for text that you write or select to ensure that the text is at an appropriate reading level for your students. After submitting your text on the Lexile® Analyzer, the tool will generate a Lexile® measure. To do this, you first have to register on the Lexile® website with your email address and password. Then you prepare your text by saving your text as a plain text file (using a ".txt" extension). Then you upload the file, and the analyzer tool will generate the Lexile® score.

Literacy Leveler – Quickly Determine a Book’s Reading Level

Literacy Leveler is a an iOS app (iPhone and iPad versions available) that allows you scan a book’s ISBN barcode and discover the reading level of the content of that book. Literacy Leveler supports Lexile®, DRA (Developmental Reading Assessment®), and Guided Reading leveling systems. If you don’t have a book’s ISBN barcode available, you can search for books by title or author. After discovering the reading level of a book’s content you can add it to a library in Literacy Leveler. Literacy Leveler’s database is focused on books that are appropriate for elementary school and middle school students.

These are the two video clips I showed during this session: 

Organize Your Thinking to Critically Analyze Text
Grade 5 / Social Studies / Reading CCSS: ELA.RI.5.2 ELA.SL.5.1


My Favorite No:
Learning From Mistakes



I originally saw this video at my friend's presentation at the CTA Good Teaching Conference - South in Anaheim, CA
Her name is Barbara and she has a blog on Math Lesson Study: 
commoncorecohort.wordpress.com







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