Fundamentals of Literacy Instruction & Assessment Ch. 4

Learning progression

"research-based" descriptions of how students typically develop and demonstrate deeper, broader, and more sophisticated understanding over time. LPs are based on empirical research and therefore are not the same as curricular progressions or grade-to-grade standards

Webb's DOK levels

- each level describes different ways to interact with content, one level is not better/more important than the other - shifts the learning (scaffolding)

1989 The year for First National Standards in Science and Math

- first major set of mathematics standards were developed by National Council of Teachers of Mathematics (NCTM) - Curriculum and Evaluation standards was created for science standards

3 Possible Bundles for big ideas and reporting reading progress

1. Application of word-solving and vocabulary strategies: using decoding strategies to figure out unfamiliar words and context clues to increase depth and breadth of vocab 2. Reading fluency and basic comprehension: oral reading, summarizing, identifying main ideas, sequencing, comparing/contrasting, making predictions 3. Analysis and interpretation of texts: analyzing themes, author's craft, purpose, or perspectives; cross-text analyses 4. Other writing and speaking-listening standards can bundle

Questions to consider when beginning unit planning

1. Which key literacy standards will be (or are) prioritized for this unit of study? 2. Are there other supporting standards (skills and concepts) that can be reinforced in this unit of study but not formally assessed? 3. What content will be taught and how will students demonstrate and apply their understanding? 4. What are the broader learning goals for the unit and smaller learning targets for each lesson and how will they be assessed? 5. What is a logical ordering of learning activities? 6. What texts could be used (or have been designated for each lesson or within the larger unit? 7. How will you measure progress and adjust your instruction throughout the unity of study?

Depth of knowledge (four levels of engagement and content)

1. recall and reproduction 2. application of basic skills and concepts 3. strategic thinking and reasoning 4. extended thinking

Goals 2000: Educate America Act (PL 103-227)

1989, state governors together proposed a set of eight national educational goals for the public schools to finish by 2000 - law established goals, created a framework for implementing the goals, and provided incentives for states to cooperate in meeting these goals - passed in 1994

Difference between Webb's DOK levels and Bloom's Taxonomy

Bloom: categorizes different types of thinking from the simplest forms: remembering, understanding and apply - higher order thinking: analyzing, evaluation, and creating DOK: focus on "what comes after the verb"; describes how deeply one engages with the content, not just type of thinking

T or F: Curricular progressions, scope and sequences, and pacing guides are the same as LPs

False, unpacking standards is not the same thing as considering what the earlier learning or prerequisite skills might be for students to build on over time.

6 Different Bloom's Taxonomy Levels

Remember: retrieve knowledge from long-term memory; recognize, recall, locate, identify Understand: construct meaning; clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, generalize, predict Apply: carry out or use a procedure in a given situation, carry out or use/apply to an unfamiliar task Analyze: Break into constituent parts, determine how parts relate Evaluate: make judgements based on criteria, check, detect inconsistencies/fallacies, critique Create: put elements together to form a coherent whole, reorganize elements into new patterns/structures

Which strategies can be used to the guide development of grade-level performance standards? a. match the verbs from Boom's Taxonomy levels with verbs in the content standards b. develop performance standards based on individual student needs and abilities c. create performance standards based on what you and your colleagues have asked students to do in the past d. use the Hess CRM to explore ways to learn the same content using a range of DOK leves

a. match the verbs from Boom's Taxonomy levels with verbs in the content standards

Unpacking standards

analyze what content students will learn and then how or how deeply students will engage with the content 1. Plan instruction aligned to standards 2. Make strategic decisions about scaffolding or differentiation to better meet your students needs 3. develop more effective assessments to monitor and report progress on students' ability to achieve the intended standards

How can learning progressions (LPs) improve instructional planning? LPs: a. are standards-based and specific to a grade level b. are organized around big ideas or essential questions c. are the same as a scope and sequence or pacing guide d. suggest ways to design formative assessments and progress over time

b. are organized around big ideas or essential questions

Which of the following statements are true about standards-based grading? a. Grades are often based on a percentage system b. only academic achievement is measured (no penalties for behavior or extra credit given) c. there is more emphasis on the recent evidence of learning and perhaps the more rigorous assessments d. one grade is given for every assessment and then all scores are then averaged

b. only academic achievement is measured (no penalties for behavior or extra credit given)

Improving America's School Act (IASA) of 1965 (PL 103-382)

changed the federal role in state education policy, requiring that all schools adhere to state-define content standards and administer state-based assessments in language arts and math in at least 1 grade (k-6) - all school required in state assessments, only title 1 subject to school accountability provisions - first time same standards and assessment expected of all children - pd required to ensure low-achieving student in high poverty schools - signed into law by President Clinton - re authorization of Elementary and Secondary Education Act (ESEA) of 1965

What planning is essential in designing standards-based lessons? a. considering multiple ways students can demonstrate learning of the same content. b. teaching the content that will be assessed on the state assessment at the end of the year c. designing one lesson for each standard to be sure that all standards are taught and assessed d. unpacking grade-level content standards

d. unpacking grade-level content standards

Performance standard

describes HOW and how deeply students will engage with the content and apply their knowledge to demonstrate what they have learned

Content Standard

describes the content - or WHAT - students will learn and understand by the end of a school year or grade level

A Nation at Risk

documented how far the US education had fallen behind other nations. - led to a bipartisan interest in improving education as matter of national security - focused on science and math - report commissioned under President Ronald Reagan

Cognitive rigor

encompasses the complexity of the content, the cognitive engagement with that content, and the scope of the planned learning activity

Individuals with Disabilities Education Act (IDEA) of 2015

ensured that early intervention and sped services would be provided to students with learning disabilities, students with behavioral and emotional disturbances, students who have speech and language impairments, and those who are deaf or blind - amendment of Education for All Handicapped Children Act

Science for All Americans (AAAS, 1986)

introduced the concept of six "big ideas" of science and served as the foundation for many later sets of state science content standards that followed - produced by American Association for the Advancement of Science (AAAS)

Standards-based grading

involves measuring students proficiency on well-defined learning goals for each course or each unit of study - only measures demonstration of learning, separating achievement from effort and behavior - no penalty or extra credit is in in grade - "how students will engage with the content" become criteria for determining proficiency - similar assignments (same standards) made are put together or compared to earlier tasks to assess similar skills and knowledge - some assignments given for practice, instead of being graded every time - grades might emphasize recent evidence of learning over earlier performance of same skill

Standard

long term learning goals describing what students should know and be able to do by the end of each school year

Common Core State Standards (CCSS) of 2010

standards in English Language arts and math that drew national attention which made state standards similar to one another -created by National Governors Association (NGA) and Council of Chief State School Officers (CCSSO) - first made for end of high school - adopted or developed by most states since - emphasizes need for variety of increasingly more complex texts and to learn to write text-based arguments

No Child Left Behind Act (NCLB) of 2001

statewide standards and assessments in language arts and mathematics were now required at every grade from 3-8 and once in high school - required all public schools accountable for meeting strict accountability requirements - conducting alignment students of state assessments, reporting educational outcomes (percentage meeting state standards, grad rates) - science required to be tested once in each: elementary, middle, high school - main criticism was all states required to hold schools accountable for all students making proficient or bett by 2014 on statewide assessments - expectations for proficient differed each state - next revision to ESEA, increased requirements of IASA

Traditional grading system

teachers base grades on any number of assessments and assessment methods - using a combination of tests, homework and quizzes, projects, or presentations - no matter questions or tasks make up each assessment or content, one single grade is typically given for each assessment - grades are averaged for a percentage or letter grade - effort or behavior does not matter - penalties for late assignments - incentives for completing extra credit - grades for everything goes into grade book regardless of purpose or scope

Education for All Handicapped Children Act of 1975 (PL 94-142)

to ensure that the individual learning needs of all children with disabilities are protected - before more than 1 mill children with disabilities were denied appropriate instruction in public education - amended in 2015, known as IDEA