Crossing the Bridge Day 3

Heidi Elmoustakim & Eileen HartwellSecondary Literacy Specialists

Access E-packet

To access resources for today’s training, please visit:

http://dps912english.wikispaces.com/

This is what I get….• Choose a projected outline to trace.• Use the materials on your tables to create a visual

representation of a student that walks into your classroom at the beginning of the school year. 

• Think about details related to academics, adolescent issues, intellectual/cognitive abilities, background, challenges, gifts, strengths, and anything else your group can imagine.

• Be prepared to share out 5 details from your creation to the whole group in 10 minutes.

This is what I get….

Webb’s Depth of Knowledge

Webb’s Depth of KnowledgeWebb’s DOK …1. focuses on the cognitive demand required

to successfully complete an assessment/task.

2. focuses on the context of the “verb” 3. focuses on the depth of thought required

Webb’s Depth of KnowledgeLevel 1 RecallRecall of a fact, information or procedureLevel 2 Skill/ConceptUse information or conceptual knowledge, two or moresteps, etc.Level 3 Strategic ThinkingRequires reasoning, developing a plan or sequence ofsteps, some complexity, more than one possible answerLevel 4 Extended ThinkingRequires an investigation, time to think and processmultiple conditions of the problem

Webb’s Depth of KnowledgeSample Tasks

Level 1 Recall- list the names of the characters in a story and identify the setting

Level 2 Skill/Concept- explain the cause and effect relationships of key events in a story

Level 3 Strategic Thinking- Assess the effectiveness of literary elements (plot, setting, conflict, point of view…) in a story

Level 4 Extended Thinking- Analyze and explain a conflict in the story from the perspective of two or more characters

Webb’s Depth of KnowledgeActivity- Page 1 of e-packet1. Use the link on the Webb’s DOK page of your

e-packet. 2. At your table, create a task for each level of

Webb’s DOK that could accompany this passage.

3. For each performance task:-write a brief explanation about why you placed it on that level-write a list of the skills necessary to complete the task

You can type your notes for this activity in the provided chart on page 2 of the e-packet.

Text Complexity

3 Part Model for Evaluating Text Complexity1. Quantitative Measures2. Qualitative Criteria3. Relationship among reader/task/text

Text ComplexityQuantitative Measures

- use specific formulas to calculate complexity based on word length & frequency and/or sentence length & structure- Flesch-Kincaid- can be determined in a MS Word file-Lexile- DPS’s current protocol

Text ComplexityQualitative Criteria

- uses professional/ reader judgment to consider all of the following factors: (relative to individual readers/scenarios)

1. Levels of Meaning (literary texts) or Purpose (informational texts).

2. Structure. 3. Language Conventionality and Clarity. 4. Knowledge Demands.

Text Complexity

Assessing relationship among reader/task/text- uses teacher’s unique perspective to balance reader capacity, specific purpose of reading and specific text-readers do not advance their reading skills according to any one qualitative or quantitative measure

Text ComplexityActivity- Page 3 of the e-packet1.Use the link on the Text Complexity page in your

e-packet. Read the sample passage that best matches your grade level.

2.As you read, make notes about your initial impressions about why that passage was placed in the grade level range it was.

3.Read the annotation chart under your passage (pages 11-14) and discuss at your table. Be ready to share out.

You can type your notes for reading and discussion for this activity right at the bottom of page 3 of the e-packet.

3 Key Shifts in Literacy Instruction  1. Regular practice with complex texts

featuring domain specific vocabulary2. Use of content rich non-fiction and

informational texts to build knowledge3. Active reading and process writing

grounded in textual evidence

3 Key Shifts in Literacy InstructionActivity- Jigsaw- Page 4 of e-packet1. Count off by three at your table.2. Use the links on the 3 Key Shifts in Literacy

Instruction page of your e-packet to explore your assigned shift.

3. Be ready to report back to your table mates.4. Be ready to report out to the whole group.You can type your notes for this activity right on page 5 of

the e-packet.

BREAK!

When you return from break, sit in your building PLCs.

Common Core PLC Work SessionGOALS:• Gain familiarity with the CCSS documents

available online• Gain familiarity with the DPI CCSS support tools

available online- particularly the crosswalks• Discover and discuss the gaps/differences

between the NCSCOS & the CCSS• Identify 5 of those gaps/differences as focus

areas for your work session• Catalog, discover, develop, steal, cannibalize

ideas to address these 5 focus areas

Accessing Common Core DocumentsCommon Core State Standards InitiativePage 6-7 of e-packetHome Page• Background and research available• The Standards (upper right hand

corner)• Appendices• Standards PDF documents

Document Organization Common Core Literacy Standards

Strand

Cluster

Standard

CLUSTERS

STRAND

INDIVIDUAL STANDARD

RL8.4Determine the meaning of words and phrasesas they are used in a text, including figurativeand connotative meanings; analyze the impactof specific word choices on meaning and tone,including analogies or allusions to other texts.

Reading Literature

Grade 8

Standard

SL9-10.4Speaking & Listening

**Grades 9-10

Standard

Present information, findings, and supporting evidence clearly, concisely,and logically such that listeners can follow the line of reasoning and theorganization, development, substance, and style are appropriate to purpose,audience, and task.

ACRE Website AccessACRE- NC Common Core Instructional

Support ToolsPage 8 of e-packet• Unpacking Standards• Crosswalks • Text Exemplar Documents

Common Core PLC Work Session1.Gain familiarity with the CCSS documents

available online2.Gain familiarity with the DPI CCSS support

tools available online- particularly the crosswalks

3.Discover and discuss the gaps/differences between the NCSCOS & the CCSS

4. Identify 5 of those gaps/differences as focus areas for your work session

5.Catalog, discover, develop, steal, cannibalize ideas to address these 5 focus areas

Training Session Evaluation1. Use the link in your E-packet2. Log into My learning Plan3. Complete the evaluation for this

workshop.If you do not complete the evaluation, you

can not receive your CEUs for today’s session!

Homework• Complete the survey according to the

instructions in your e-packet.• Complete by March 10th

• Access through the link on your e-packet.OR

• Access through the DPS 9-12 English Wiki

Resources• Webb, Norman L. “Alignment, Depth of

Knowledge, & Change.”,Wisconsin Center for Education Research, 2005.