Unit 4 Experience and Heritage

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Unit 4 Experience and Heritage

• Welcome

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Business Matters

• Names
• Concerns/ feedback
• Facilities
• Todays schedule

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TAKS Update

• Model Lesson Training
• October 2002

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Resources

• TAKS Blueprints
• TAKS Writing Reading Rubrics
• http//www.tea.state.tx.us/student.assessment/

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TAKS Blueprints
TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS
(TAKS) BLUEPRINT FOR GRADES 3-8 READING
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TAKS Blueprints
TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS
(TAKS) BLUEPRINT FOR GRADE 9 READING
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TAKS Blueprints
TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS
(TAKS) BLUEPRINT FOR GRADES 4 AND 7 WRITING
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TAKS Blueprints
TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS
(TAKS) BLUEPRINT FOR ENGLISH LANGUAGE ARTS GRADE
10 AND GRADE 11 EXIT LEVEL
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TAKS Scoring Rubrics

• Writing 4, 7, 10, Exit
• Reading 9-11
• Open-ended question

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Writing Rubrics

• Scoring Categories
• Commended Performance
• Met the Standard
• Did not meet the Standard

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Writing Rubrics

• Holistic scoring rubrics for compositions
• Scoring rubrics for open-ended reading questions
  (9-11)
• handouts

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Writing Rubrics

• Root of rubrics
• PROGRESSION of thought
• Sentence to sentence
• Paragraph to paragraph
• Relationship of ideas across paragraphs
• Transitional sentences and thoughts

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Writing Rubrics

• Voice
• the paper has a face
• personality on paper
• ATTITUDE
• 7th graders in field testingbest at bringing
  organizational methods that showed good writing
  natural voice

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Reading 9-11, Open-ended

• Open-ended items such as this have no one correct
  answer. Students must, however, support the
  answer they choose with textual evidence.
• 17 Who do you think has the greatest impact on
  GeneMrs. Tibbetts, Sharon Willis, or the poet?
  Support your answer with evidence from the
  selection.
• This item is an example of an open-ended
  crossover item. In responding to open-ended items
  that range across two selections, students must
  provide textual evidence from both selections.
• 19 What impact does the point of view have in I
  Go Along and My Fight with Jack Dempsey?
  Support your answer with evidence from both
  selections.

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Reading 9-11

• Space for open-ended answers
• Ques 1 (lit piece) 5 lines
• Ques 2 (expository) 5 lines
• Ques 3 (cross) 8 lines

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Reading 9-11

• Each open-ended 3 multiple choice
• 3 open-ended 9 multiple choice

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Reading 9-11 Rubrics

• Open-ended reading question
• 4 pt. scale
• 0-1-2-3
• 0 insufficient response to question
• 1 partially sufficient (most students
  performing here in field testing)
• 2 sufficient
• 3 exemplary

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Reading 9-11 Rubrics

• Text evidence
• score 1 just generating ideas, not linking to
  text evidence
• if both characters are lacking courage,,, must
  provide text evidence for both characters
• 3-cross question will boldface instructions to
  use evidence from both selections

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Reading 3-8 Text Evidence

• Reading 3-8 (all multiple choice)
• Individual text evidence questions
• Which sentence from the story shows that
• Answers are italicized rather than in quotations.

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Reading 3-8 Text Evidence

• 11 Which statement from these selections leads
• you to conclude that Thorpe obeyed the AAUs
• demand?
• A The IOC also sent replacement gold
• medals to Thorpes children.
• B In 1912 Thorpe gained international
• recognition at the Olympics in Stockholm,
• Sweden.
• C Moreover, the AAU promises to investigate
• athletes backgrounds more thoroughly in
• the future.
• D The AAU has also ordered that Thorpes
• name be struck from Olympic records.

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Dictionaries

• Grade 4No dictionaries
• Grade 7
• Writing Test Only (reading controlled for
  vocabulary, passage written for test)
• sealed sections
• dictionaries for writing only (composition)
• hand in dictionary before breaking seal for
  revising and editing
• may return to composition but without dictionary

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Dictionaries

• Grade 11, Integrated ELA
• use dictionaries for reading (published pieces
  not controlled for vocabulary)
• lit piece---expository piece---viewing and
  representing---reading/multiple choice---3
  open-ended (lit/expos/cross)---prompt
• hand in dictionary
• 2 10-item revising and editing pieces (sealed)

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Professional Developmentby HISD English Language
Arts Department

• Writing Summit
• October 12, Waltrip H.S.
• Strategies for TAKS modules
• October 14 District-wide In-service optional by
  district/campus
• Holistic Scoring Training
• Available through district offices after November
  10
• Model Lessons TAKS Units
• ElementaryDecember SecondaryJanuary
• Lead Teacher Training/Open Forum
• October 29, Waltrip H.S.
• The Literacy ClubHISD TV

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The Big 6 Research Process

• Developed by Mike Eisenberg and Bob Berkowitz
• A systematic information search process
• Based on general skills successful problem
  solvers use

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The Big 6 Research Process

• Provides students with a reliable model to find,
  process, and use information effectively
• Developers found that successful problem solving
  encompasses six stages with two sub-stages each

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The Big 6 Research Process

• General Steps
• Task definition
• Information seeking
• Locating sources
• Using information
• Synthesis
• Evaluation

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The Big 6 Research Process

• Task Definition

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The Big 6 Research Process

• Task Definition
• Define the information problem
• Many times students have a problem figuring out
  purpose and requirements
• Urge students to use clarifying strategies
• Questioning
• What is the task? What is the end product?
• Asking others

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The Big 6 Research Process

• Task Definition
• Identify information needed in order to complete
  the task (to solve the information problem)
• Create questions to determine the type of
  information needed (guiding questions)

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The Big 6 Research Process

• Information Seeking Strategies
• Determine the range of possible sources
  (brainstorm)
• Written
• Oral
• Multimedia
• Evaluate the different possible sources to
  determine priorities (select the best sources)
  (Develop a research plan)

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The Big 6 Research Process

• Location and Access
• Locate sources (intellectually and physically)
• Do not limit sources to the library
• Remind students to use themselves as sources
• Find information within sources

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The Big 6 Research Process

• Use of Information
• Engage the information in a source
• Read
• Hear
• View
• Touch
• (Evaluate)
• Extract relevant information from a source

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The Big 6 Research Process

• Synthesis
• Organize information from multiple sources
• The cognition it takes students to organize
  information helps them to process it
• Present the information

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The Big 6 Research Process

• Evaluation
• Judge the product (effective)
• Judge the information problem-solving process
  (efficiency)

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The Big 6 Research Process

• Okay, okay, same old technique with a new catchy
  name!
• While these are the same tried and true research
  steps, they can be used in a broader aspect to
  apply to a range of situations.

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The Big 6 Research Process

• Try having students use the process to
• Do general writing
• Analyze literature
• Process information in other disciplines
• Complete general assignments
• Address personal goals
• Learn about a specific concept

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The Big 6 Research Process

• Students do not need to use all steps in the
  process for every activity.
• Remember to have students evaluate themselves
  often.
• HISD librarians are trained in the Big 6 process.
• For more resources visit
• www.big6.com

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The Big 6 Research Process and Cultural Crossroads

• Use the Big 6 process to find an article in the
  newspaper that deals with cultural crossroads.
• Examples
• A clash between cultures
• A culture in the process of change
• Other examples?

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The Big 6 Research Process and Cultural Crossroads

• What did you like about using this process for
  this type of assignment?
• What would you change to make this more usable
  for your classroom?

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Unit Literature

• The literature in the unit supports the theme
  Experience and Heritage
• Self identity
• Cultural identity
• Selections are presented in pairs

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Unit Literature

• Through The One-Way Mirror
• The Border A Glare of Truth
• Essays
• Exile
• Lost Sister
• Poems
• Fish Cheeks (Narrative)

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Unit Literature

• I Am Not I/ Yo No Soy Yo
• The Street/ La Calle
• Poems
• Marriage is a Private Affair
• Love Must not be Forgotten
• Short stories

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Unit Literature

• Read Trough the One-Way Mirror and The Border
  A Glare of truth.
• One half of your group should read One-Way
  Mirror and the other half The Border
• Analyze the essays for the authors use of DIDLS
  (elements of tone)
• Diction
• Imagery
• Details
• Language
• Sentence structure

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Unit Literature

• One element per group.
• Write examples of your elements on the chart
  paper to share with the large group.

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Unit Literature

• Read Exile and Lost Sister. Use the
  comparison chart given to compare the two poems.
• Decide on one element on which to focus (content,
  form, language)
• Find others who focused on the same element.
• Meet and discuss what you found.
• Share a few examples with the large group.

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Looking at the Lessons
Unit 4Experience and Heritage
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Looking at the Lessons

• Lesson 1
• Theme
• Drawing conclusions
• Vocabulary development using predictions
• Reading the first essay

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Looking at the Lessons

• Lesson 2
• Grammar Warm-Up
• Pre- and During Reading Skills
• Comparing literature
• Reading the second essay and two companion poems
• Figurative language

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Looking at the Lessons

• Lesson 3
• Sentence structure
• Tone
• Theme
• Word structure

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Looking at the Lessons

• Lesson 4
• Prewriting/ Drafting
• Voice

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Voice and TAKS

• Students are free to address the prompt as they
  choose (no poetry), so students have more room
  for personal expression (voice).
• Voice is a part of the scoring rubric for the
  TAKS composition.

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Looking at the Lessons

• Lesson 5
• Revising/ editing
• Sentence combining
• Comparing literature
• Marriage is a Private Affair
• Love Must Not be Forgotten

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Looking at the Lessons

• Lesson 6
• Literary analysis (literature comparison
  continued)
• Presentation of personal reflections
• Continue these over the remainder of the unit

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Looking at the Lessons

• Lesson 7
• Unit project
• An advertisement poster for a festival
  celebrating the heritages of Canada, Mexico, and
  the United States.
• Title Three Neighbors- Three Cultures Canada,
  United States of America, Mexico.
• The Big 6 research method

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Looking at the Lessons

• Lesson 8
• Elements of design
• Unit project continued

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Looking at the Lessons

• Lesson 9
• Unit exam
• Project presentations

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Assessment Opportunities

• Ongoing informal assessment
• Homework assignments
• Comparison charts
• Response logs
• Unit test
• Heritage festival poster
• Student self-evaluations
• Tone analysis composition
• Personal reflection essay
• Other practice activities

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Reciprocal Teaching

• A Practical Guide to Reciprocal Teaching by Shira
  Lubliner

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Reciprocal Teaching

• An instructional method to help students
  construct meaning of text
• Focuses on the dialogue between teachers and
  students

Student/ student conversation
Teacher/ student conversation
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Reciprocal Teaching

• Components
• General instructional methods that benefit any
  teaching program
• Four RT strategies
• Strategy practice activities (SPAs)
• Four stages of implementation for RT strategies

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Reciprocal Teaching

• General Instructional Methods
• Explicit instruction
• Authentic reading experiences
• Teacher modeling
• Think-alouds
• Scaffolding
• Gradual release of responsibility
• Rationale for strategies

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Explicit Instruction

• Strategies are explicitly taught to students over
  an extended period of time

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Authentic Reading Experiences

• Strategy instruction is conducted using regular
  texts and trade books. Isolated skill activities
  are deemphasized in RT instruction.

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Teacher Modeling

• The teacher demonstrates the appropriate use of
  each strategy, pretending to be the student
  leader, while the students play the role of the
  RT group members.

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Think-aloud

• The teacher models the use of an RT strategy,
  pausing frequently to reflect aloud on the
  process. Through thinking aloud the teacher
  gives students the opportunity to view the
  internal process of expert strategic reading.

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Scaffolding

• The teacher supports the students in their
  initial attempts to use the strategies, providing
  coaching and corrective feedback.

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Gradual release of responsibility to students

• The teacher provides a great deal of support and
  feedback to students during the early stages of
  strategy instruction. Gradually, the
  responsibility for implementing the strategy is
  turned over to the students as they gain
  confidence and skill.

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Providing a rationale for strategy instruction

• Teachers teach students when, why, and how to use
  strategies, providing, a rationale for using
  reading comprehension strategies. Understanding
  the purpose and benefits of strategic reading has
  been shown to increase student motivation and the
  likelihood that they will internalize and use
  strategies in independent reading (Brown and
  Pressley, 1994).

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The Four RT Strategies

• Questioning
• Requires students to generate questions about
  what they have read immediately.
• An important skill that students must develop to
  become good readers.
• Purpose is to help students develop the reading
  information processing skills needed for reading
  comprehension.

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How to promote questioning

• Present students with some element of text they
  will study (picture or quote from text).
• Engage students in generating who, what, when,
  where, why, how questions about the element.
• Read the text.
• Have students answer questions generated by class.

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Clarifying

• Students are asked to identify and explain
  difficult words or phrases from a reading
  selection and to use clarifying strategies

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How to promote clarifying

• Consider the context
• Substitute a synonym
• Study the structure
• Ask an expert
• Mine your memory
• Place a self-stick note

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Summarizing

• Students are taught to identify the main ideas in
  a reading selection and to construct clear,
  concise summaries of what they have read.

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How to promote summarizing

• Teach this concept after students have mastered
  questioning.
• These two items go hand in hand.
• Follow with explicit instruction and strategy
  practice activities.

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Predicting

• Draws student attention to the sequence of events
  in a text. Helps them make logical inferences
  based on text and heightens motivation to read.

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How to promote predicting

• Explain that it is not random guessing.
• Teach students to look for clues in the text and
  to draw inferences based on these clues.
• Have students support predictions with evidence
  from the text.

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Strategy Practice Activities (SPAs)

• A variety of activities designed to reinforce the
  four strategies

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Hot Seat SPA

• Select a student to play the role of a main
  character in a text.
• Send the student out of the room.
• Have students generate and record interesting
  questions to ask the character.
• Bring the student back in and seat him on a stool
  (hot seat)
• Have students ask questions
• Afterwards, discuss experience with students.

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Four Stages of Implementation
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Teacher-Led Stage

• Modeling and suggestive feedback

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Collaborative Stage

• Gradual transfer of responsibility to the students

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Reciprocal Stage

• Fully independent groups

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Metacognition

• Independent reading comprehension

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Reflection

• What has worked for you in previous lessons.
• What would you suggest for the next unit? (Author
  study of John Steinbeck) Gather your resources
  for this topic to share in the next meeting.
• Suggestions for group work.

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Reflection

• Look through the lesson and make notes about how
  you will approach teaching it.
• Discuss your ideas with someone near you.