Reviewing Using the Instructional Materials Evaluation Tool ELA
- Slides: 48
Reviewing Using the Instructional Materials Evaluation Tool: ELA Module 102: Questions, Tasks, and Assignments www. achievethecore. org
Essential Questions • How does the Instructional Materials Evaluation Tool (IMET) reflect the major features of the Standards and the Shifts? • What understandings support high-quality, accurate application of the IMET metrics? PAGE 2
Goals • Understand how aligned materials embody the shifts inherent in the Common Core State Standards • Understand the precise meaning of each metric • Recognize examples and non-examples related to each IMET criteria metric PAGE 3
The quality of instructional materials in our classrooms has a large impact on student learning. “There is strong evidence that the choice of instructional materials has large effects on student learning – effects that rival in size those that are associated with differences in teacher effectiveness. ” Chingos & Whitehurst, Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core PAGE 4
Agenda Module 102: • Non-Negotiable 2: Evidence-based Discussion and Writing • Alignment Criterion 2: Questions, Tasks, and Assignments PAGE 5
Norms for Our Work • Consider two norms you’d like to see us adhere to for the next two days. • Discuss your thoughts with your shoulder partner. • Be ready to share. PAGE 6
Non-Negotiable 2: Evidence-based Discussion and Writing
Evidence-based Discussion and Writing Non-Negotiable 2: Materials provide opportunities for rich and rigorous evidence-based discussions and writing about texts to build strong literacy skills. • Metric 2 A: At least 80% of all questions, tasks, and assignments in the materials are text-dependent, requiring students to draw on textual evidence to support both what is explicit as well as valid inferences from the text. The overwhelming majority of these questions and tasks are textspecific. • Metric 2 B: Materials include frequent opportunities for evidence-based discussions and writing to support careful analyses, well-defended claims, and clear information about texts to address the analytical thinking required by the Standards at each grade level. IMET p. 9 PAGE 8
Evidence-based Discussion and Writing Metric 2 A: At least 80% of all questions, tasks, and assignments in the materials are text-dependent, requiring students to draw on textual evidence to support both what is explicit as well as valid inferences from the text. The overwhelming majority of these questions and tasks are text-specific. PAGE 9
Considering Text Dependency • Does answering the question require that students have read the passage? • Is the question tied to a passage (not standalone)? • Does the question require students to cite or use evidence from the passage to determine the correct answer? • Does the question require students to follow the details of, make inferences from, and/or evaluate what is read? PAGE 10
Practice: Analyzing Question Quality 1. With your partner, analyze the sample questions for The Great Fire excerpt in your handouts. 2. Use the criteria on the next page in your packet to guide your analysis of text dependency. 3. Compare your responses to the Answer Key on the next page. PAGE 11
Defining Text-Specific Questions • Text-specific questions are a subset of textdependent questions. • The questions probe the specifics of the text and avoid “canned” questions that could be asked of any text. • These questions can only be applied to one specific text. PAGE 12
Text-Dependent Text-Specific What is the author’s message in the text? Why does Monk ask this question, “Which ‘We the People’ has ‘troubled the nation’”? What is the main idea of the passage? Why does Monk claim that popular sovereignty is the form of government in America? What details can you find that support the main idea? What evidence is there in paragraph three regarding Marshall’s claim about the “evolving nature of the constitution”? PAGE 13
Evidence-based Discussion and Writing Metric 2 B: Materials include frequent opportunities for evidence-based discussions and writing to support careful analyses, well-defended claims, and clear information about texts to address the analytical thinking required by the Standards at each grade level. • Text dependency is not enough. • Questions must reflect the analytical thinking required by the Standards for the grade level. • Materials must include opportunities for evidencebased discussions AND writing. PAGE 14
Example or Non-Example? PAGE 15
Evidence-based Discussion and Writing to Sources: Materials should require writing to sources at all grade levels (about ¾ of tasks), with minimal use of decontextualized prompts and an expectation to use evidence. Moving From Moving To IMET p. 11 PAGE 16
Evidence-based Discussion and Writing • Engage with texts of sufficient complexity and make assertions about those texts based on textual evidence. • Draw evidence from literary or informational texts to support analysis, reflection, and research, underlies standards-aligned writing tasks. • CCSS writing requires writing to sources in instructional materials. • Integration of reading and writing is fundamental. PAGE 17
Evidence-based Discussion and Writing Practice: Writing to Sources Activity – Analyzing Prompts for Text-Dependency • Working in pairs at your table, take the next 10 minutes to analyze the writing prompts in the envelope for the activity. • Sort the prompts into piles: text-dependent, not text-dependent, unsure. • To save time, we are not giving you the associated passages for this activity. But you can figure out which prompts are not text-dependent without them! PAGE 18
Evidence-based Discussion and Writing Practice: Writing to Sources Discuss: • What clues did you come up with that helped you determine text dependency of the prompts? • Did you have difficulty classifying any of the prompts? If so, which ones? Why? PAGE 19
Evidence-based Discussion and Writing Practice: Text-Dependent and Text-Specific Questions • Use the passages (Fossil Fish Found! and Earthquakes) and associated question sets to gather evidence for the NN 2 metrics. • Be prepared to share your findings. PAGE 20
Evidence-based Discussion and Writing Let’s reach consensus: • What evidence did you find where the passages and question sets were in alignment with the criteria? • What other evidence would you want to collect? PAGE 21
Alignment Criterion 2: Questions, Tasks, and Assignments
Questions, Tasks, and Assignments Alignment Criterion 2: Questions, Tasks, and Assignments: Materials support students in building reading comprehension, in finding and producing the textual evidence to support their responses, and in developing grade level academic language. • • AC AC Metric Metric 2 A: High-quality sequences of text-dependent Example Non-Example questions 2 B: Academic language (vocabulary and syntax) 2 C: Balance of writing types 2 D: Developing writing skills 2 E: Speaking & Listening 2 F: Grammar & Conventions 2 G: Foundational Skills IMET p. 22 PAGE 23
Questions, Tasks, and Assignments • Read The Making of a Scientist. PAGE 24
Questions, Tasks, and Assignments Alignment Criterion 2 A: High-quality sequences of text-dependent questions are prevalent in the materials and build to a deep understanding of the knowledge and central ideas of the text. • What was Feynman’s father trying to teach his son with the tiles? What sentence is the main point of this scene? • In this section of the text, Feynman put the word “doing” (in the final paragraph) in italics to draw attention to it. Why is he focusing on that word, and how does it connect to the lesson his father is trying to teach him in this example? • Why does Feynman’s father tell him about the lice and the mites on birds? IMET p. 23 PAGE 25
Questions, Tasks, and Assignments Alignment Criterion 2 B: Questions and tasks in the materials support students in understanding the academic language (vocabulary and syntax) prevalent in complex texts. IMET p. 24 PAGE 26
Questions, Tasks, and Assignments The three vocabulary tiers are vital to comprehension, but Tiers 2 and 3 typically require more deliberate effort. Tier 1 • Words of everyday speech • Ex: chair, book, drive Tier 2 Tier 3 • Appear in a range of texts • Ex: relative, accumulate, formulate, specificity • Specific to a domain or field of study • Ex: lava, amoeba, legislature, aorta, circumference Consider these words found in the Feynman lesson: • • • highchair vertically seconds complicated elementary • • • translate reality magnitude frightened consequence • • • slightest peck lice flakes protein PAGE 27
Questions, Tasks, and Assignments Guidelines for Vocabulary • Focus primarily on tier 2 words? • Target words or phrases that are central to understanding the text? • Ask students to use context to determine meaning? • Ask about the meaning of figurative language, not labels of literary terms? • Require use of resources? • Attend to the particulars of the standards at each grade? PAGE 28
Questions, Tasks, and Assignments Academic Vocabulary: Examples or Non-Examples? PAGE 29
Questions, Tasks, and Assignments Example PAGE 30
Questions, Tasks, and Assignments Alignment Criterion 2 C: Materials focus on argument and informative writing in the specified proportions. Alternately, they may reflect blended forms in similar proportions (e. g. exposition and persuasion). 3 -5 6 -8 9 -12 Exposition 35% Exposition 40% Opinion 35% Opinion 40% Narrative 35% Narrative 30% Narrative 20% IMET p. 25 PAGE 31
Questions, Tasks, and Assignments Example • Culminating Task: In the final paragraph Feynman says he “was given something wonderful when he was a child. ” Using two of the examples from the text, explain what he was given and how it influenced his life. PAGE 32
Questions, Tasks, and Assignments Alignment Criterion 2 D: Materials support students’ developing writing skills over the course of the school year. This includes writing opportunities for students that are prominent and varied. Do students write to build understanding of text as well as for teachers to assess understanding of text? IMET p. 26 PAGE 33
Questions, Tasks, and Assignments Alignment Criterion 2 D: Example PAGE 34
Questions, Tasks, and Assignments Example PAGE 35
Questions, Tasks, and Assignments Alignment Criterion 2 E: Materials integrate speaking and listening into lessons, questions, and tasks and build in frequent opportunities for collaborative discussions. • What do the Standards say about speaking and listening? • Read either the 6 -8 or K-2 Speaking and Listening Standards. Discuss with your shoulder partner what you notice. IMET p. 27 PAGE 36
Questions, Tasks, and Assignments Example PAGE 37
Questions, Tasks, and Assignments Why speaking and listening? Consider the following: Lauren Resnick, University of Pittsburgh • How does Accountable Talk provide the conditions for all students to be focusing on text? • What are the roles of Accountable Talk in improving learning? • Why does having all students engaging in the work of the lesson address the “equity” issue? PAGE 38
Questions, Tasks and Assignments Alignment Criterion 2 F: Materials include explicit instruction of the grammar and conventions standards for grade level as applied in increasingly sophisticated contexts, with opportunities for application both in and out of context. Conventions of Standard English There are standards for two topics: • Grammar and usage • Punctuation, capitalization, and spelling Instructional materials should follow the specific emphases in the standards. In addition, materials should also include “refreshers” from earlier grades. Knowledge of Language • Students must become proficient not just at using the “correct words” (the conventions), but also at choosing the “right words” to convey the intended meaning and the intended effect. • Use language precisely and effectively, not just correctly. IMET p. 28 PAGE 39
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Questions, Tasks, and Assignments Alignment Criterion 2 G: Materials address gradelevel standards for foundational skills by providing instruction and diagnostic support in phonics, word recognition, and fluency through a researchbased and transparent progression to develop proficient readers To clarify the progression of foundational skills, go to the Standards! IMET p. 29 PAGE 41
Questions, Tasks, and Assignments The Standards include Reading Foundational Skills for grades K– 5 in these categories. K-1 • Print Concepts • Phonological Awareness K-5 • Phonics and Word Recognition • Fluency Examine the standards: PAGE 42
Example PAGE 43
Example PAGE 44
Questions, Tasks, and Assignments • With your partner, refer back to the metrics for Alignment Criterion 2. • Consider The Making of a Scientist. As a reviewer today, where did you find examples of alignment for Alignment Criteria 2? • What would you still need to investigate? PAGE 45
Break PAGE 46
Essential Questions • How does the Instructional Materials Evaluation Tool (IMET) reflect the major features of the Standards and the Shifts? • What understandings support high-quality, accurate application of the IMET metrics? PAGE 47
Goals • Understand how aligned materials embody the shifts inherent in the Common Core State Standards • Understand the precise meaning of each metric • Recognize examples and non-examples related to each IMET criteria metric PAGE 48
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