Two books that I read this summer have changed my thinking. They are Hattie’s Making Learning Visible, Maximizing Impact on Learning and Moss and Brookhart’s Learning Targets. Hattie’s book helps me craft my response when a teacher or administrator asks for help with idea/innovation/program X. I can easily check the research for the effect size and ask questions about “possibilities” for increased learning. Learning Targets has been instrumental in helping me think about the “portion size” of daily lessons for students as well as the need to be crystal clear each day about the expected student learning. A question that I frequently use is: “Does the learning target match the student action or learning?”
Why is this important? Well, Reading is very important now as several states have added a requirement for third graders to be reading at the third grade level or several different processes kick in for additional intervention, instruction, summer school or retention. This post is not going to focus on those legislative mandates. Instead it will focus on part of Reading Anchor Standard (K-12) #10 – Range of Reading. As you read through this information, think about “HOW” you will know if students have met this standard?
CCR English Language Arts Anchor Standard 10 says:
“Range of Reading and Level of Text Complexity
Read and comprehend complex literary and informational texts independently and proficiently.”
Several pages later in the Common Core document a reader finds this additional information:
“Range of Text Types for K‑5 Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
|Stories||Dramas||Poetry||Literary Nonfiction and Historical, Scientific and Technical Text|
|Includes children’s adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth||Includes staged dialogue and brief familiar scenes||Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem||Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics”|
“Range of Text Types for 6‑12 Students in 6‑12 apply the Reading standards to the following range of text types, with texts selected from a broad range of cultures and periods.
|Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels||Includes one-act and multi-act plays, both in written form and on film||Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics||Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience”|
There is more information in the standards about the three characteristics of “complex” text. But that is not the topic here. A Twitter conversation today caught my eye. It was linked to this blog: “Reading: It’s Kind of a Big Deal.”
How will you know students have read the variety of genres listed above?
How will your students know that you have read the variety of genres listed above? (If you are a teacher, you probably would not ask students to read genres or texts that you have never read, would you?)
Before I read the blog above from a parent and a child’s view, I probably would have said that a “Reading Log” would be a good indicator of texts read. But what does a list really tell a student, parent, or teacher?
I would love to hear your thoughts!
Wow! More and more resources are available for teachers as they develop lessons to meet the requirements of the Common Core. Parents and community members who would like to view some Exemplar lessons for English Language Arts at grades 3, 7, and 8 can do so at this link.
Publications designed to explain the Common Core to parents are available for each grade level at the following links provided by the Council of the Great City Schools .
How have you informed your parents of the changes required by the Common Core? And your school community? How could these resources help your communication processes?
My last post was about Smarter Balanced Assessments (SBAC) because my home state of Iowa will be using these in the future. That post included a link to some sample assessment items as they will look online and additional released SBAC test items. Today’s post provides a brief glimpse into the sample assessments currently available from Partnership for Assessment of Readiness for College and Careers (PARCC).
Item and Task prototypes can be found for both English Language Arts (ELA) and Mathematics at http://www.parcconline.org/samples/item-task-prototypes
Summative assessments for ELA are available at the following grade-level links. Do click on the pdf’s below the task for additional information about teacher directions and the intent of the task.
Permissions are still pending so the entire task is NOT yet posted for any grade level. The link does describe the “type of assessment” that is included.
How could you use this information?
Discussions at your grade level could center around these questions:
Is this the text that your students are reading? Do you have common formative assessments at your grade level?
These samples could help you frame common tasks and instruction for reading, writing, and speaking! Should you assess your students using these tasks? ONLY, if you have provided instruction that would be aligned with the tasks! 🙂
I just finished reading Maureen Devlin’s post about teachers taking assessments. That is a practice that would benefit teachers of all grade levels and content areas. Check out that post – Take the Test! (And if you are on Twitter, you should be following her @lookforsun)
Smarter Balanced Assessments are available for preview! Have YOU worked through any of the sample items or tasks?
Sample Items and Tasks
Accessing the Sample Items and Tasks
The sample items and performance tasks are compatible with desktop and laptop computers with the following Internet browsers:
• Firefox 3.6 or newer
• Internet Explorer 8 or newer
• Chrome 18 or newer
• Safari 4.1 or newer
In addition, Android and iPad tablets with 9.5 inch screens (10 inch class) or larger are supported with the following Internet browsers:
• Chrome 18 or newer (Android)
• Safari 4.1 or newer (iPad)
Explore sample items and performance tasks:
• Frequently asked questions (PDF)
(Thanks to Deb Hindman at the Iowa Department of Education for this information about SBAC!)
Do you want to see more than one passage? Additional SBAC Sample Items
Smarter Balanced Assessment Consortium (SBAC) has released sample items that teachers and districts can use as part of their preparation in the transition to SBAC related assessments.
What did you learn from the sample tasks?
If the assessment task asked the reader to identify three key ideas, is it possible to highlight more than three and increase the likelihood of a correct answer?
Were any of the answers questionable in your own mind?