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ELA Assessment Previewing Participant Packet

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How do the Performance Task Claims and Targets align to one or more literacy shift?

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How do the standards and rubric align with Webb’s DoK?

What are some of your classroom tasks in which students practice these skills?

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Use your analysis of the performance task claims, targets, and standards to reflect on instructional implications.

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Use your analysis of the performance task claims, targets, and standards to reflect on instructional implications.

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Consider the proficiencies outlined on the rubric aligned to the ELA Interim Performance Task. How does your feedback to students on in-class writing tasks align with these performance indicators?

How are you providing a balance of instructional tasks at each DOK level, ensuring students get to extended thinking tasks?

What do you anticipate students farthest from the sphere of success will need to build towards these skill proficiencies?

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After previewing the task overall, reflect on implications for your planning and instruction.

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After previewing the task overall, reflect on implications for your planning and instruction.

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Are my texts sufficiently complex?

Are my questions text-dependent and do they lead to key understandings of the text?

Am I providing students with multiple opportunities to build stamina with independent reading and writing?

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What are the key understandings of the text? In what way is this text complex?

What information about student understanding of the text would you expect to uncover from responses to the text dependent questions?

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What type of teaching does the performance task inspire?

What is one instructional adjustment you plan to make?

How do you plan to hold yourself accountable to making the necessary changes in your practice?

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Because the first claim requires students to analyze and integrate and those verbs are listed in Webb's DOK as level 4, if the task is presented with fidelity, it should be a DOK 4.

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This task involves verbs such as "introducing claims" which is a part of developing an argument, which seems to live in DOK 3.

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Yes, because I use the professionally made curriculum that has been provided and designed with all this in mind.

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It's standards-based, which is what our units and instruction should be grounded in

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I think the feedback connects because I've been focusing on how to organize ideas and supporting students in the thinking behind it through mentor texts and also having them give feedback on student writing

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Although my feedback can be more targeted, it's good to know that I've emphasized and acknowledged students who have back up their opinions with hard evidence from reputable sources. We are continuing to do that in this module but through different kinds of texts.

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I'm seeing that Webb's DOK uses verbs to determine where a student activity should fall to determine it's DOK, but I know that a lot of what students do in my class is reading, but they are reading with specific intentions some of which are significantly more cognitively demanding than others. I am pleased to see that the majority of the work my students do, especially for formative assessments, lives in Level 3 and Level 4 of the DOK.

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how am I setting it up so they not only exceed at this assessment but have an opportunity to (level 4) create and be proud of their work -their humanity in mind at the forefront in everything they do

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I think of DOK as starting small or creating understanding of the larger task with smaller building activities. Once those are establish we build on them with each practice or enactment? I might be wrong though..

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I'm remembering to have students use multiple sources on a similar topic and thinking about helping them more in the thinking behind organizing ideas across multiple paragraphs

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Yes, I will continue using the professionally made curriculum, as that ensures my assignments and texts meet these requirements.

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Text-dependent questions that I've used have progressed naturally through the Webb scale. I'm thinking students' reading stamina really needs improvement--they need to be able to read four texts in one sitting.

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the texts that I have presented my students in terms of complexity, but my main concern was that the instructions are very poorly written and it will be difficult for students to perform if they don't know exactly what is expected of them.

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There's a lot of scaffolding and practicing to build their writing for Synthesis responses. There will be more opportunity to strengthen their skills beforehand as well given our schedule change.

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-I feel like I have used a variety of complex texts. They are not texts my students have easily read through. We have done a lot of in-class reading, as I have found it important to allow students to question the text as a whole group, and allow other students to respond. If they don't have an idea/answer to suggest, I will help students so they can better understand the text.
-I believe a majority of the questions I have asked my students to answer this year are text-dependent, at least when it comes to written assignments. I am trying to do better at asking students to cite textual evidence out loud during discussion time.
-My last two units, I have had students complete journal entries as a way to practice writing every day. We read multiple texts in the first and third units, and one large grounding text in the second unit. When we have study groups, I like to use that time to allow students to work on homework or late assignments, and if they have nothing to work on, they should be reading.

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going to give them precise feedback using a CFS model and focus on one skill on a time and build from there
unit and text complex enough

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Sam - yes, my texts are sufficiently complex

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Sam - yes, my texts are sufficiently complex

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I am using the MyPerspectives curriculum which is backwards-designed from the final performance assessment, back to the formative assessments and back to the initial skill-building. It is designed for my grade level and I imagine that is why I am seeing strong alignment between my lessons and this assessment.

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It inspires the kind of teaching that I am engaging in.

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It inspires the kind of teaching that I am engaging in.

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But these rigorous tasks are not well-loved by my students. They're so used to texts (movies) that they watch once for entertainment that it is challenging for them to reread multiple times for disparate purposes.

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question everything in the text

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Using this as a grounding opportunity for reframe/ reteaching this type of writing especially when it comes to formating.

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Now that I'm "off," I've got to spend another couple of hours getting my learning materials ready for tomorrow.