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Core Knowledge Language Arts
Teaching and Learning in CKLA: Examining the Evidence
February, 2014
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Session 1: The Student Profile
Considering Progress in CKLA
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How is My Child Doing?A mother and father want to discuss their first grade child’s reading. They know that the school is trying a new curriculum and feel the work they are seeing is quite different than the work they saw from their the child’s older brother. They want to know how to consider their child’s progress and whether their child is ‘on track’
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How is my child doing?Adapting to Change
When the problem definition, solution, and implementation is clear, Heifetz calls this technical change. ..
Adaptive change must come from the collective intelligence of the employees at all levels. So, together they learn their way toward solutions.
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Different Data Sources to Discuss Performance
• Curricular-based
• Formative
• Criterion-Referenced
• Diagnostic/Normative
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SPECIFIC/CONTEXTUALIZED
BROAD/GENERALIZED
Measures what was just taught; tells about the student and the teaching/classroom
Measures key skill development over time
Measures skills in relation to specific, accepted standards
Measures comprehensive area of development in relation to the ‘average’ child within the population
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How is my child doing? Reframe the Question
• Is my child ready for the next ‘right step’ for the classroom?
• Did my child meet expectations for the grade?
• Is my child growing in key areas of reading development?
• Is my child learning what is taught? • How is my child in comparison to all
other children his or her age/grade?• How are the children developing
across the year in basic reading abilities?
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Formative
Criterion-Referenced
Diagnostic/Normative
Curricular-based
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What Type of Data?• Is my child ready for the next ‘right
step’ for the classroom?• Did my child meet expectations for
the grade?• Is my child growing in key areas of
reading development in ways I expect?
• Is my child learning what is taught? • How is my child in comparison to all
other children his or her age/grade?• How are the children developing
across the year in basic reading abilities?
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Formative
Criterion-Referenced
Diagnostic/Normative
Curricular-based
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What Type of Data?• Is my child ready for the next ‘right
step’ for the classroom?• Did my child meet expectations for
the grade/state/district?• Is my child growing in key areas of
reading development? • Is my child learning what is taught? • How is my child in comparison to all
other children his or her age?• How are the children developing
across the year in basic reading abilities?
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Formative
Criterion-Referenced
Diagnostic/Normative
Curricular-based
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What Type of Data?• Is my child ready for the next ‘right
step’ for the classroom?• Is my child ready for the next year’s
curricula?• Did my child meet expectations for
the grade/ state/district?• How is my child growing in key
areas of reading development? • Is my child learning what is taught? • How is my child in comparison to all
other children his or her age? • How are the children developing
across the year in basic reading abilities?
Formative
Criterion-Referenced
Diagnostic/Normative
Curricular-based
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Sample Assessment Profile
1st grade• DRA (beginning of year; end of the year) Phonemic Awareness (rhyming, alliteration, segmentation Alphabetic Principle/Phonics (Letter names, word lists, decoding,
analogies, structural analysis, syllabication) Oral Reading Fluency
• End of Unit Assessments (word reading, tricky words, text decoding/comprehension)
• Spelling Tests (sound spelling patterns)• Non word reading test (3 times a year; pulling/combing from Skills
Pseudoword tests to see growth)• Writing Mechanics (pull 1-3 samples of response to text questions across the
year; rubrics focus on handwriting, spelling, and grammar)• Writing Process (1 sample of genre writing 3 times/year; rubrics focus on
plan, draft, edit and knowledge of the specific genre)• Vocabulary and oral expression (domain-assessment and 10’s assessment
lessons)• Content knowledge (domain-assessment and 10’s assessment lessons)
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How is My Child Doing?A mother and father want to discuss their first grade child’s reading. They know that the school is trying a new curriculum and feel the work they are seeing is quite different than the work they saw from their the child’s older brother. They want to know how to consider their child’s progress and whether their child is ‘on track’
Considering the student profile and key progress goals identified, reframe this broad request into one or two questions you can answer, given the data you have.
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An Example Response from first grade
How is my child doing?
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A Finer-Grained Look at Progress
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Building a Progress Report(shown for a single unit; you can use this process to combine to report
multiple units/domains at once) Used the alignment chart to organize work according to
CCSS standards. The standard is in black (slightly rephrased sometimes) The specific learning objective in CKLA appears under
the standard. These reflect the most frequently addressed within the unit/domain.
Template amenable to school or district discretion to create performance indicators as either a rating (e.g., 1-4) or a ‘meets/doesn’t meet’
The objectives listed should match your priorities for student learning
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Notice and Wonder
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What do you notice?
What do you wonder?
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Table Round
Share something you noticed and wondered
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