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Assignment #1: Data Analysis & Curriculum Design-Part 3

EDL 0702

Standards Based Curriculum and Assessment

Nova Southeastern University

November 16, 2019

Assignment #3

Introduction

In the first part of the Assignment: Data Analysis and Curriculum Design, students in the

middle school level of this K-8 Academy participated in the iReady Diagnostic Test for reading

in August 2019. The results showed 40% of the students on or above grade level, 22% are one

grade level below and 38% are two or more grade levels below. An in-depth look at the subgroup

of one 8th grade class of 19 students shows 53% are on or above grade level, 16% are one grade

level below and 6% are two or more grade levels below. After further analyzing the data, there is

a need for student interventions.

Using the iReady reports, a table was created to pinpoint areas of academic concern and

to analyze student performance in each area/standard. Based on the information from the

diagnostic, the main area of concern for this subgroup is the Comprehension of Informational

Text; i.e. 14 out of the 19 students in the class are one or more grade levels below on

Comprehension of Informational Text. In the Language Arts Florida Standards (LAFS), this falls

under the Strand: Reading Standards for Informational Text. The standards that need

improvement under this strand are Cluster 1: Key Ideas and Details and Cluster 2: Craft and

Structure. After examining the iReady data and identifying the area of concern, the curriculum

was reviewed to identify strategies, skills, and curriculum to improve learning.

In part 2 of the assignment, I designed a Power Point presentation to communicate the

area of concern to the Language Arts/Reading Department. The information was organized and

included tables and graphs from the first part of the assignment. In addition, a Kahoot quiz to

gauge my colleagues’ knowledge of the iReady assessment and its standards made the it

interactive as well. To address the area of concern, I will implement a coordinated, aligned, and

articulated curriculum by creating at least 5 assessments that evaluates the learning targets; i.e.

Knowledge, Reasoning, Performance, Product, and Disposition Targets.

Standard Code: LAFS.8.RI.1.2: Determine a central idea of a text and analyze its development

over the course of the text, including its relationship to supporting ideas; provide an objective

summary of the text

Standard Code: LAFS.8.RI.2.6: Determine an author's point of view or purpose in a text and

analyze how the author acknowledges and responds to conflicting evidence or viewpoints.

Figure A: Unpacked Standard

Learning Target Tasks Assessment Methods

Knowledge Target (what

students will know. For example,

facts, a definition, a concept, a

rule.)

Define key terms such as main idea,

author’s purpose, point of view,

details, summary, conflict, text

structure

Selected Response (multiple-

choice items; true/false items,

matching items, fill-in-the-

blank items)

Reasoning Target (synthesis,

analysis, classification,

comparison, inference, deduce/

induce, evaluation)

Identify the main idea of an

informative text

Identify the author’s purpose/point

of view in an informative text

Identify the similarities and

differenced between two

informative texts on the same topic

Written Response

(short-answer)

Performance Skill Target (real

time demonstration or physical

performance, such as a read

aloud, dribble the ball, converse

in a second language)

Present a sequence of ideas

logically, using pertinent

descriptions, facts and details to

highlight main ideas or themes

Research real-world examples of

jobs/careers that use informational

text

Performance Assessment-

GRASP

Personal Communication

Product Target (create a

product)

Create a magazine article about an

informational text that identifies a

topic’s facts and details, main idea,

author’s purpose, author’s point of

view, and text structure.

Product Assessment

Disposition (attitudes, interests,

motivation, send of academic

self-confidence.)

Be engaged and confident when

reading and evaluating informative

text. Feel confident when reading

informational text.

Written Response

Personal Communication

Assessments for LAFS.8.RI.1.2/ LAFS.8.RI.2.6

Assessment 1: Selected Response (use as pre-assessment and post-assessment)

Knowledge Target: The students will be able to define key terms such as main idea, author’s

purpose, point of view, conflict, text structure.

Directions: Before learning about informational text, students will be given this assessment to

identify prior knowledge using a Kahoot quiz. The teacher will review the answers with the

students and get feedback. After learning about informational text and its features, students will

be able to match the key terms with their definitions.

Matching Key Terms

1. Author’s purpose 2. Cause and effect

3. Compare and contrast

4. Conflict

5. Entertain

6. Inform

7. Main or central idea

8. Persuade

9. Point of view

10. Problem and solution

11. Sequence

12. Text structure

a. A struggle between opposing forces b. The author wants the reader to believe or do

something

c. The author wants to explain events in the order they occurred or to explain the steps in

a process

d. The author wants to explain events that result in other things happening

e. The author wants to explain what is similar or different between or among people,

places, things or ideas

f. The author wants to state a problem and list one or more possible solutions

g. The author wants to tell a story that the reader will enjoy

h. The author wants to tell or teach the reader something

i. The author's message about a topic. It is often expressed directly, or it can be

implied.

j. The reason that an author writes k. The way an author organized the ideas and

details in his/her writing

l. The way an author looks at a topic or ideas being described

The first assessment promotes metacognition, is culturally relevant, and integrates

technology. Students are first asked to think about their thinking when the teacher uses the

assessment as a pre-assessment to identify prior knowledge of informational text, which is a

metacognitive method. As the teacher receives feedback and discusses this with the students,

they are examining their thinking about this standard. As Chick (2013) points out, this

metacognitive practice helps “students become aware of their strengths and weaknesses as

learners, writers, readers, test-takers, group members, etc.”. Once they have learned about

informational text, the teacher uses the same assessment again. The students are demonstrating

their knowledge of the key terms by matching each vocabulary with its corresponding definition.

This assessment is used to “measure student mastery of discrete elements of knowledge”

(Chappius & Stiggins, p. 86, 2017).

Prior to using the post-assessment, the teacher will use a variety of passages to give

students an opportunity to prove their knowledge of informational text and its features. The

assessment involves technology because the pre-assessment is used in a Kahoot quiz. Kahoot is a

game-based learning platform that makes it easy to create, share and play learning games or

trivia quizzes. Students are not put on the spot if they do not know an answer using this

technology. Having them use this game-based learning platform is an example of Culturally

Responsive Pedagogy because it gives everyone an equal opportunity to learn and dispels

inferiority of some groups to others. Culturally Responsive Pedagogy is a perspective that places

students’ social and cultural identities at the center of one’s teaching and uses the cultural

characteristics and experiences of diverse students to teach them more effectively (Teachers as

agents of change, 2017).

Assessment 2: Written Response

Reasoning Target: The students will identify the main idea of an informative text; identify the

author’s purpose in an informative text; identify the similarities and differenced between two

informative texts on the same topic.

Directions: The students will read two pieces of Informational Text from an online article. They

have the option of choosing two on their own or the ones that follow. Text 1: In our digital

world, are young people losing their ability to read emotions? By Stuart Wolpert and Text 2:

Study: Kids can learn as much from ‘Sesame Street’ as from preschool By Jim Tankersley. After

reading two informational passages, students will fill in the following graphic organizers for each

passage:

Main Idea Supporting Details

(3 Supporting details for each)

Informational Text 1: (write title)

Informational Text 2: (write title)

Author’s Purpose:

Fore each passage, determine the authors’ purpose and explain why.

 Persuade  Explain

 Inform  Describe

Explain why you chose this author’s purpose. Use details from the passages to support

your answer. ___________________________________________________________

______________________________________________________________________

Compare and contrast the two passages using the graphic organizer below. Give the diagram a

title.

Self-Assessment: Graphic Organizer Rubric Students should meet the following general

criteria when completing the graphic organizers. In addition, students should keep the following

questions in mind: Is it complete? Is it correct? Is it clear?

Rating Requirements

4 • Provides accurate information for ALL parts of the organizers based on the passages

• All information is correct

• Gives organizer a title (if it does not have one) • Analyzes the information to fit in the organizer by using a constructed

response • Summarizes the information to communicate patterns or support ideas

3 • Provides information for each part of the organizer

• All information is correct

• Gives organizer a title (if it does not have one)

• Writes to explain the information to fit in the organizer

• Explains how the organizer helps accomplish the task

2 • Provides information for most parts of the organizer

• Most information is correct

1 • Provides information for part of the organizer

• Some information is correct

This assessment requires students to write their responses in short-answer form. “Short-

answer items call for a brief response having a limited range of possible right answers”

(Chappius & Stiggins, p. 82, 2017). It uses Written Responses in a series of graphic organizers.

The second assessment is culturally relevant, integrates technology and promotes metacognition.

Having less writing makes it manageable and reasonable for ESE and ELL students. Since

graphic organizers can be used to visually organize and arrange information, it is more easily

understood for a diverse student population. Students are also involved in the process by

choosing either their own passages or one of the teacher suggestions. These are examples of

Culturally Responsive Pedagogy, where a teacher’s job is making the curriculum responsive to

students. In other words, the standards are being taught based on knowledge and skills through

content that is relevant and engaging to students (Teachers as agents of change, 2017).

Furthermore, technology is integrated by having students choose an informational text that is an

online article. Metacognition is also relevant for this assessment because students will use the

rubric to think about their assignment and make sure it has been successfully completed. As

Chick (2013) explains, “it is terribly important that in explicit and concerted ways, we make

students aware of themselves as learners”.

Assessment 3: Performance Assessment-GRASP

Performance Skill Target: The students will present a sequence of ideas logically, using

pertinent descriptions, facts and details to highlight main ideas or themes. The students will

research real-world examples of jobs/careers that use informational text.

Directions: Use the GRASPS prompt to research jobs/careers where informational text is used.

Students will then create a Power Point presentation that includes audio/video clips.

Goal: Your task is to interview members of the community and create a Power Point

Presentation.

Role: You are a news reporter investigating how instructional text is used in jobs/careers.

Audience: Your audience is the viewers of the local channel.

Situation: You are interviewing members in the community with various jobs/careers. You must

create a Power Point presentation broadcasting the information you obtained.

Product: Create a Power Point presentation that includes clips of your interviews with various

members in the community asking about informational text in their job/career.

Standards for success: Your presentation must include 5 jobs/careers in the community,

interview clips, table with the information, photos of the people being interviewed and/or photos

of the reading material. The following questions may be asked, “What kinds of reading material

do you read on the job?” “What is the hardest reading material you have to read? What do you

enjoy reading the most at work?”. You may work alone or with a partner.

Reflection: In the last slide of the Power Point Presentation, answer the following reflective

questions: What did you learn from this assignment? What could you improve on? What did you

like best and least about this assignment? What would you do differently next time?

Job/Career Informational Reading

Material

Purpose for Informational Reading

Name of

job/career

Types of informational

reading material

Purpose for informational text

EXAMPLE:

Chef

EXAMPLE:

Restaurant reviews

Recipes

EXAMPLE

To see what the competition is doing what

people think is “good”

To find new recipes to offer

Job/Career #1

Job/Career #2

Job/Career #3

Job/Career #4

Job/Career #5

Grading Rubric for PowerPoint

CATEGORY 4 3 2 1 Points

Effectiveness Project includes

all material

needed to gain a

comfortable

understanding of

the informational

text in the real

world. Includes 5

jobs/careers in the

community,

interview clips,

table with the

information,

photos of the

people being

interviewed

and/or photos of

Project includes

most material

needed to gain a

comfortable

understanding

informational text

in the real world

but is lacking one

or two key

elements.

Project is missing

more than two key

elements.

Project is lacking

several key

elements and has

inaccuracies.

the reading

material.

Sequencing of

Information

Information is

organized in a

clear, logical way.

It is easy to

anticipate the type

of material that

might be on the

next slide.

Most information

is organized in a

clear, logical way.

One slide or item

of information

seems out of

place.

Some information

is logically

sequenced. An

occasional slide or

item of

information seems

out of place.

There is no clear

plan for the

organization of

information.

Originality Presentation

shows

considerable

originality and

inventiveness. The

content and ideas

are presented in a

unique and

interesting way.

Presentation

shows some

originality and

inventiveness. The

content and ideas

are presented in

an interesting

way.

Presentation

shows an attempt

at originality and

inventiveness on

1-2 slides.

Presentation is a

rehash of other

people's ideas

and/or graphics

and shows very

little attempt at

original thought.

Spelling and

Grammar

Presentation has

no misspellings or

grammatical

errors.

Presentation has

1-2 misspellings,

but no

grammatical

errors.

Presentation has

1-2 grammatical

errors but no

misspellings.

Presentation has

more than 2

grammatical

and/or spelling

errors.

Use of

Graphics

All graphics are

attractive (size

and colors) and

support the

theme/content of

the presentation.

A few graphics

are not attractive

but all support the

theme/content of

the presentation.

All graphics are

attractive but a

few do not seem

to support the

theme/content of

the presentation.

Several graphics

are unattractive

AND detract from

the content of the

presentation.

Organization PowerPoint

contains a

minimum of 10

slides. All parts of

the task are

completed fully

and support the

theme/content of

the presentation.

PowerPoint

contains a

minimum of 10

slides. All parts of

the task are

completed

partially and

support the

theme/content of

the presentation.

PowerPoint

contains fewer

than 10 slides, or

some slides

designed do not

support the

theme/content of

the presentation.

PowerPoint

contains fewer

than 10 slides and

is missing several

parts of the task.

Slides designed do

not support the

theme/content of

the presentation.

Eye Contact &

Voice

Student presents

content in a

confident manner

by speaking loud

& clear and

making eye

contact with the

audience.

Student presents

content in a voice

that is clear but

not very loud but

makes several eye

contact attempts

with the audience.

Student presents

content in a voice

that is not very

loud or clear.

Student attempts

little to no eye

contact with the

audience.

Teacher had to

ask student to

speak up or repeat

content several

times. Student

made no eye

contact with the

audience.

The third assessment used the GRASPS as the performance assessment. As Chappius &

Stiggins (2017) point out, “with performance assessment, we ask students to complete a task and

then we evaluate their work for quality using a scoring rubric that describes different levels of

quality” (p. 82). This assessment integrates technology, is culturally relevant, and promotes

metacognition. In this performance assessment, students use technology by creating a Power

Point presentation with audio/visual clips, photos, and tables about the use informational texts in

actual jobs and careers. Culturally Responsive Pedagogy is relevant since students are using the

academic skills of the content in their social world. This assessment also allows students to be

producers of knowledge, rather than recipients since they are creating a presentation that

explores informational text in the real world (Teachers as agents of change, 2017). Choosing to

work with a partner and having the choice of interviewing 5 jobs/careers fosters a safe learning

community as well. Finally, metacognition is promoted by having the students think about the

assessment at the end of the presentation with the reflection. As Chick (2013) reminds us, “we

must regularly ask, not only ‘what are you learning?’ but ‘how are you learning?’ We must

confront them with the effectiveness of their approaches”.

Assessment 4: Product Assessment

Product Target: Write a magazine article informing your readers about your favorite show.

Directions: Students will write a magazine article on Microsoft Word informing readers on their

favorite show (it can be a show on TV, Netflix, YouTube, etc.). Students will identify what the

show is mainly about (main idea), include facts and details, identify the show’s purpose (author’s

purpose), point of view, and if it has a certain structure.

Reflection: At the end of the article, students will answer the following reflective questions:

What did you learn from this assignment? What could you improve on? What did you like best

and least about this assignment? What would you do differently next time?

In this assessment, students are to create a product, in this case a magazine article, which

will determine “whether students can create a certain kind of achievement-related product such

that it meets certain standards of quality” (Chappius & Stiggins, p. 92, 2017). Afterall, as

Chappius & Stiggins (2017) point out, the best measure of the ability to write an informative text

is the quality of the writing itself (p. 92). This fourth assessment is culturally relevant, integrates

technology, and promotes metacognition. Culturally Responsive Pedagogy is evident since

students are given the freedom of choosing their own show to write about. For example, ELL

students can choose a show in their language to write about. In addition, it gives an opportunity

for the teacher to connect with the students by getting a glimpse of their interests. Technology is

infused because the students will watch their show either on television or online. In addition,

they are to use Microsoft Word to write the article. Finally, metacognition is promoted by having

students self-reflect on the assessment.

Assessment 5: Written Response and Personal Communication

Disposition Target: Students will be engaged and confident when reading and evaluating

informative text.

Part 1: Informational Text Student Self-Assessment Survey

Directions: Complete the informational text student self-assessment survey using the following

link: https://www.surveymonkey.com/r/CTL392Z

Part 2: Instructional Questions and Answers

Directions: Students will answer the following questions and discuss the responses with a

partner. Questions: How is informational text used in everyday life? How can you practice using

informational text? Give at least 3 examples.

In this last assessment, students respond to questions that will give the teacher “clues

regarding student level of understanding and misconceptions” (Chappius & Stiggins, p. 83,

2017). The last assessment includes technology, promotes metacognition, and is culturally

relevant. Students complete an online self-assessment using SurveyMonkey which is an online

tool that lets the user send any kind of survey to be utilized for various purposes (i.e. research,

poll, analysis, feedback). The assessment requires students to be reflective of their reading

interest as well as use of informational text in everyday life. The students rank questions from

strongly disagree to strongly agree. Furthermore, it supports metacognition since it “included a

critical awareness of (students’) thinking and learning and (students’) as a thinker and learner”

(Chick, 2013). Metacognition is also integrated when students are thinking about how

informational text apply to the real world.

Culturally Responsive Pedagogy is also evident by enabling students to complete a

survey that is impartial and objective. In addition, ELL students can translate the survey to their

home language; and the survey is short, which makes it easier for those students that are ESE.

The questions and answers also allow students to learn from each other by personally

communicating their ideas with one another. This fosters a classroom culture of empathy and

compassion (Teachers as agents of change, 2017).

References:

Chappius, J., and Stiggins, R.J. (2017). An Introduction to Student Involved Assessment for

Learning (7th ed.). Boston, MA: Pearson Course.

Chick, N. (2013, February 9). Metacognition. Vanderbilt University Center for Teaching.

Retrieved from https://wp0.vanderbilt.edu/cft/guides-sub-pages/metacognition/

Teachers as agents of change. (2017). SanfordInspireProgram.com. Retrieved from

https://online.sanfordinspire.org/teachers-as-agents-of-change-coaching-guide-pdf-2/