Redesigned SAT – Essential Language Progressive Skills Alert

80dfc343-4711-4bb0-90df-ea0f5de34427A number of weeks ago, I wanted to answer a question related to the SAT Practice Tests – those tests the College Board made available for us to help teachers and students become familiar with the redesigned SAT. I personally wanted to check the alignment between the SAT questions on the Practice Test and the Common Core State Standards. As I worked through every single question on the tests, I discovered an interesting piece: Every single standard on the Language Progressive Skills list in the Common Core State Standards is tested. Every single one.

We need to make sure everyone knows this!

If you’re a curriculum type, you may want to use this information as you tweak curriculum in your district. If you’re an assessment type, maybe you’ll consider talking about this when you’re making connections between the SAT Content Dimensions and the Common Core State Standards. If you’re a principal, perhaps you’ll share this with your teachers because they are likely still learning about the redesigned SAT. If you’re an ISD/RESA person, perhaps you’ll want to include this in some of your training materials.

Download the Progression of Language Skills.

It’s up to teachers in multiple grade levels and content areas to help students learn important language skills, so I do hope you’ll consider sharing this with others.

Shift Happens! A shift in vocabulary, that is.

Image, Shift Happens

As you know, when the Common Core Standards in English Language Arts were released, we all learned about the Instructional Shifts.  As you read about the Common Core and the changes it brings, you’ll see two basic lists of the shifts – one with three items and one with six.  The list with 3 shifts simply combines some of the shifts.  I prefer to keep the shifts separated, as shown below.

Image, Slide 1

In case you’re wondering whether or not the shifts matter, I want to let you know they do.  All six of them.  But as with anything, you’ll have to figure out how to use them and make them work for you in your school or district.  When thinking about the shifts, there are at least a few times and ways you can use them: (1) Develop curriculum, (2) Design high-impact lessons for students, (3), Design aligned assessments to the college and career readiness standards, and (4) Design professional development experiences for teachers and administrators.

Now, I want to share each of the shifts with you – one at a time – in hopes there’s a thing or two you can use. Today’s shift is Vocabulary.

In using my shift pages, you’ll want to know how I’ve set them up. I’ve designed a format for beginning to think about each of the shifts.  The following visual, How the Shifts Are Set Up, shows my logic in thinking about the shifts. Take a quick look.

Image, Slide 2

After a quick description of the shift, you’ll see two areas: one that provides hints for curriculum and another that provides hints for instruction and the possible professional needs of staff.

By way of example, there’s a shift that speaks to text-based answers.  It’s a standard in the curriculum – and teachers need to understand what it means. We all need to understand what it means; it’s even being tested as part of the redesigned SAT. Remember, evidence is king in the CCSS – so I chose it for the example.

Now, take a look at Shift 6, Vocabulary. I chose to present this one to you first as so many schools and districts are focusing on vocabulary development.

Image, Slide 3

For the Common Core ELA standards (including the literacy standards), Academic Vocabulary is a big shift.  As you can see from the visual, the focus should be on pivotal and commonly found words.  (The redesigned SAT will focus on Tier II words in context, but that’s not why we need to focus on vocabulary. We need to focus on vocabulary because it will help our students learn.)

If you’re working on curriculum at the district, school, or classroom levels, there are a number of ways you can provide support for academic vocabulary.

Integrate shift in curriculum units:

  • Place vocabulary throughout lessons, where appropriate, rather than at end of units.
  • Provide activities for students to work with words
  • Identify core vocabulary . Use sources such as SBAC, PAARC, Tier II, and Tier III words.
  • Provide descriptions of core vocabulary
  • Provide content cards where needed.
  • Provide a list of core vocabulary words and corresponding descriptions for units.

Additionally, as you are thinking about professional development, consider some of the examples:

  • Direct Explicit Instruction for Vocabulary
  • How to Develop School-wide Vocabulary Supports for Students
  • How to Determine Core Vocabulary for a Course, Department, and/or School
  • High-Impact Vocabulary Strategies
  • How to Help Students Track Their Own Learning of Vocabulary Words
  • Tier II Words
  • Tier III Words (for social studies, science, and technical subjects)
  • Helping Students With Their Own Word-Learning Activities
  • Effective Strategies for Teaching New Words

I so hope some of these ideas will be helpful to you as you support schools in improving achievement.


RESOURCES

Common Core State Standards

Common Core Shifts for ELA and Literacy

Examples of Lessons for Teaching Vocabulary

Content Cards – Details, Details, Details

Common Core Standards for Literacy in Science (Includes ideas for vocabulary.)

Motor Mouth Review

Content Cards – Line Graphs

Content Card – Parallel

Content Card – Bar Graphs

Content Card – Measuring Length

Content Cards: Text Structures, Grades 9-12

Today’s post is Text Structures for Different Types of Writing.  I designed this tool for teachers, but there are many pages that will also be good resource materials for students.   In this handy guide, you’ll find a quick overview of the text types (i.e., Argumentative, Informational, Narrative) in the Common Core State Standards.  AFter that, I’ve included my content cards for the following five text structures: compare/contrast, cause/effect, problem/solution, sequence, and description.

Check these out to see if they are something you can use!  Here’s the link: http://datadeb.com/wp-content/uploads/2012/02/001_text_structures-deb-wahsltrom.pdf

Write to the Text

 I am a fan of Kelly Gallagher’s Article of the Week.  His website is loaded with weekly articles you can use to give students interesting topics to which they can write.

I recently read an article in Education Week and asked the author, Anothy Cody, for permission to turn his article, Color Coded High School ID Cards Sort Students by Test Performance, into an assignment for students.

I set up the assignment in a modified version of Article of the Week.  I modified the directions and numbered each of the lines in the text.   The numbered lines support students in citing the text during classroom discussions.

Download the assignment:  Assignment:  Argumentative Paper

The assignment includes a Writing Checklist, which you can download separately.

Content Card – Details, Details, Details

Details and examples are one of those areas that students have struggled with when writing.  Being able to cite details and examples is a skill that is valuable in reading, writing, thinking, and speaking.  What are some of the things we might want to make sure students learn when we ask them to think about details and examples?  We might want them to know what kinds of things are details: facts, quotes, statistics, firgurative language, the information in a visual, sensory details, and more.  We also want students to know some of the things they can do with details:  compare and contrast ideas, support a point of view, oppose a point of view, make a decision, describe a character, make inferences, make prediections, and more.  As always, I’ve got a pdf copy for you – just print it out and share it with your students (and fellow educators).

Content Card, Details

Content Card – Line Graphs, Elementary Level

This content card is for the elementary level.  The content card shows the parts of a line graph, ideas for comparing data, the definition of a line graph, and common words for describing the amounts in a graph.

Download this two-page content card for line graphs.

Content Card – Adding Fractions With LIKE Denominators

Fractions, fractions, fractions.  For so many students, these are quite the challenge to learn.  One of the first things that adults should do when students struggle with an area of the curriculum is to make sure we’ve clarified the content that students are to learn.  As you know, one of the ways to do this is through content cards.

Download a full-size pdf of the fraction content card.

As always, please let me know if there’s anything that should be added to the card.

Know Data, Know Answers

I want to share a piece I wrote a number of years ago.  I love the rubrics designed by the fine folks at Northwest Regional Educational Laboratory, but I wanted to unpack the rubrics.  By unpacking the rubrics, I can get to data that allows me  to see the specific parts of the problem-solving process in mathematics for which students need help.  I hope you’ll read the article and add an idea or two to your assessment toolkit.  Download the article here.

Download a copy of Northwest’s Mathematics Problem Solving Grid.

Kindergarten Developmental Rubric

This three-page handout has an example of a developmental rubric that can be used in kindergarten.

Download the pdf of the kindergarten rubric and ideas for its use.

You may also want to see my post related to using the data from this rubric to form flexible groups.