Using ACT Resources for Strategic Planning

1. Using ACT Resources for Strategic Planning English III and IV PLT Leaders October 29, 2013 3:30-5:00 pm

2. Agenda

3. ACT Website www.act.org Benchmarks Out of a total score of… Explore -25 Plan -32 ACT - 36 • www.act.org> K-12 Education Professional >ACT’s College Readiness Benchmarks • http://www.act.org/solutions/college-career-readiness/college-readiness-benchmarks/

4. ACT Website www.act.org ACT Writing Test • Score 1 to 6 • 2 scorers = Total Score of 2 to12 • Combines with English test for combined score http://www.actstudent.org/writing/writing-scores.html OR http://www.actstudent.org/scores/understand/studentreport.html • Combined score table http://www.actstudent.org/writing/combined.html

5. ACT Website www.act.org ACT College Readiness Standards http://www.act.org/standard/ OR whole pdf booklet http://www.oprfhs.org/assessment-and-research/documents/ACTIdeasforProgress.pdf Ideas for Progress http://www.act.org/standard/, scroll to bottom

6. ACT Website www.act.org ACT / SAT Score Comparison http://www.act.org/aap/concordance/pdf/reference.pdf ORhttp://www.act.org/products/k-12-act-test/

7. So… Let’s say… My class has an • Average of 17 on Plan Reading • Average of 15on Plan English I’ve already trained them to • Work in collaborative learning structures • Use digital tools for reading and composing • Use skills-based rubrics with descriptive indicators • Use Self-assess and Peer-assess

8. Great. So what? Move ‘em forward! ACT Ideas for Progress What can they already do? What do they need to learn next? What can we do to move them forward?

9. Let’s see what this looks like 15 on Plan English – meets Benchmark Ideas for progress • Check for and correct unnecessary commas. • Revise writing to ensure that information is in the best order. • Read writers of various genres and imitate their work.

10. Let’s see what this looks like 17 on Plan Reading— below benchmark Ideas for progress • Explain the significance of specific information. • Distinguish between what is most and least important in a text. • Identify statements in texts that clearly state the causes and effects of specific events.

11. Common Core Standards http://rt3nc.org/objects/standards/cclitmap/ela.html • RI.1.11-12. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. • RI.3.11-12. Analyze a complex set of ideas or sequence of events and explain how specific individual, ideas, or events interact and develop over the course of the text. • L.2.6-8. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. • 6.a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. • 7.a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). • 8.aUse punctuation (comma, ellipsis, dash) to indicate a pause or break. • W.5.11-12. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

12. Begin with the end in mind • Learning Goals • Product – “Professional” Movie or TV Show Review • Rubric/Assessment • Imitate the work of a professional reviewer. • Justify the placement of information in best order. • Justify the choices of information and detail. • Identify the cause-effect relationships of information and significance. • Avoid use of unnecessary commas

13. Text or Topic Current movie review Gravity Peter Travers

14. 5 EInstructional Framework DAY ONE • Engage– Whole Group - movie trailer – 10 min • Explore- Individual or Pairs– 30 min • Read review and respond to 3-Level Reading Guide • Right There, Text and You, Text and Author • Respond to Dig In! Protocol for data collection • Explain – Groups of 4 –45 min • Collect Dig In! data • Rate the Reviewer • Use Rubricfor student work • Provide evidence (from Travers’ text) on the Evidence Chart

15. 5 EInstructional Framework • Extend – 2 days (DAY ONE) • PBL Context: Professional Reviewer of movie or TV show • PBL Audience: school newspaper editors DAY TWO • First draft—Compose by imitating Peter Travers DAY THREE • Use Rubric to self-assess skills • Provide examples from YOUR review on Evidence Chart • Second/Third drafts to imitate Travers and clearly show skills.

16. 5 EInstructional Framework DAY FOUR • Evaluate • Self-assess using Rubric • Peer assess using Rubric • Class Best using Rubric • Newspaper editors choose School Best and publish in next edition • (Teacher evaluates using student self-assessment as guide for feedback)

17. Materials to Develop or Provide • Skills-based rubric with descriptive indicators (multiple copies for Rate the Reviewer, Self-assess, Peer-assess, Class Best) • Copies of professional movie review • Three-level reading guide (first reading) • Dig In! Template (second / third reading) • Evidence Chart for Rate the Reviewer • Scenario and Context for Project-Based Learning Task • Evidence Chart for Self-assess • Class Best Certificate • School Best Certificate

18. Your Tasks: • Identify at least one READING and one ENGLISH Idea for Progress • Identify the relevant CCSS • Identify the text you’d like to use • Design 5-E lesson or lesson arc • List Materials To Develop Your Turn! You will need: • Groups of 3 or 4 • CARDS with your class’s average benchmarks • ACT Benchmark Standards for READING and ENGLISH, plus a look at ACT WRITING • CCSS

19. Share… Websites Concepts Information Insights Model and Planning Experiences