Using ELP Standards Level Descriptors to Interpret Student Work - - PowerPoint PPT Presentation

Using ELP Standards Level Descriptors to Interpret Student Work

Guiding Questions

What are the Standards Level Descriptors, and how do they relate to the ELP Standards? How can educators use key components of ELPA21 assessment results to understand student performance?

How can educators interpret student work using the ELP Standards Level Descriptors?

Using ELP Standards Level Descriptors to Interpret Student Work

Identify strategies to support student needs Step 3 Interpret student work using the Standards Level Descriptors Step 2 Examine the identified ELP Standard(s) and corresponding Standards Level Descriptors Step 1

Guide for Interpreting Student Work

Using ELP Standards Level Descriptors to Interpret Student Work

• 2. If there are multiple standards, choose one or two that relate to your

students’ area of growth

• 1. Examine the identified ELP standards and corresponding Standards

Level Descriptors for the task Examine the Identified ELP Standard(s) and Corresponding Standards Level Descriptors

Step 1

• 3. Teach the lesson and collect student work

.

Example Instructional Task

Identified ELP Standards

Modalities Domains Corresponding ELP Standards Receptive Listening and Reading 1 construct meaning from oral presentations and literary and informational text through grade-appropriate listening, reading, and viewing 8 determine the meaning of words and phrases in oral presentations and literary and informational text Productive Speaking and Writing 3 speak and write about grade-appropriate complex literary and informational texts and topics 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive Listening, reading, speaking and writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions

• r solve problems

6 analyze and critique the arguments of others orally and in writing

Alternative Organization of the Standards

Looking at the Standards Level Descriptors for Standard 2

Lesson Objective

.

Students will be able to participate in grade-appropriate oral exchanges about Frog Girl, using examples from the book.

Using ELP Standards Level Descriptors to Interpret Student Work

Interpret Student Work Using the Standards Level Descriptors Step 2

• 3. Identify patterns in your students’ work
• 2. Identify the performance level(s) that most accurately describes your

students’ work

• 1. Examine the student output and determine whether the same

standard(s) apply

Lesson Objective

.

Students will be able to participate in grade-appropriate oral exchanges about Frog Girl, using examples from the book.

Interpreting Sample Student Work 1

Student 1: I think she is helpful. Student 2: I agree, but I thought she would become a frog. Student 1: Me too.

Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story.

Interpreting Sample Student Work 2

Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story.

Student 1: I think the frog girl is courageous. Student 2: Why? Student 1: Because she went into the lake. Student 2: Yeah, that’s scary. Student 1: Do you think she is courageous? Student 2: Yeah. I don’t think I would go in the lake. Student 1: The lake looked dirty. Student 2: And cold.

Interpreting Sample Student Work 3

Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story.

Student 1: I’m not sure which word to pick. Student 2: What does compassionate mean? Student 1: I don’t know. Student 2: I think she is helpful. Student 1: Yes. I think so too. Student 2: Why do you think so?

Interpreting Sample 2 With Standard 4

Interpreting Sample 2 With Standard 4

Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story.

Student 1: I think the frog girl is courageous. Student 2: Why? Student 1: Because she went into the lake. Student 2: Yeah, that’s scary. Student 1: Do you think she is courageous? Student 2: Yeah. I don’t think I would go in the lake. Student 1: The lake looked dirty. Student 2: And cold.

Identifying Patterns in Student Work

St Student Sa Sample 2

Student 1: I think the frog girl is courageous. Student 2: Why? Student 1: Because she went into the lake. Student 2: Yeah, that’s scary. Student 1: Do you think she is courageous? Student 2: Yeah. I don’t think I would go in the lake. Student 1: The lake looked dirty. Student 2: And cold.

St Student Sa Sample 1

Student 1: I think she is helpful. Student 2: I agree, but I thought she would become a frog. Student 1: Me too.

St Student Sa Sample 3

Student 1: I’m not sure which word to pick. Student 2: What does compassionate mean? Student 1: I don’t know. Student 2: I think she is helpful. Student 1: Yes. I think so too. Student 2: Why do you think so?

Prompt: Which word best describes Frog Girl - helpful, compassionate, or courageous? Explain why you think that way, using examples from the story.

Using ELP Standards Level Descriptors to Interpret Student Work

Identify strategies to support student needs Step 3

• 3. Identify resources to support next steps
• 2. Use the identified patterns to plan for instructional changes
• 1. Use the identified level (and perhaps the next level) to provide

student with formative feedback

Planning Instructional Changes & Strategies

Pattern

More turn building and evidence from the book to support the students’ claims

Strategy

Stronger and Clearer

Activities

Interview Grid Debrief Circle

• Interview Grid

– Students will have a grid to take notes – Students have a conversation with different partners to build and borrow ideas and language – Goal for students to make their answers stronger each time

Strategy Stronger and Clearer

• Debrief Circles

– Inner circle and outer circle – Teacher provides prompt – Teaching Channel Video: https://www.teachingchannel.org/videos/students

• reflect-on-learning-exl

Strategy Stronger and Clearer

Guiding Question Resources

• Guide for Interpreting Student Work
• ELP Standards Level Descriptors
• Alternative Organization of the Standards
• Stronger and Clearer resources

How can educators interpret student work using the ELP Standards Level Descriptors?

Reflection Questions

• 1. What lingering questions do you still have about using the

ELP Standards Level Descriptors to interpret student work?

• 2. In what venues (e.g. professional learning community,

grade-level planning meetings, individually) can you imagine using this process?

• 3. How would you change or adapt this process based on your

context/school/classroom?