Marzano's Questioning Stems. Georgia Department of Education's Text Complexity Guide & Rubric. Solution Tree's Monitoring and Observation Guide

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1 Thank you for attending a Charter School Essentials session at the National Charter Schools Conference in Minneapolis! On the following pages you will find the user-friendly tools listed below that will make your transition to the Common Core smoother. Please feel free to contact me at anytime to bring a full Common Core Essentials Workshop to your school. ~Cynthia Millinger, M.Ed. Founder and CEO of Charter School Essentials c.millinger@charterschoolessentials.com Marzano's Questioning Stems Georgia Department of Education's Text Complexity Guide & Rubric Solution Tree's Monitoring and Observation Guide

2 Marzano s Questioning Processes: LEVEL: Knowing What processes are involved in Knowing? focusing on needed information defining the problem setting goals for solving problems obtaining information through the senses formulating questions for inquiry storing information in long-term memory recalling information from long-term memory What verbs indicate knowing? list name label recall identify match choose What are question stems that I could use for Knowing? Who did? When was? What is? Identify the in the. Describe. Which best defines? Which is characteristic of? Which is an example of? What happened after...? When and where does the story take place? Who was in that...? Name the... Describe what happened at...? Tell why... How does the story end? What is the problem in the story? Which is true or false...? when...? How is... similar to...? What are some of the problems of...? What were some of the motives behind...? What was the turning point in the book? What was the problem with...? Knowing

3 LEVEL: Marzano s Questioning Processes: What processes are involved in organizing? comparison noting similarities and differences classifying grouping and labeling entities ordering sequencing entities by a criterion representing changing the form but not the substance of information What are key verbs in organizing? categorize group classify compare contrast What are question stems for organizing? Categorize according to. Classify according to. How is alike or different from? What is most (or least) important about? In your own words, tell. Write a brief outline... How did the main character feel at the beginning of the story? At the end? What do you think could have happened next...? Who do you think...? What was the main idea...? Who was the key character...? Distinguish between... What differences exist between...? Provide an example of what you mean by... How was the problem in the story solved? Explain why the story has the title it has. Knowing

4 Marzano s Questioning Processes: LEVEL: What thinking processes are involved in applying? using information for practical purposes demonstrating prior knowledge within a new situation bringing together appropriate information for problems using generalizations to solve problems What verbs are involved with applying? apply make show record construct demonstrate illustrate What question stems can be used with applying? Give an instance when. How is related to? How is an example of? How would you use this information? What do you need to solve this problem? What are possible solutions to? If you had to cook a meal for the main character, what would you cook? Describe another instance where... What would you do if you could go where the story takes place? Group by characteristics such as... What factors would you change if...? What would your mother do if she were in the story? What questions would you ask of...? From the information given, can you develop a set of instructions about...? Knowing

5 Marzano s Questioning Processes: LEVEL: What thinking processes are involved in analyzing? clarifying information by studying parts and relationships identifying attributes and components determining the characteristics of an entity identifying relationships and patterns identifying the main idea or central element establishing the hierarchy of key ideas identifying errors and logical fallacies What verbs are used with analyzing? outline diagram differentiate analyze What question stems are used with analyzing? What are the attributes of? What evidence can you list for? What are the components, parts or features of? What patterns or relationships do you see in? Outline, web, or diagram. What are the main ideas in? What can be concluded about? Which events could have really happened...? What do you do that is just like the character in the story? How was this similar to...? What do you see as other possible outcomes? Why did... changes occur? Compare your... with that presented in. What part of the story was funniest? Saddest? Most exciting? How is... similar to...? Can you distinguish between...? What made the characters do what they did? Knowing

6 LEVEL: Marzano s Questioning Processes: What are the thinking skills involved in generating? producing new information, meaning, or ideas inferring going beyond available information predicting anticipating next events or outcomes elaborating explaining by adding additional details, examples, or other relevant information What are the key verbs involved in generating? conclude predict infer explain elaborate What are some question stems that reflect generating? How many ways can you think of to? What would happen if? Predict what would be true if. How can you explain? Elaborate about? What would you predict/infer from? What solutions would you suggest for? If you were, how would you have? Knowing

7 LEVEL: Marzano s Questioning Processes: What are the thinking skills involved in integrating? connecting and combining information summarizing restructuring information efficiently restructuring changing existing knowledge structures to incorporate new information What are the key verbs involved in integrating? combine summarize design imagine generalize What are some question stems that reflect integrating? Devise a plan that. Summarize. How many ways can you think of to? Conclude what the result would be if. What generalizations can you make about? If you could pull this all together in 3-4 sentences, what would you say? How else could the story have ended? Retell the story from another character s point of view. Can you see a possible solution to...? If you had access to all resources how would you deal with...? What is another way the character could have dealt with the problem? Think of 2-3 new titles that give a good idea of what the story was about. Create new and unusual uses for... Develop a proposal that would... Knowing

8 LEVEL: Marzano s Questioning Processes: What are the thinking skills involved in evaluating? assessing the reasonableness and quality of ideas establishing criteria for judging verifying the accuracy of claims What are the key verbs involved in evaluating? judge evaluate rate verify assess define criteria What are some question stems that reflect evaluating? What do you think about? Why? Which is most significant and why? What are your sources? How do you know they are credible? Did you detect any biases? Judge what would be the best way to. What criteria did you use? What is your point of view about this? Are there other points of view about this? How effective was? Compare two of the characters on their inner qualities or attributes. Is there a better solution to...? Judge the value of... Defend your position about... Do you think... is a good or a bad thing? How would you have handled...? What changes to... would you recommend? Do you believe that? Is the main character good or bad? Explain your answer. How would you feel if...? Would you recommend this book to a friend? Why or why not? Knowing

9 COMMON CORE GEORGIA PERFORMANCE STANDARDS TEXT COMPLEXITY RUBRIC Overview HOW TO USE THIS RUBRIC The text complexity rubric is intended to assist educators in evaluating multiple dimensions of a text in order to determine the proper placement of that text within the curriculum. The rubric addressees the three aspects of text complexity required for consideration in Common Core Appendix B: qualitative, quantitative, and reader/task match. Each of these three dimensions includes specific relevant categories, each of which is listed with a short explanation to assist users in making the best possible determination. Scoring There are 10 dimensions to be scored on the rubric, each of which can receive a score between 0 and 10. The best possible score within a dimension is 10 points, indicating that the text would be of optimal benefit to students. The best possible overall score for a text is 100 points. The aggregate text score is interpreted as follows: POINTS: EXTREMELY APPROPRIATE TEXT CHOICE POINTS: ACCEPTABLE TEXT CHOICE POINTS: RECONSIDER OR CHANGE GRADE/PURPOSE OF THIS TEXT CHOICE 0-24 POINTS: ELIMINATE OR CHANGE GRADE/PURPOSE OF THIS TEXT CHOICE How to Make Determinations by Category Qualitative Dimensions Levels of meaning. For lower grades, consider whether this text contains symbolism, abstract thought, or nuanced /complicated technical or academic concepts. For upper grades, does this text contain elements of satire, allegory, pun, symbolism, complex motif or nuanced/complicated technical or academic concepts? A score of 10 means that this text contains multiple excellent, gradeappropriate examples of nuanced meaning (excessively complex texts might receive a lower score depending on the grade level you are attempting to match). Structure. For lower grades, consider whether this text exhibits structures such as chapters, multiple plot lines, glossaries, headings, or footnotes. For upper grades, consider the rigor of complex textual structures such as legal documents, technical manuals, or literature that experiments with non-traditional uses of time or language (such as magical realism or nonlinear modernist authors such as Faulkner or Joyce). You may consider length as part of structural difficulty. A score of 10 means that this text contains multiple, excellent grade-appropriate structural features. Language conventionality. For lower grades consider the complexity of the vocabulary in a text and whether it employs concepts such as colloquialisms, figurative or idiomatic language, dialects, or sophisticated technical or academic language. For upper grades consider the impact of historical language (for example Elizabethan English) or complex domain-specific technical or academic language. A score of 10 means that this text uses language that is appropriate and challenging for the target grade, but is not so complex as to be incomprehensible. Background knowledge. For both upper and lower grades, consider not only whether the subject of the text is one with which your students might reasonably be expected to be acquainted (World War II?) but also whether it is one that might be understood once introduced (String theory? ) A score of 10 means that students will be familiar enough with the concepts in this text to comprehend the text or that the subject can be sufficiently understood when explained. A lower score might indicate that this subject will probably result in a disconnect or lack of engagement serious enough to significantly impact the effectiveness of instruction. Quantitative Dimensions While many quantitative indicators of text complexity exist and many more are in development, for the purposes of this rubric we have used the tool most familiar to most educators: the Lexile level. Refer to the coding in the box on the left side of the rubric to determine the suggested Lexile for each grade band. A score of 10 means that the text is at the high end of the appropriate Lexile range for a grade band. A score of 7 indicates a Lexile at the lower end of the suggested range. A score within 100 points of the low target range for grade will be a moderate match (4-6 points) and mismatches beyond 100 points could earn 1-3 (or no) points. As you can see by reviewing the rubric, a mismatch of Lexile level is not enough to disqualify a text choice. Reader and Task Considerations Does this text challenge readers? To gain an optimal benefit from a text, students should aim for a zone of proximal development, ideally comprehending about 75% of the text, and working to make meaning of the remaining 25%. A score of 10 means that this text will challenge students at this grade level within that ideal target range. Georgia Department of Education Dr. John D. Barge, State School Superintendent October 2011 All Rights Reserved

10 Does this text match the interests of the students? Whether or not students will find a text interesting, exciting, or engaging is not always a primary consideration in text selection; however, even the most technical texts can be chosen to provide some avenue for connection with students. A score of 10 means that, in so far as possible, this text is the best choice for the target age and demographic. Is this text ideal for the task? Genre is often the most important consideration for task matching. For example, a scientific journal will be a better match for a research project than for a skit depicting the content. A score of 10 means that this text is the best possible match for the task the students will be expected to perform. Mismatches for which qualitative and quantitative measures cannot easily account. This dimension of scoring exists to provide evaluators with a category to bestow or withhold points based on areas of disconnect that may not be addressed in other rubric dimensions. For example, if a book is an excellent match for a grade level content focus, but low on the Lexile, the overall score may be boosted through this category. If a book seems to be an excellent match in Lexile or structure but is too mature or disturbing for the grade level, points may be withheld in this category. Specific Merit This category exists to allow evaluators to bestow additional points based on the unique merits of a text, for example, a Newberry or Caldecott Award, or Nobel or Pulitzer Prize. Books widely considered to be classics or that are fundamental to instruction in a given field (such as Native American mythology, the Holocaust, etc.) may receive points in this category. A score of 10 means that this text has garnered positive acknowledgement from multiple authoritative sources. A Note to the Evaluator This rubric is intended to provide a framework to assist educators in making considered decisions within the parameters suggested by the Common Core Georgia Performance Standards. As with any evaluation tool, exceptions to the rule will exist. In most cases the dimensions of the rubric that allow for consideration of additional literary or technical merit and other elements specific to a given text will allow for unique aspects of a text to be quantitatively evaluated. This tool is intended to streamline and create consistency within the text consideration process, not to be a definitive measure. We hope you will find it useful! Georgia Department of Education Dr. John D. Barge, State School Superintendent October 2011 All Rights Reserved

11 COMMON CORE GEORGIA PERFORMANCE STANDARDS TEXT COMPLEXITY RUBRIC TEXT: GENRE: GRADE: LOW (1-3 MODERATE HIGH (7-10 COMPLEXITY MEASURE POINTS) (4-6 PTS) POINTS) Qualitative aspects of text complexity best measured by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality and clarity; and knowledge demands. Levels of meaning. K-5: Symbolism, abstract thought,/technical, academic content 6-12: Satire, allegory, pun, symbolism, or complex motif/technical, academic content Structure. K-5: Chapters, multiple plot lines, glossaries, headings, or footnotes. 6-12: Legal documents, technical manuals, non-traditional uses of time or language K-12: Text length Language conventionality. K-5: colloquialisms, figurative/ idiomatic language, dialects, technical and academic vocabulary 6-12: Historical language such as Elizabethan or Old English constructions; technical and academic vocabulary Background knowledge. Content with which students might reasonably be expected to be acquainted or that will be comprehensible when introduced Quantitative aspects of text complexity, such as word length or frequency, sentence length, and text cohesion, that are difficult for a human reader to evaluate efficiently, as measured by Lexile. K-1 n/a L - 790L L - 980L L L L L L L Reader and Task Considerations focus on the inherent complexity of text, reader motivation, knowledge, and experience and the purpose and complexity of the task at hand. Best made by teachers employing their professional judgment. Does this text challenge readers? Readers comprehend about 75% of the text, working to make meaning of the remaining 25% Does this text match the interests of the students? (When appropriate) Is this text ideal for the task? For example a scientific journal for a research project versus Shakespeare for a dramatic presentation Mismatches for which qualitative and quantitative measures cannot easily account. For example low Lexile books with adult content Miscellaneous considerations. You may award up to 10 points for specific merits of a text not covered in the rubric domains. Specific Merits Please write a brief explanation of the specific merits of this text in the box beneath the points awarded TOTAL SCORE / POINTS: EXTREMELY APPROPRIATE TEXT CHOICE POINTS: ACCEPTABLE TEXT CHOICE POINTS: RECONSIDER OR CHANGE GRADE/PURPOSE OF THIS TEXT CHOICE 0-24 POINTS: ELIMINATE OR CHANGE GRADE/PURPOSE OF THIS TEXT CHOICE EVALUATOR COMMENTS: Georgia Department of Education Dr. John D. Barge, State School Superintendent October 2011 All Rights Reserved

12 REPRODUCIBLE Monitoring and Observation Guide Students Teachers Focus Questions Notes Focus Questions Mathematics Content Knowledge of Mathematics Content What mathematical ideas and standards are students working on during the lesson? What does the teacher seem to understand about the mathematics? What makes the lesson tasks worthwhile mathematics? Is the task appropriate for the mathematical goals of the lesson? Appropriate level of cognitive demand Appropriate for students Requires use of CCSS Mathematical Practices What is the teacher s understanding of tasks and how do they represent the mathematical ideas and standards? What does the teacher seem to understand about the development of children s ideas in these standards? What does the teacher seem to understand about children s development in the CCSS Mathematical Practices? Learning and Pedagogy Enactment of Learning and Pedagogy What kind of mathematics sense making are students doing? How are students using their prior knowledge to make sense of the task? What is the level of cognitive demand of the task posed? What happened to the level of cognitive demand as the teacher introduced the task? As the students work on the task? In what ways are students making connections among mathematical concepts? How does the teacher work with the sense the children are making? How are students using a variety of representations for their mathematical thinking? What mathematical ideas seem to be confusing to students? In what ways are the students visibly developing their mathematical ideas over time? How do students use feedback to modify their thinking? How does the teacher attend to all students? How does the teacher adjust teaching based on the ideas from students? What feedback does the teacher provide to students? How does the teacher debrief the task and engage students in discourse that makes the mathematics visible to all? Intellectual Community Facilitating Intellectual Community How are students showing respect for one another s ideas? How does the teacher support students in showing respect for one another s ideas? How do students use each other as resources as they make sense of mathematical ideas? How does the teacher set the tone so students see each other as resources for mathematical thinking? What evidence beyond raised hands is there that all students are engaged? What interventions does the teacher use to ensure students engagement is focused on mathematical ideas? In what ways are students listening and reacting to others thinking and solutions to problems? What Principals Need to Know About Teaching and Learning Mathematics 2012 Solution Tree Press solution-tree.com Visit go.solution-tree.com/leadership to download this page.