Physical Condition Profile of West Java Muay Thai Athletes for Regional Benchmarking
A benchmarking study aims to establish physical fitness benchmarks for Muay Thai athletes in West Java, focusing on key tests like sit and reach, vertical jump, strength, and more. The research seeks to enhance training effectiveness and performance for regional athletes.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Increasing Literacy Gains for a All Students: Addressing WVCCRS through Text Dependent Questioning Instructional Support Professional Learning Forum August 2020 1
Session Structure and Goals Session Structure and Goals Part One: Increase knowledge of 6-12 ELA Standards Part Two: Examine how text-dependent questioning supports standards-aligned learning Part Three: Gain strategies/resources for scaffolding grade-level standards for student needs 2
Increase Knowledge of WVCCRS for ELA Vertical Progression and Integrated Literacy 3
Standard 7 Overview From K-12, students learn how authors use specific words/phrases to develop purpose, mood, tone, imagery, etc Sample Essential Question: How do the words we use impact how other people perceive or understand us? 6
Standard 7 across Grades 6-8 Essentially, how do the words we use impact how other people understand us? 7
Standard 7 across Grades 6-8 Essentially, how do the words we use impact how other people understand us? 8
Standard 7 across Grades 6-8 Essentially, how do the words we use impact how other people understand us? More specific kind of word choice: rhyme and repetition 9
Standard 7 across Grades 6-8 Essentially, how do the words we use impact how other people understand us? 10
Standard 7 across Grades 6-8 Essentially, how do the words we use impact how other people understand us? More specific kind of word choice: rhyme and repetition Less concrete type of word choice: analogies and allusions 11
Notes on the Vertical Progression Read each grade-level version of each standard carefully Identify each verb present, several standards have more than one Standards that start out at DOK 1 Determine , often contain DOK 2 and 3 in the next line or two Subtle nuances exist between most grade-levels even if the initial skill reads the same Stopping at the first portion without addressing the nuances creates gaps for students Effective vertical teaming practices, including curricular alignment, significantly decrease skill gap creation 12
Questions about the Vertical Progression 13
Integrating the Domains of Literacy Reading Writing Language Supported by Literacy Foundations Speaking/Listening
CCR Integrated Literacy Utilizes complex literary & informational texts Standards fit well with texts chosen Vocabulary comes from texts Language instruction applied to students writing and/or based in the language of the texts read Reading Authentic Literacy Writing Language Accuracy Fluency Word analysis Legible, fluid writing Grounded in evidence from the texts Supports student understanding of texts Speaking/Listening Collaborative discussions and presentations of knowledge are rooted in the texts.
Integrated Design of Standards ELA.10.2 - Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. How do we do this? 16
Integrated Design of Standards ELA.10.2 - Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. ELA.10.3 - Analyze how complex characters develop over the course of a literary text, interact with other characters, and affect the plot or develop the theme. ELA.10.7 - Determine the meaning of multiple-meaning words and phrases as they are used in a literary text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place or how it sets a formal or informal tone). ELA.10.8 - Analyze how an author s choices concerning how to structure a literary text, order events within it, and manipulate time contribute to its overall structure and create such effects as mystery, tension, or surprise. 17
Integrated Design of Standards ELA.10.2 - Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. Additionally, that analysis might include needing to: ELA.10.9 - Analyze and defend a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELA.10.14 - Analyze and defend how an author draws on and transforms source material in a specific literary work. 18
Integrated Design of Standards ELA.10.2 - Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. And of course none of the analysis is very valid at all unless: ELA.10.1 - Cite strong and thorough textual evidence to support analysis of what the literary text says explicitly as well as inferences drawn from the text, recognizing when the text leaves matters uncertain. 19
Integrated Design of Standards ELA.10.2 - Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. To express one s ability to do ELA.10.2 and the standards that support it, one must also: ELA.10.20 - Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELA.10.21 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. 20
Integrated Design of Standards ELA.10.2 - Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. And, since the ultimate goal of literacy instruction is to create as well as consume, one must also apply all of the standards involved to become proficient with: ELA.10.22 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. With 20, 21, and 22 all being supported by 26, 27, 28, and 29 as well. 21
Integrated Design of Standards ELA.10.2 - Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. And, we know that discussing what we re reading increases our retention and analytical skills, so students also need to draw on: ELA.10.30 - Initiate and effectively participate in a range of collaborative discussions with diverse partners including one-on-one, small groups, and teacher-led discussions on grade 10 topics, texts, and issues, building on others ideas and expressing ideas clearly and persuasively. ELA.10.32 - Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing any fallacious reasoning or exaggerated or distorted evidence. 22
Integrated Design of Standards ELA.10.2 - Determine two themes or central ideas of a literary text and analyze in detail their development over the course of the literary text, including how they emerge and are shaped and refined by specific details; provide an objective summary of the literary text. And, all of those reading, writing, and speaking/listening skills draw on and require clear communication and appropriate word choice as well as discipline specifics words which fall into: Language standards 36, 37, 38, 39, 40, and 41 23
Notes on Integrated Literacy Design Effective ELA instruction requires lessons, activities, and assessments that integrate multiple grade-level standards Starting at Standard 1 in August and finishing with Standard 41 in May just isn t going to work Reading Writing Language Speaking/Listening 24
Notes on Integrated Literacy Design Address grade-level standards by speaking and writing about what is read and studying language through the lens of what is read and what is written/spoken by students Ex. Use mini-lessons to target a specific standards and then PULL it all back together within the overall integrated design (ELA.11.37 hyphenation study a piece by E.A. Poe and examine his use of hyphens as part of the study) You get a hyphen and you get a hyphen and you get a hyphen! 25
Notes on Integrated Literacy Design The integrated nature of literacy development means that sometimes a student s struggle with a standard is masked or complicated by either mastery of or lack of skill with another standard. 26
Identifying and Meeting Students Areas of Need Strategies to Pinpoint and Scaffold for the Standards Students are Struggling to Master 27
Increase Overall Capacity for Best Practice Host Professional Learning related to diving deep into standards, understanding text complexity, and integrated literacy practice Utilize Supporting Standards-Based Practice template when vertical teaming and during team planning to ensure all aspects of a standard and the standards that support it are addressed. Include the principles of Universal Design for Learning (UDL) and Multi-Tiered Systems of Support in planning and delivery of instruction Leverage standards-based assessment data from diagnostics, benchmarks, classroom interims, etc 28
Know Thy Students Struggles: What appears to be a standards-based issue may be a comprehension or retention issue. Specific learning disabilities as well as social/emotional factors may impede a student s ability to comprehend or retain what they read complicating their mastery of standards, especially those in the Reading domain. Learning how to support students diverse needs is critical. Work with counselors and special educators to identify student needs Utilize chunking, note-taking, mnemonics, and other supports Be mindful of text selections and topics of study 29
Know Thy Students Struggles: What appears to be a standards-based issue may be a text complexity issue. Lexile measure, qualitative features, and prior knowledge can all impact a students ability to demonstrate mastery of standards. Learning how to leverage the components of text complexity to support students is critical. Use the Lexile Framework to help identify additional supports students may need with vocabulary and sentence structure. Analyze a text s qualitative features to help identify sections where students may struggle: complex ideas, themes, or text organization as well as figurative language and literary techniques. Determine how much students already know about the topics, vocabulary, and concepts in the text. 30
Know Thy Students Struggles: What appears to be a standards-based issue may be a text complexity issue. Lexile measure, qualitative features, and prior knowledge can all impact a students ability to demonstrate mastery of standards. Learning how to leverage the components of text complexity to support students is critical. Address discipline specific and other challenging vocabulary explicitly and in context to the text Address complex sentence structures and challenging phrases explicitly as part of an overall study of the text s theme/central idea Use chunking, note-taking, and collaborative discussion to support comprehension Design sets of standards-based text-dependent questions to scaffold students from part-to-whole, including support TDQs targeting a standard in a lower grade level to give students the step they need to reach the current standard on the focus TDQ 31
Resources: https://wvde.us/wp- content/uploads/2018/1 0/supportccrs-ela-6-8- 1.pdf www.lexile.com http://hub.lexile.com 32
Resources: Critical Prerequisite Skills https://wvde.us/school- system-re-entry/instruction- and-learning/ 33
Resources: Critical Prerequisite Skills https://wvde.us/school- system-re-entry/instruction- and-learning/ 34
Instructional Design: Three Critical Considerations 1. How do I know if the text I ve selected is complex? 35
Determining Text Determining Text Complexity Complexity Analyze a classroom text for three aspects of text complexity: Central ideas Structure Vocabulary 36
Sample of Completed Text Complexity Analysis Sample of Completed Text Complexity Analysis 39
Instructional Design: Three Critical Considerations 2. How will I provide students with standards-aligned practice? 40
Standards Standards- -Aligned Practice: TDQs Aligned Practice: TDQs ELA.7.4 Start Small ELA.7.10 Address Challenging Portions ELA.7.10 Address Central Ideas ELA.7.6 ELA.7.5, ELA.7.6 Analysis 42
Text Dependent Questions Text Dependent Questions Can only be answered with evidence from the text: What do we learn about Gollum s intentions on page 112? What does the reader learn about Judge Miller s home in the second paragraph? Describe this setting. 43
Text Dependent Questions Text Dependent Questions Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation What did Frederick Douglass trade with the street urchins in exchange for reading lessons? In this chapter, what does bread represent to Douglass? How is this like or unlike literal bread? 44
Text Dependent Questions Text Dependent Questions Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events How does Hamlet s conclusion on the question to be or not to be develop the reader s understanding of his character? 45
Text Dependent Questions Text Dependent Questions Focus on difficult portions of text in order to enhance proficiency I expected this reception, said the daemon. All men hate the wretched; how, then, must I be hated, who am miserable beyond all living things! Yet you, my creator, detest and spurn me, thy creature, to whom thou art bound by ties only dissoluble by the annihilation of one of us. You purpose to kill me. How dare you sport thus with life? Do your duty towards me, and I will do mine towards you and the rest of mankind. If you will comply with my conditions, I will leave them and you at peace; but if you refuse, I will glut the maw of death, until it be satiated with the blood of your remaining friends. What tone is established by the words Dr. Frankenstein s creature uses? 46
Text Dependent Questions Text Dependent Questions Can also include prompts for writing or discussion questions Several times Brian was frustrated by his inability to use all of his senses. Using examples from the story, explain how his senses adapted to the wilderness from the beginning to the end of his journey and how he came to depend on them to survive. 47
Standards Standards- -Aligned Practice Practice Aligned Create/Locate text-dependent questions that are tied to specific pieces of text. Brainstorm/Gather as many as you can. Use notes from Text Complexity Analysis to help you focus on central ideas, structure, and vocabulary. 48
Standards Standards- -Aligned Practice Aligned Practice Narrow TDQs to 4-7 focus questions: Identifying the core understandings and key ideas of the text. Starting small to build students confidence. Targeting vocabulary and text structure. Tackling tough sections head-on. Creating coherent sequences of text-dependent questions. Align Focus TDQs to the WV CCR Standards for ELA. 49
Standards Standards- -Aligned Practice: TDQs Aligned Practice: TDQs ELA.7.4 Start Small ELA.7.10 Address Challenging Portions ELA.7.10 Address Central Ideas ELA.7.6 ELA.7.5, ELA.7.6 Analysis 50
