DDISessionII:AnalyzingandTracking
Data
ELA3‐8
May2014
Presenter:DavidAbel,FellowforCurriculumandAssessment/ELA
1
D
irections
308017P
Read this article. Then answer questions XX through XX.
Brain Birds: Amazing Crows and Ravens
by Terry Krautwurst
No matter where you live, they’re your neighbors. You might want to watch them—carefully.
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Let me introduce you to the Corvid
family. Like all families, they have their
faults. But I think you’ll like them
anyway, once you get to know them.
They’re sociable—if a bit loud,
especially at gatherings. They’re smart
and perceptive—though some might
say cunning and deceptive. And they’re
exceedingly resourceful—come to think
of it, you might keep a close eye on
your possessions. They’ve been known
to steal—food, trinkets, baby animals.
Don’t worry. I’m speaking not of any human family, but of the bird family Corvidae,
and particularly the crows and ravens in the clan Corvus. Like most members of that
genus—which in North America also includes magpies, nutcrackers and jays—crows and
ravens are sturdy, stout-beaked, long-legged birds with powerful wings. They also have
something of an attitude, which can vary from aloof to in-your-face.
You can forgive them for their superior airs1 though, when you consider their
resumes. Crows and ravens are the stuff of legend; for centuries, they have been revered
and reviled, fawned over and feared by humans. Shakespeare wrote them into his plays,
Thoreau into his musings2, Poe into his horror tales. Shrines have been built to them;
songs sung; chants chanted. Oh—and one more thing: Crows and ravens are the eggheads
of the bird world and thus the darlings of avian science. With the arguable exception of
parrots, they’re the smartest winged species on the planet. They’ve even outperformed
monkeys in some psychological tests. Truth be told, they’ve outsmarted many a human,
too.
1superior
2musings:
airs: showing an attitude of self-importance or overconfidence
thoughts
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THEY’RE EVERYWHERE
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Some 40-plus species of crows and ravens inhabit the skies worldwide over virtually
every terrain, from desert to tropics to tundra. In the contiguous United States, the
American crow (Corvus brachyrhynchos) is easily the most common. Three other crows
claim American territory: The slightly smaller fish crow (C. ossifragus) ranges along the
East Coast and through the Gulf States east of Texas; the Northwestern crow (C. caurinus)
occupies the Pacific Seacoast from upper British Columbia to the northwestern tip of
Washington; and the Mexican or Tamaulipas crow (C. imparatus) calls southernmost
Texas its home.
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Geographically, the crow’s larger cousin, the common raven (C. corax), is more
broadly distributed. Its overall range encompasses almost all of Canada and Alaska; most
of the western United States; and New England and the Appalachian mountains. In reality,
though, the common raven is less common across its range as a whole, except in higher
elevations. Like hawks and eagles, ravens prefer high places from which to search for food.
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Although crows and ravens
apparently have no trouble telling one
another apart, humans have a harder
time discerning the distinctions. Size
would seem to matter, since an average
raven is far larger (2 to 4 pounds, with a
wingspan up to 4 feet) than a
correspondingly average crow (1 to 1½
pounds, with a wingspan up to 3 feet).
But if you judge strictly by size, you can
easily mistake a small raven for a large
crow or vice versa.
A raven steals a ski cap.
Finally, listen to the bird’s calls. The crow’s trademark caw caw doesn’t remotely
resemble the raven’s characteristic utterance, a deep guttural crrroak or naaaaahk.
SPEAKING OF INTELLIGENCE
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That crows and ravens are classified as songbirds may come as a surprise, but it is the
presence of a voice box, or syrinx, rather than talent for melody that qualifies them. They
use their vocal equipment to communicate with a large vocabulary of expressive calls for
courting, gathering, warning and more. Ornithologists3 have identified as many as
24 crow calls and up to 64 distinct raven vocalizations.
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But it’s brainpower, not bravado vocals, that really sets crows and ravens apart from
other animals. They have the largest cerebral hemispheres, relative to body size, of any
birds—the raven’s brain is the same size in relation to its body as a chimpanzee’s. More
3Ornithologists:
scientists who study birds
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significantly, crows and ravens apply their brainpower; they learn quickly, solve problems
and store knowledge in long-term memories.
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Furthermore, crows and ravens understand cause and effect. In the South Pacific, New
Caledonian crows sculpt twigs into hooked probes that they use to pry out otherwise
inaccessible grubs—they make their own “crowbars.” The same crows nip the edges of
rigid leaves to create sawlike teeth, then shove barbed tools beneath leaf litter to spear
prey. They also carry their tools with them on foraging4 expeditions, and store them for
later use.
Stories abound of crows or ravens
dropping nuts or clam shells onto
highways and other hard surfaces to
break them open. In Japan, crows are
reported to have taken the strategy a
step further by placing nuts in front of
the tires of cars stopped at red lights.
Scientific research confirms much
of the anecdotal5 evidence. In one study
of captive birds, scientist Bernd
Heinrich dangled bits of meat from the
end of a 2-foot-long string tied to a perch. He then watched his test subjects—first a pair
of American crows, and later five common ravens—attempt to bring home the bacon (in
this case, it was actually salami). The crows tried flying at the food, then tugged at the
string a few times, but gave up within 15 minutes. Time to study the situation didn’t help;
after 30 days, they still hadn’t solved the problem. The ravens spent a few hours glancing
at the puzzle, as if weighing the possibilities. Then one bird flew to the perch, hoisted a
length of string up with its beak, stepped on the loop, pulled up another length, stepped
on that loop, and so on until it had reeled in the food. Ultimately, three more ravens also
solved the problem. Two improved on the technique by simply grabbing the string and
side-stepping along the perch.
None of this would surprise ice fishermen in Finland, where hooded crows use the
same pull-step-pull-step method to haul in fish on abandoned baited lines.
4foraging:
wandering around to search for food
something that is based on a personal account of an incident
5anecdotal:
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Explain how crows and ravens use their intelligence to help them find, capture, and eat food
in the article “Brain Birds: Amazing Crows and Ravens.” Use two details from the article to
support your answer.
MEASURES CCLS: RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
HOW THIS QUESTION MEASURES RI.8.1:
This question measures RI.8.1 by asking students to locate and cite evidence from the text that most strongly
supports analysis about how crows and ravens use their intelligence to help find, capture, and eat food.
CHARACTERISTICS OF RESPONSES RECEIVING FULL CREDIT:
This question asks the student to locate and organize specific and relevant details in a text to elaborate on
how crows and ravens find, capture, and eat food. Students can cite specific details about how crows and
ravens use their intelligence to find, capture, and eat food. There are several examples in the text that discuss
the intelligence of crows and ravens. An essay that receives full credit will use any of these relevant details to
support an explanation of the birds’ intelligence.
Details that may be chosen to show that crows and ravens use their intelligence to find, capture, and eat food
include:
••
New Caledonian crows use twigs to create “crowbars” that help them pull out grubs. These birds also
create leaves with saw-like edges that can be used to spear prey.
••
Crows drop nuts and clam shells in front of cars to break the nuts open; some birds have even learned to
place nuts in front of the tires of cars parked at stop lights.
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••
In one study, captive ravens figured out how to reel in a string of dangling meat in a way similar to crows
observed in Finland that used a pull-step-pull-step method to haul up fish dangling on lines dropped in
holes in the ice.
There is no single “correct” response, but rather responses that are defensible based on the Short-Response
(2-Point) Holistic Rubric, and responses that are not. Student responses are evaluated on the relevance,
accuracy, and sufficiency of details selected from the text and the organization of details in a logical manner.
Student responses should include relevant inferences and conclusions. Responses should be in complete
sentences where errors, if present, do not impact readability.
SAMPLE STUDENT RESPONSES AND SCORES APPEAR ON THE FOLLOWING PAGES:
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New English Language Arts Rubrics
The 2013 Grade 8 Common Core English Language Arts Test will be scored using new rubrics.
Both the English Language Arts 2-Point and 4-Point Rubrics have changed to reflect the new
demands called for by the CCLS.
Short-Response (2-Point) Holistic Rubric
Short-response questions will ask students to make a claim, take a position, or draw a conclusion,
and then support it with details. This structure forms the foundation of the CCLS. As such, the 2point Rubric focuses on both the inference and evidence a student provides. This structure allows
students to have wide latitude in responding to each prompt so long as their response is
supported by the text.
Additionally, the expectation for all short responses will be complete, coherent sentences. By
weaving these elements together, the questions, responses, and scores remain firmly focused on
student reading ability.
2-Point Rubric—Short-Response
Score
2 Point
1 Point
0 Point
Response Features
The features of a 2-point response are
 Valid inferences and/or claims from the text where required by the
prompt
 Evidence of analysis of the text where required by the prompt
 Relevant facts, definitions, concrete details, and/or other information
from the text to develop response according to the requirements of
the prompt
 Sufficient number of facts, definitions, concrete details, and/or other
information from the text as required by the prompt
 Complete sentences where errors do not impact readability
The features of a 1-point response are
 A mostly literal recounting of events or details from the text as required
by the prompt
 Some relevant facts, definitions, concrete details, and/or other
information from the text to develop response according to the
requirements of the prompt
 Incomplete sentences or bullets
The features of a 0-point response are
 A response that does not address any of the requirements of the prompt
or is totally inaccurate
 No response (blank answer)
 A response that is not written in English
 A response that is unintelligible or indecipherable
 If the prompt requires two texts and the student only references one text, the response can be scored
no higher than a 1.
Grade 8 Common CoreEnglish Language Arts Test Guide
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Explainhowcrowsandravensusetheirintelligencetohelpthemfind,capture,andeatfood
inthearticle“BrainBirds:AmazingCrowsandRavens.”Usetwodetailsfromthearticleto
supportyouranswer.
student response #1
Score Point 2 (out of 2 points)
Thisresponsedemonstratesevidenceofanalysisofthetextwhererequiredbytheprompttoexplainhow
bothcrowsandravensusetheirintelligencetofind,capture,andeatfood(They would sometimes drop nuts
or clamshells on hard surfaces to break them open).Theresponseprovidesasufficientnumberofconcrete
detailsfromthetextforsupportasrequiredbytheprompt(There were also rumors that in Japan, crows
would drop nuts in front of tires and crows also make weapons from twigs).Theresponseincludescomplete
sentenceswhereerrorsdonotimpactreadability.
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Explainhowcrowsandravensusetheirintelligencetohelpthemfind,capture,andeatfood
inthearticle“BrainBirds:AmazingCrowsandRavens.”Usetwodetailsfromthearticleto
supportyouranswer.
Student Response #2
Score Point 1 (out of 2 points)
Thisresponseprovidesamostlyliteralrecountingofdetailsfromthetexttoexplainhowcrowsandravens
usetheirintelligencetofind,capture,andeatfood(drops nuts/shells on the highways. Puts nuts underneath
stopped cars).
Guide Paper 4
Page 83
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Explainhowcrowsandravensusetheirintelligencetohelpthemfind,capture,andeatfood
inthearticle“BrainBirds:AmazingCrowsandRavens.”Usetwodetailsfromthearticleto
supportyouranswer.
Student response #3
Score Point 1 (out of 2 points)
Thisresponseprovidesamostlyliteralrecountingofdetailsfromthetexttoexplainhowcrowsandravens
usetheirintelligencetofind,capture,andeatfood(They drop nuts onto hard surfaces to break them open).
Thisresponsecontainscompletesentenceswhereerrorsdonotimpactreadability.
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Explainhowcrowsandravensusetheirintelligencetohelpthemfind,capture,andeatfood
inthearticle“BrainBirds:AmazingCrowsandRavens.”Usetwodetailsfromthearticleto
supportyouranswer.
Student response #4
Score Point 0 (out of 2 points)
Thisresponsedoesnotaddressanyoftherequirementsoftheprompt(they know when something get put
on the ground. Ravens have intelligence by seeing the mice).
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STUDENT NAME Student #1 Student #2 Student# 3 Student #4 [DATA [DATA [DATA [DATA [DATA [DATA [DATA [DATA SCORE POINT #1] POINT #2] POINT #3] POINT #4] POINT #5] POINT #6] POINT #7] POINT #8] [DATA [DATA [DATA [DATA [DATA [DATA [DATA [DATA 2 DESCRIPTOR]
DESCRIPTOR]
DESCRIPTOR]
DESCRIPTOR] DESCRIPTOR]
DESCRIPTOR]
DESCRIPTOR]
DESCRIPTOR] 1 [DATA DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA [DATA DESCRIPTOR] DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA DESCRIPTOR] 1 [DATA DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA [DATA DESCRIPTOR] DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA DESCRIPTOR] [DATA DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA [DATA DESCRIPTOR] DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA DESCRIPTOR]
[DATA DESCRIPTOR] 0 [DATA DESCRIPTOR]
DATAPOINTS: the WHAT of what you are capturing DATA DESCRIPTORS: the HOW/HOW MUCH of what you are capturing 12
SCORE 2 1 Student# 3 1 Student #4 0 STUDENT NAME Student #1 Student #2 DATAPOINTS: the WHAT of what you are capturing DATA DESCRIPTORS: the HOW/HOW MUCH of what you are capturing 13
GRADE 5: MODULE 4: UNIT 2: LESSON 16
End of Unit 2 Assessment:
Analysis of How Different Narrators Describe Similar Events
How do authors use a narrator to describe events in literature? After reading Eight Days and Dark
Water Rising, write an essay that compares and contrasts Junior’s description of the earthquake in
Haiti to Seth’s description of the Galveston hurricane in 1900 in order to demonstrate your
understanding of how different narrators describe natural disasters through literature.
In your essay be sure to:
•
Include an introduction paragraph.
•
Write one paragraph that compares each narrator’s description of events.
•
Write one paragraph that contrasts each narrator’s description of events.
•
Write a conclusion statement.
•
Use details from each story to support your ideas.
•
Use key words, phrases, and figurative language from the texts.
•
Include all elements of the Analysis Essay rubric.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS
14Common Core ELA Curriculum • G5:M4:U2:L16 • November 2013 •
9
GRADE 5: MODULE 4: UNIT 2: LESSON 16
Score Point 3
Score Point 2
Score Point 1
Score Point 0
Introduction Paragraph
The main topic of
both stories is clearly
stated in the
introduction;
includes key details
about each story and
each narrator;
includes key words
and phrases from the
texts.
The main topic of
both stories is stated
in the introduction;
includes details about
each story and each
narrator.
The main topic of
both stories is stated
in the introduction
but includes details
about only one of the
stories or narrators.
The main topic of the
stories is not stated in
the introduction, or
does not include any
details about the
stories or narrators.
Comparison Paragraph
Analysis Essay Rubric
Includes a topic
sentence; describes at
least two ways the
narrators’
descriptions of a
natural disaster are
similar; descriptions
are supported with
examples from the
text; includes key
vocabulary, figurative
language, and details
from each story.
Includes a topic
sentence; describes
two ways the
narrators’
descriptions of a
natural disaster are
similar; descriptions
are supported with
examples from the
text.
Includes a topic
sentence; describes
one way the narrators’
descriptions of a
natural disaster are
similar.
Does not include a
topic sentence, or
does not describe at
least one way the
narrators’
descriptions of a
natural disaster are
similar.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS15
Common Core ELA Curriculum • G5:M4:U2:L16 • November 2013 •
10
GRADE 5: MODULE 4: UNIT 2: LESSON 16
Score Point 2
Score Point 1
Score Point 0
Contrast Paragraph
Includes a topic
sentence; describes
at least two ways the
narrators’
descriptions of a
natural disaster are
different;
descriptions are
supported with
examples from the
text; includes key
vocabulary,
figurative language,
and details from
each story.
Includes a topic
sentence; describes
two ways the
narrators’
descriptions of a
natural disaster are
different;
descriptions are
supported with
examples from the
text.
Includes a topic
sentence; describes
one way the
narrators’
descriptions of a
natural disaster are
different.
Does not include a
topic sentence, or
does not describe at
least one way the
narrators’
descriptions of a
natural disaster are
different.
There is a
conclusion
statement that
clearly restates the
topic of both stories
in a different way
from the
introduction
paragraph.
There is a
conclusion
statement that
restates the topic of
both stories, but it is
the same as or very
similar to the
introduction
paragraph.
There is a
conclusion
statement, but it
does not restate the
topic of both stories.
There is no
conclusion
statement.
There are almost no
errors in grammar,
spelling, and
punctuation; the
meaning is clear
throughout the
essay.
There are a few
errors in grammar,
spelling, and
punctuation, but the
meaning is
generally clear.
There are errors in
grammar, spelling,
and punctuation,
demonstrating
minimal control
over language. The
errors sometimes
distract the reader
and cause
misunderstanding.
There are many
errors in grammar,
spelling, and
punctuation,
demonstrating little
or no control over
language. The errors
often distract the
reader and cause
misunderstanding.
Language Conventions and
Mechanics (Spelling,
Grammar, and
Punctuation)
Score Point 3
Conclusion Statement
Analysis Essay Rubric
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to
Expeditionary Learning Outward Bound, Inc.
NYS16
Common Core ELA Curriculum • G5:M4:U2:L16 • November 2013 •
11
PROMPT: FOUNDATIONAL SKILLS: COMPREHENSION, WRITING ORGANIZATION, COMMAND OF GRAMMAR/MECHANICS Assessment Prompt Element RESPONSE FOUNDATIONAL UNDERSTANDING I What vocabulary of the discipline do you need to know and understand in order to answer the prompt? FOUNDATIONAL UNDERSTANDING II What conceptual understandings of the text do you need in order to answer the prompt? What are the components of the response needed to answer the question? ANSWER (Claim) SUPPORTING EVIDENCE (textual evidence that supports claim) REASONING (connection of evidence to claim) SUPPORTING EVIDENCE (textual evidence that supports claim) REASONING (connection of evidence to claim) SUPPORTING EVIDENCE (textual evidence that supports claim) REASONING (connection of evidence to claim) 17
FOUR STEPS FOR DATA-DRIVEN ANALYSIS MEETINGS:
Leading Effective Meetings
LEADER SHOULD BRING:
TEACHER SHOULD BRING:
What to
Bring
1
Praise
Starters
1-2 min
Probing Analysis – Deep Dive On Key Standards
Opening Probe:
IF THEY DON’T ID ACTION STEP:
Scaffolded Follow-up Questions:
2
Probe
2-6 min
Classroom Evidence/Data Question to refocus:
Make Explicit Action Steps – Review Six-Week Plan
3
Action Step
1 min
Schedule Follow-Up
4
Follow-up
1-3 min
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Results Meeting Protocol Worksheet
For Data Driven Instruction
Meeting Date: _______________________________
Identify
Objectives
Instructional
Practices
* What worked so far?
* What are instructional practices that you could be using?
Brainstorming:
Challenges Faced
* What are the chief challenges?
* What might be solutions to these challenges?
Adapted from Paul Bambrick‐Santoyo Facilitated by Integrated Education Services team Erie 2‐Chautauqua‐Cattaraugus BOCES
Action Plan
* Identify key actions from brainstorming session above and
decide what actions will be done.
* Decide what tasks needed to be ready to teach. (Who &
When)
* Date for re-teaching:
Elements of
Lesson Plan
* Do Nows
* Decide what questions to ask the students of how to
structure the activity.
* Student guides, homework, etc.
Adapted from Paul Bambrick‐Santoyo Facilitated by Integrated Education Services team Erie 2‐Chautauqua‐Cattaraugus BOCES
Defining the Target Population and Setting Goals School Wide Focus Group
Skill
Sub-Skill(s)
Target Population
Long Term Goal:
T.Gray (IES/E2CCB) Skill
Sub-Skill(s)
Learning Targets
Short Term Goals (should each align to a learning target)
T.Gray (IES/E2CCB) Action Plan Template – RTI – Inquiry
Learning
Target #1 –
Place Value
Students
will be able
to read and write 3digit numbers,
including
regrouping,
with 80% accuracy
by the beginning of
February.
Learning Target #2 –
Numeracy
Students will be able
to add or subtract 10
or 100 when given a
3-digit number with
80% accuracy by the
beginning of
Learning Target #3 –
Properties of
Numbers
Students will be able
to write the 4 number
sentences when
given three numbers
that create a fact
family with 80%
accuracy by the
beginning of
February.
Integrated Education Services Questions the Data Raises
Instructional Strategies
Action Plan
WHO? WHEN? EVIDENCE TO BRING NEXT TIME Erie 2‐Chautauqua‐Cattaraugus BOCES Developed by Karen Kondrick