Mastery of Knowledge and Skills: Claim 3
Channel View School for Research students think critically, demonstrating growth
over time in analyzing complex texts.
Channel
View teachers engage students in original research, critical thinking, and
problem solving. Over the past three years, our professional learning has centered
around designing more rigorous curriculum, with a focus on higher-level
literacy skills. We have learned
that there must be common approaches with common languages; therefore, we
have designed approaches to annotating texts that are common across departments
and grades. For example, students use their English Language Arts (ELA) annotations in science or
history classes. As
a result, our students have demonstrated growth over time in critical thinking
and analyzing complex texts. Students
create portfolios that contain final products and include multiple drafts,
self-reflections, and feedback from teachers. By maintaining these portfolios,
students are able to demonstrate how their work has improved and how they have
met learning targets. In order to continue this
trajectory of success in mastering these skills and content, we have implemented
the College Board Advanced Placement (AP) Capstone curriculum. This program provides students with the
in-depth learning needed to complete a collegiate research course. This
course work culminates with a publishable paper. To further develop
student writing, teachers are beginning to work on using a common language when
reviewing models of writing, conducting peer critiques, and self-assessment.
Evidence 1: Regents
Scores (over the last three years):
English Language
Arts
Global History
and Geography Document Based Question (DBQ)
The following New York State (NYS) Regents standardized
assessment scores show that our students’ analysis of complex texts has improved significantly over time. Additionally,
the assessments prove that there is mastery of knowledge.
The English
Regents is designed to measure students’ achievement of the Grade 11-12 Common
Core Learning Standards (CCLS) for English Language Arts. The CCLS for
English Language Arts consists of a broad set of literacy expectations for
students. Literacy is defined through an integrated model, in which Reading,
Writing, Speaking and Listening, and Language operate in tandem to enable
students to comprehend, analyze, evaluate, and communicate complex information.
The Global History and Geography
Document Based Question, is a skills-based essay in which a student analyzes
significant evidence—documents and other data—to reach an informed position,
then presents that information in a persuasive, logical, and accurate essay.
Document Based Questions require students to think analytically about the
documents and then write responses that integrate information from a variety of
sources. Skills involved in historical analysis include the following:
• evaluating the reliability, validity, and
accuracy of historical sources
• identifying the point of view of these
sources as well as determining bias
• identifying a problem or issue and
considering alternative positions and solutions
• categorizing information as political,
social, or economic, or as positive or negative
• comparing and contrasting different
interpretations of key events
• constructing support for a position by
choosing accurate, relevant evidence
Evidence 2: Data from the Citywide Middle
School Performance Task
These standardized assessment scores
demonstrate that the focus on analyzing complex texts starts at the middle
school level. These charts show student
performance on ELA Citywide Performance Tasks. These assessments focus on supporting
a claim using evidence obtained by analyzing complex texts. This data allows
the ELA teachers to see their students’ knowledge of content and skills. The
teachers compare the results of the test with one that the students completed
at the beginning of the year. The teachers at Channel View are then able to
modify their curriculum to improve student understanding of key concepts. Teachers
also use this data to move their students to complex texts in order to prepare
them for the ELA state exam. In addition, this data allows teachers to support students
in mastering the skills for each grade level.
6th Grade
7th Grade
8th Grade
Evidence 3: Student Essays
Channel View students’ deeper learning
is demonstrated not only in their test scores, but also through their written analysis
of complex texts. Channel View students are able to research topics that
interest them and gather evidence from scholarly sources to support their
arguments. When examining non-fiction texts, students demonstrate mastery by
considering the rhetorical strategies that authors use to develop their claims.
They are able to critique and synthesize texts written by multiple authors. Students
are able to look beyond a text’s central idea to consider the author’s line of
reasoning. When writing about fiction, Channel View students are able to
perform close readings of texts; students analyze themes and patterns in their
interpretations of literature. The following student work samples from
different grade levels illustrate our students’ ability to think critically
when they write about complex texts.
Example
1: Advanced Placement (AP) Seminar Student Essay (Grade 10)
This student evaluates evidence
about stem cells from an economic lens. In the boxed passage
below, this 10th grade AP student analyzes a complex text from
the EBSCO website, an online database of peer reviewed scholarly journals,
about how stem cell research impacts the economy.
Example
2: Analysis of a Speech (Grade 11)
This
student evaluates the argument of technology and human connection from a speech
by Melinda Gates. She analyzes the complex text by not only pointing out the
author’s point-of-view, but also analyzing how she uses rhetorical strategies
to get that message across. Her rough draft shows the comments made by peer
reviewers that led her to her final piece.
Example
3: Crucible Essay (Grade 12)
This
student evaluates Arthur Miller’s play The
Crucible and the effect of the emotions of shame and fear on the characters
and the events of the Salem Witch Trials. In the student’s essay, she is able
to use quotes as evidence to support her ideas and conclude how the people of
Salem acted out of fear and emotion causing the hysteria and the tragedy that
befell the town.
Example 4: Document Based Essay (Grade 8)
This student wrote a document-based essay about the Great Depression. She quotes primary sources and analyzes the reaction of the American people to a policy developed by President Hoover.
Example 5: Fortnite Argument Essay (Grade 6)
This student interprets evidence from a text about the game Fortnite. The student is able to go beyond simply paraphrasing a quotation, using textual analysis of a quotation to defeat a counterclaim. The student is able to explain how turning an enemy into a pile of loot instead of blood supports that the game is not violent.