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ERIC Number: ED566669
Record Type: Non-Journal
Publication Date: 2016-Apr
Pages: 24
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Checking in Update: More Assignments from Real Classrooms. K-12 Practice. Equity in Motion Series
Dabrowski, Joan
Education Trust
This follow-up report provides a revised Literacy Assignment Analysis Framework that incorporates discussion and teacher scaffolding. This new framework serves as a guidepost for studying sets of assignments across multiple days or weeks within a single classroom, school, or district. A closer look at more assignments from real classrooms provides a helpful lens for thinking about five key areas related to standards implementation: (1) Common Core Alignment; (2) Discussion; (3) Teacher Scaffolding; (4) Text and Task Complexity; and (5) Motivation and Engagement. The assignments represent a range of middle school grades and subjects, and were collected from schools with different student demographics. They fall within the low, mid, and high range on the framework. Assignments that fall within the high range are worthy of careful consideration as they--and "assignments like them"--hold much promise for middle school students. For each assignment, the authors first note how it scores on the framework, and then list the details that support the scoring. In the second half of the annotation, particular key areas of the assignment that stood out are highlighted, and questions are posed for consideration. While not every assignment addresses every indicator in the framework, practitioners must consider how often students work on extended tasks that align with the rigor of the Common Core; gather and cite textual evidence; think at high cognitive levels when they read, discuss, and write about texts; and receive support from teachers as they engage in interesting and meaningful tasks. Contains notes. [This report was written with Keith Dysarz. For the first report in the "Equity in Motion" series, see "Checking In: Do Classroom Assignments Reflect Today's Higher Standards?" (ED566668).]
Education Trust. 1250 H Street NW Suite 700, Washington, DC 20005. Tel: 202-293-1217; Fax: 202-293-2605; Web site: https://edtrust.org/
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: Education Trust