Strategies that Work Portia Powell Presenter June 24-25, 2014 Why are we here?
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Domain I: Planning (assessed via artifact review, pre-observation and post-observation conferences)
1. Plans lessons that demonstrate knowledge of content and pedagogy Lesson Plans: 4 Consistently include the necessary content and connect content across disciplines; connections are consistently c l ear, meaningful, a n d relevant to students lives Consistently demonstrate appropriate sequencing of learning experiences and provide multiple and varied ways to demonstrate knowledge and skill Consistently demonstrate collaboration with specialized professionals 1 in making the appropriate choice of strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups of learners 3 Frequently include the necessary content and connect content across disciplines; however, connections are not consistently clear, meaningful, or relevant to students lives Frequently demonstrate appropriate sequencing of learning experiences and provide several ways to demonstrate knowledge and skill Frequently demonstrate appropriate choice of strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups of learners but do not demonstrate collaboration with specialized professionals 2 Inconsistently include the necessary content and/or do not connect content across disciplines Demonstrate inconsistent sequencing of learning experiences or provide only limited ways to demonstrate knowledge and skill Inconsistently demonstrate appropriate choice of strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups of learners; do not demonstrate collaboration with specialized professionals 1 Do not include the necessary content and do not connect content across disciplines Do not or demonstrate appropriate sequencing of learning experiences or provide ways to demonstrate knowledge and skill Do not demonstrate appropriate choice of strategies, accommodations, resources, and materials to differentiate instruction for individuals and groups of learners; do not demonstrate collaboration with specialized professionals Comments: 1 (e.g., special educators, related service providers, language learning specialists, librarians, media specialists)
Simply Put Domain I: Planning 1. Plans lessons that demonstrate knowledge of content and pedagogy. 2. Plans lessons that meet the diversity of students backgrounds, cultures, skills, learning levels, language proficiencies, interests, and special needs. 3. Selects instructional goals that incorporate higher level learning for all students. 4. Plans units of instruction that align with Mississippi Curriculum Framework or, when applicable, the Common Core State Standards.
Its Worthwhile Students Come First! Learning Outcomes Participants will understand:
The benefits of teaching literacy across content areas
The expectation of literacy instruction in a content classroom
How to implement literacy in content areas
Small Group Activities Leader Presenter Recorder Time Keeper Task Manager
Take 1 minute to get into groups of 4 to 5. Members in each group will count-off from 1 to 5. Now assign each member a role. You will stay in groups for the day and rotate roles for each small group activity.
Warm-up Activity Anticipation Guide Why is it important for literacy to be implemented across content areas? Discuss in your groups Is this a Literacy or Science Issue? Literacy Across the Curriculum Critical to building knowledge in history/social studies as well as in science and technical subjects Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction Literacy Across the Curriculum College and Career Readiness Standards Evidence used in history and science Understanding of domain-specific words and phrases Attention to precise details Capacity to evaluate intricate arguments Synthesize complex information Follow detailed descriptions of events and concepts Make extensive use of elaborate diagrams and data to convey information and illustrate concepts Reading and Writing Across the Curriculum K- 5 Reading Standards require 50-50 balance between informational and literary reading Shift 1:
Building knowledge through content-rich nonfiction and informational texts 6 th - 12 th Grade ELA classes place much greater attention to informational text- literary nonfiction than has been traditionally. Complement the standards in history/social studies, science, and technical subjects Connection between what a child is reading and writing Reading and Writing Across the Curriculum Reading and writing responses are based on evidence from the text Reading and Writing Across the Curriculum Reading and Writing Across the Curriculum Strong Focus on Academic Vocabulary What is Academic Vocabulary? ELA STRANDS- K- 12 17 Reading Reading Literature (RL) Reading Informational Text (RI) Reading Foundation (RF) WRITING (W) SPEAKING AND LISTENING (SL) LANGUAGE (L) ELA STRANDS K- 5 Strand Reading Strands
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Writing Strands 6 th -12 th Grade Science & Technical Subjects 6 th -12 th Grade History & Social Studies ELA STRANDS 19 Literacy Standards for 6 th -12 th History/Social Studies, Science, and Technical Subjects
Reading History/Social Studies (RH) Reading Science & Technical Subjects (RST) Writing History, Science, & Technical Subjects (WSHT) ESSENTIAL UNDERSTANDINGS Deconstructing the Common Core Standards Essential Understandings adapted from Grant Wiggins & Jay McTighe
Since the Common Core State Standards is not a curriculum that dictates how students should learn, it allows teachers to become the curriculum developer and instructional leader in their classrooms
The Common Core State Standards focus on students understanding and application of knowledge
Essential Understandings Big Idea/ Concept(s) Essential Understandings Essential Questions Understanding by Design Wiggins & McTighe Deconstructing the Standards CCRA.W. 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Nouns are the Big Ideas or Concepts
development organization style task audience- purpose Understanding by Design Wiggins & McTighe Deconstructing the Standards Nouns are the Big Ideas or Concepts
development organization style task audience- purpose Essential Understandings
What should students come to understand if they really learn the concept(s)? Why should they learn this concept? Understanding by Design Wiggins & McTighe Deconstructing the Standards Nouns are the Big Ideas or Concepts
development organization style task audience- purpose Essential Understandings
Good writers understand that different writing genres and purposes have unique organizational patterns. Understanding by Design Wiggins & McTighe Deconstructing the Standards Essential Understandings
Good writers understand that different writing genres and purposes have unique organizational patterns. Understanding by Design Wiggins & McTighe Essential Question
How do good writers hook and hold their readers in different genres? Deconstructing the Standards Nouns are the Big Ideas or Concepts
development organization style task audience- purpose Essential Understandings
A writers purpose and audience shapes the style, development and organization of the writing. Understanding by Design Wiggins & McTighe Deconstructing the Standards Essential Understandings
A writers purpose and audience shapes the style, development and organization of the writing. Understanding by Design Wiggins & McTighe Essential Question
How does the purpose and audience affect a writers style and organization? Deconstructing the Common Core Standards ESSENTIAL UNDERSTANDINGS Participants will place the deconstructed standards on chart paper STRATEGIES FOR TEACHING LITERACY Literacy Strategies Activating Prior Knowledge
Making Connections
Visualization
Summarization
Questioning
Vocabulary
Routine Writing
Activating Prior Knowledge Reading comprehension is the process of adding new information to known information.
- Amy Benjamin, 2007
Anticipation Guide Carousel Brainstorming
Carousel Brainstorming Activity Making Connections Activity Students gain a deeper understanding of a text or concept when they make authentic connections Visualization Visualizing helps readers engage with text in ways that make it personable and memorable.
Math: encourages students to use images to describe patterns.
Science: encourages students to use images to describe complex scientific concepts and/or processes. Visualization Activity Summarization Summarizing is the process of discriminating between main ideas and minor details to develop a brief statement of the main points of a text.
GIST Questioning Question the Author
The idea of "questioning" the author is a way to evaluate how well a selection of text stands on its own. Students look at the author's intent, his craft, his clarity, his organization.
Question Yourself
MP.1 Make sense of problems and persevere in solving them.
Academic Vocabulary Tier 3- Content Specific Vocabulary (such as Science, Social Studies,) Tier 2- Transportable Vocabulary (words that are used across the curriculum in multiple disciplines) Tier I Basic Vocabulary (vocabulary that appear in most childrens vocabulary) Language necessary to survive in school Vocab-o-gram
Students sort their vocabulary words in a graphic organizer and make predictions about the story/concept that the teacher is about to introduce. After the story is read or the concept is taught, the students go back & revise their organizer. ROUTINE WRITING Process Logs Learning Logs Response Journals Process Logs Math, Science, and Technical Subjects:
Help students to provide reasoning about each step they employ when they solve problems ELA & Science:
Help students make sense of the argument and specific supporting claims in an informational text
Process Log Activity LEARNING LOGS This can be done the first 5 minutes of class to review or raise questions, in the middle of a lesson to process ideas, or during the last 5 minutes of class to summarize the days learning.
Sample Prompt What part of your homework assignment was most difficult? Sample Prompt What are two questions you would like answered during todays lesson? Sample Prompt Summarize what you learned about the this topic today/yesterday. RESPONSE JOURNALS Students write comments and questions about what they have read before engaging in small-group discussions. ELA/Soc./Science Examples of Prompts
1. Making predictions about what will happen next 2. Explaining why the student liked or disliked the text 3. Writing a personal reaction to the text DEVELOPING ELA UNIT PLANS
88 PARCC Model Content Frameworks for ELA/Literacy Version 2.0August 2012 ELA Model Content Framework Chart for Grade 11 Below is a chart that organizes the standards into four quarter-length modules that include the knowledge and skills students will learn and apply over the course of the year. As noted in the introduction, these modules are offered as optional models to consider when constructing a year-long course of instruction. The chart is meant to illustrate and provide context (but not replace engaging with the standards themselves).
Key Terms and Concepts for Grade 11 ELA Model Content Framework Chart Reading Complex Texts Exposing students to grade-level texts of appropriate complexity lies at the heart of each module. The modules reflect the balance of informational texts (literary nonfiction in ELA classes) and literature that students are expected to read. (Though the chart shows the module with an extended U.S. foundational text being read in the second module, this is only an example of how one might organize the modules; some educators may want to emphasize the reading of the extended foundational text earlier or later in the academic year). Fulfilling the ELA standards for grades 6-12 requires much greater attention to a specific category of informational text literary nonfiction than has been traditionally taught. Because the ELA classroom must focus on literature (stories, drama, and poetry) as well as literary nonfiction, a great deal of informational reading in grades 6-12 must take place in other classes to meet the demands of the standards. Three to five short texts: Selections would include short texts of sufficient complexity for close Grouping Standards Focus Standards Supporting Standards Standards that unit is built around Performance Task and Assessments Pre-requisites; standards that are indirectly taught Grouping Standards RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Essential Understanding
Types of reading materials share commonalities and differences and each has a specific purpose and structure. Essential Question
How are various genres similar and different? Grouping Standards RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. Essential Understanding
Types of reading materials share commonalities and differences and each has a specific purpose and structure. Essential Question
How are various genres similar and different? Work in groups to find additional major standards that can be grouped with this standard. Write your responses on chart paper. Please be prepared to explain your responses. Developing Performance Tasks Refer to Appendix B
All reading tasks should include Close Reading activities followed by a routine writing or an analyses
Text-based questions and responses
Look at the verbs in the major standards
Look and the PARCC Evidence Tables
ELA Unit Plan Templates ELA Unit Plan Templates ELA Unit Plan Templates ELA Unit Planning Sessions Unit Planning Sessions Option A- Using the text to develop units Option B- Using the Common Core ELA Standards to develop units Option C- Using the ELA Key Shifts to develop units Refer to the Developing ELA Unit Plans Document DEVELOPING ELA UNIT PLANS . Provide Feedback!
Please complete the evaluation form. Thank You! Students Come First!