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7 pieces form the whole
- 1. Pieces Form the Whole Participants will gain an understanding of the integration of standards, explore lessons, and create their own.
- 2. TWEAKING
- 5. Look-Alikes Sometimes two things may look the same, but with close inspection, they are quite different!
- 7. CCSS (2010) RI.3.6 Distinguish their own point of view from that of the author of a text. NCSCoS (2004) Grade 3 2.04 Identify and interpret elements of fiction and nonfiction and support by referencing the text to determine the: point of view (author and character)
- 8. CCSS (2010) RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. NCSCoS (2004) Grade 7 2.01 Respond to informational materials that are read, heard, and/or viewed by: drawing inferences and/or conclusions determining importance of information.
- 9. Integrating the Standards “While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment. Often, several standards can be addressed by a single rich task.” CCSS pg. 5
- 10. “Vocabulary” in the Standards R.CCR.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. L.CCR.3 – Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.CCR.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- 11. “Vocabulary” in the Standards L.CCR.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.CCR.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
- 12. “Vocabulary” in the Standards SL.CCR.3 – Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.CCR.6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- 13. Color-coding the Anchors • Using highlighters, find the possible integrations across the standards…. • Think about these categories: Evidence Organization - development of ideas - structure Comparing texts - integration of ideas Media Research
- 14. Create an Integrated Task •Cite explicit textual evidence as well as draw inferences about the Bird and the Tortoise that support your analysis of what it means to be courageous. •R.CCR.1 Read closely to determine what the text says explicitly and to make logical inference from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- 16. Lesson Review • Choose a lesson to review on the Wiki. • Use the Guided Review of Lessons document to record your observations.
- 17. Guiding Questions • How does this lesson address different learners? • How are text dependent questions used? • Where do you see evidence of instructional shifts? • How does this lesson address vocabulary? • Why is this text a good match for this lesson? • Where are the standards addressed and what integration is evident?
- 18. A Plan for Lesson Design • Use the text you chose yesterday to consider the pieces of a lesson. • Use the information you recorded on the Guided Review of Lessons, Participant Notes, and the Lesson Planning Notes and Ideas handout to begin designing a lesson.
- 19. RESOURCES Have you seen... ELA Common Core State Standards Self Study LiveBinder: http://www.livebinders.com/play/play/262077 ELA Resources LiveBinder: http://www.livebinders.com/play/play/297779
- 21. Professional Development Upcoming PD located on wiki: http://si2012ela.ncdpi.wikispaces.net/What%27s See you in the fall!
Notas do Editor
- Assembling the Parts begins Day 2 Is the whole the sum of its parts? (Einstein)
- This is a caution sign…. Be careful about tweaking lessons we already have. We won’t always be able to make an old lesson fit the new standards and the instructional practices they support. Often with tweaking we end up with the same results. It is important to examine our lessons with the standards and shifts in mind.
- Tweaking may not be enough – remodeling or rebuilding might be necessary . If it’s not going to get you where you want to go, we need to rebuild. By tweaking, we cannot make a strong connection to the new standards we need to make. (Rethinking vs. reforming our lessons) We can’t get our students Career and College Ready by tweaking what we already have.
- By tweaking, we cannot create the strong connection to the new standards that we need to create. New standards call for different instructional approaches as we’ve seen in the shifts.
- Last summer, we provided an overview of the Common Core State Standards. We reviewed the Unpacking and Crosswalk documents and asked you to evaluate the degree of alignment between the 2004 SCOS and the CCSS. We hear often that the Standards are very similar.
- Distribute look alikes at each table. Take a really close look at it. Is it really a cathedral? Is that really a stained glass? At first glance, it is a picture of cathedrals. If you look closer, it is not what you originally thought. Take a moment with a partner to identify the differences. Like this picture, we want to provide our teachers with multiple opportunities to closely read the Standards to ensure there is no misunderstanding that the Standards may look the same as what we have had in the past but a closer look shows how different they are. This is from the book: Look Alikes Around the World by Joan Steiner.
- Secondary remove Point of view is what the person is saying vs. 1 st , 2 nd , 3 rd person as we have taught in the past. Who’s talking? What are they thinking? As the reader, how is your point of view the same or different from that of the author? Increase in rigor because they are examining and analyzing instead of just identifying point of view.
- Elementary remove The difference here is that CCSS ask students to draw evidence directly from the text. Response to literature vs. citing textual evidence. A way to look closely at the differences is to go back to the crosswalk activity from last year’s SI. We gave you a rubric to evaluate the differences.
- Ask participants to read the quote
- We examined these standards yesterday when we were discussing vocabulary. Today, let’s revisit the integration of the vocabulary standards: we have highlighted the vocabulary aspects in each of these CCR anchor standards.
- “ Applying academic vocabulary accurately in speech.”
- Choose evidence and grab your anchor page and a highlighter. Highlight where you see one of these categories in the anchors in every strand. Answers: R.1, R.8, W.1, W.9, SL.3, SL.4
- This is an example of a task and the standard it is aligned to. What can you do to expand the task to include other standards? For example, to integrate with Speaking and Listening: In K, students will ask and answer questions to clarify what the speaker is saying. (speaking and listening standard 3) 5 th grade example: Students will summarize what their partner says. (speaking and listening standard 3) In 8 th grade they evaluate the soundness of the reasoning and relevance and sufficiency of the evidence. (speaking and listening standard 3) Whole Group: What other standards might be integrated…how will you extend the task?
- Take out your Guided Review of Lessons and highlight the six questions: (we are going to look at the topics we have covered) We will have 30 minutes. You can work with a partner or individually. If you finish early, look at the rest of the questions. Under any of those topics, did anything stand out to you that you would like to share with the whole group? How does this lesson address different learners? How are text dependent questions used? Where do you see evidence of instructional shifts? How does this lesson address vocabulary? Why is this text a good match for this lesson? Where are the standards addressed and what integration is evident?
- Tell participants they can choose to begin an outline. We do not have a particular template. Districts have the autonomy to choose their own. Reference the pieces of the puzzle as you design your lesson. Provide a “menu” of upcoming pd and webinars.