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Mastering the Curriculum in Reading and Math
 

Mastering the Curriculum in Reading and Math

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    Mastering the Curriculum in Reading and Math Mastering the Curriculum in Reading and Math Presentation Transcript

    • It's the little details that are vital. Little things make big things happen. – John Wooden Looking Ahead: Making Changes to Master the Eligible Content (which is MOST of our Language Arts and Math curricula)
    • West Allegheny Language Arts & Math Curriculum
      • Eligible Content
      Other Some of that “other” curriculum is taught after the PSSA tests because it does not have an effect on student performance i.e . long division (4 th grade). Other parts of the curriculum aid in student success i.e. mastering math facts, applying before/during/after reading strategies, building fluency and need to be modeled and mastered though they aren’t listed in the eligible content.
      • Understand the eligible content like the back of your hand.
      • Post it where it is visible to you at all times.
      • a. Math
      • i. If you do not have a practical system of viewing the EC on a regular basis that works for you, consider arranging the colored assessment anchor cards on a poster board and hand it on the wall near your desk.
      • ii. Sequencing chart: This will help bridge the eligible content to the math textbook but only if the sequencing chart is correct . Analyze it and correct it at spring grade level meetings .
    • Understand the eligible content like the back of your hand.
        • b. Reading
        • The eligible content is organized into several categories:
        • Understanding fiction appropriate to grade level.
        • Understanding non-fiction appropriate to grade level.
        • Understanding components within and between texts in fiction and non-fiction.
        • Understanding literary devices in fiction and non-fiction.
        • Understanding concepts and organization of non-fiction text.
        •  
        • Same info. organized into BOTH FICTION AND NON-FICTION
        • NON-FICTION ONLY
        • ii. 3rd 4th 5th
        •  
    • Understand the eligible content like the back of your hand.
      • 2. Verbs, Verbs, Verbs, : EC verbs are important because they reveal what the target is:
      •    
      •   Example 1: Use or develop regions and/or sets (e.g., circle graph, base ten blocks) to model fractions and mixed numbers through hundredths (may include reducing the fractions).
      • What might this look like in practice??
      •  
      • Example 2 : Identify, explain, and/or describe examples of text that support the author’s intended purpose. (Identify suggests it will be from choices; explain and describe are higher level verbs and also open this up to being an open-ended....explain/describe in words.)
      • What might a student have to produce to demonstrate this?
    • Understand the eligible content like the back of your hand.
      • 3. Get down to the specifics.
      •  
      • Example 1: 5th grade affixes: Affixes will be limited to prefixes: pre-, dis-, mis-, non-, inter-, extra-, post-, super-, sub-; suffixes: -less, -ble, -ly, -or, -ness, -ment, -er, -ship, -tion, -en.
      •  
      • Example 2: Identify and/or describe properties of all types of quadrilaterals (parallelogram, rectangle, rhombus, square, trapezoid ). (It says quadrilaterals, not triangles nor all polygons.)
      •  
      • Example 3: Identify, explain, interpret, and/or describe examples of similes, personification, and alliteration in text.
    • Summary: Understanding the eligible content forwards and backwards means you can plan for more effective teaching, practicing, and assessing to help students master the majority of the curriculum.
    • Adjust Your Questioning Techniques.
      • 1. In class discussion  
      • Question: What are typical questions you ask when discussing fiction? Non-fiction?
      • Refer to the cardstock cards in 3 rd /5 th grades.
      • Refer to master list of questions sorted by EC.
      • Refer to released items where we sorted out the questions by EC.
      • Shall we make a poster of this information and discuss cards for the students (for reading)?
    •  
    • Adjust Your Questioning Techniques.
      • 2. Written assignments – Make the most of them.
      •  
      • When selecting and creating assignments ask yourself ‘why’. Is it in line with the eligible content (which is most of our curriculum) or is it just part of your tradition?
      •  
      • Example 1: Identify, explain, interpret, compare, describe, and/or analyze character actions, motives, dialogue, emotions/feelings, traits, and relationships among characters within fictional or literary nonfictional text.
      • Discuss:
      • What kind of assignment can you create where students can APPLY the above EC with a text the student is reading independently?
    •  
    •  
    • Adjust Your Questioning Techniques.
      • 3. Assessments
      •   If you’ve analyzed your HARCOURT selection tests and/or your math textbook tests, chances are they would not be in full alignment with the eligible content.
      • At the VERY least: Replace the short answer questions with an open-ended question (where they will be required to explain, describe, compare/contrast, etc. more).
      • Add a poem or short passage that relates somehow to the anthology selection and create additional questions that Harcourt lacks or a specific skill for that week. (Then that way, you are getting a feel for how they can apply reading skills COLD.)
      • S ummary:
      • We need to be aware of the type of questions we are asking in discussions, on written assignments, and on assessments.
    • Written Expression = Open-Ended Questions
      • Mastering Open-Ended Responses - an essential part of our reading, writing, and math curricula
      • If the EC says to ‘explain’ and/or ‘describe’, how do you practice that? How do your students show you they can do that effectively?  
      • They can orally tell us during class discussions or conferences. But that won’t help come PSSA time…. 
      • They need to demonstrate it to us in writing. (OK, you can argue this is a ‘test specific thing’. But if you look at our writing curriculum….it’s in there!
    • Written Expression = Open-Ended Questions
      • 1.  Master the paragraph structure first.
      • Model, Practice, Practice, Apply, Apply, Apply, Apply, Apply,.....in context of reading, math, science, social studies - early and often.
      Here’s a suggestion……
    • Written Expression = Open-Ended Questions
      • 2. Teach the paragraph structures early so they can be applied throughout the year: (essentially 4 different structures)
      • -main idea/detail
      • -description -sequence
      • -summary
      • (Summary - takes lots and lots of time to master summarizing because of the synthesis.)
      • -compare/contrast -cause/effect
      •   -problem/solution
      Very similar
    •  
    •  
    •  
    •  
    • Written Expression = Open-Ended Questions
      • 3. Pick a graphic organizer and stick with it.
      • Then the resource teachers have common language in which to remediate.
      • The next grade level has a point of reference in which to build.
      • The kids become confident.
      • ***See the Reading Summary Resource for graphic organizers. Evaluate: Can my students recreate this as needed? Remember: You will not always be there to provide them with an organizer.***
    • The advantage to this is kids can easily draw this for each and every paragraph type.
    • Written Expression = Open-Ended Questions
      • Make open-ended questions a part of your regular assignments across the curriculum now that the students can write more fluently:
      • Compare/contrast the main character in your independent reading book to the one in our story. Describe two similarities and two differences.
      • Explain how to regroup when you subtract…
      • Explain the causes of the Civil War. Use three examples from your SS text.
      • Explain how to determine the hardness of minerals….
      • Summary:
      • Start the year off with teaching the paragraph structures as part of your English/Writing.
      • Model Practice Apply
      • Use the same graphic organizer every time so they “own it” and become fluent writers. Eventually they won’t need it.
      • Create HW assignments across the curriculum using the verbs: explain, describe, summarize, compare/contrast, give examples of…early and often.
    • Spiral Review + Formative Assessment
      • 1. Appropriate materials
      • Locating good review materials that focus in on the eligible content is tricky.
      • Most of the PSSA materials are based on ASSESSMENT ANCHORS which are a tad broader in nature. There’s no time to go beyond the EC. This is especially true in math.
      • If you use PSSA materials, don’t ASSUME they just focus on EC – most likely NOT. At least put an X over the ones the children aren’t responsible for to avoid mixed messages to students and parents.
    • Spiral Review + Formative Assessment
      • 2. Samples of Effective Teacher Created EC Spiral Reviews
      • a. Calendar Math:
      • Developed by some Donaldson teachers based on the EC.
      • Concepts are based on the date, special times, etc.
      • This takes MINIMAL effort on the teacher’s part and is copied for the WHOLE month with optional weekly quiz.
    •  
    • Spiral Review + Formative Assessment
      • 2. Samples of Effective Teacher Created EC Reviews
      • a. Calendar Math Samples
      • i. Third grade
    • Spiral Review + Formative Assessment
      • 2. Samples of Effective Teacher Created EC Reviews
      • b. Spelling Math: Words change on a weekly basis so math practice will change on a weekly basis.
      • i. Third grade
    • Spiral Review + Formative Assessment
      • 3. Samples of Effective Teacher Created EC Reviews
      • d. Scholastic News/Time for Kids
      • They sure do pile up! How about creating a template that can be used with (almost) any issue of these magazines to address some EC?
      • At a center
      • In partner pairs
      • Homework
    • Use this for a few weeks. Change it for the next several weeks.
    • Tweak the original one and use this for the next few weeks. Talk with your colleagues about the success/failures of the template. Make it better.
    • Spiral Review + Formative Assessment
      • 3. Samples of Effective Teacher Created EC Reviews
      • e. Morning Math
      • Example of how Fifth Grade is constantly reviewing Math EC.
    •  
    • Spiral Review + Formative Assessment
      • 4. Effective Vocabulary Chart - Promotes word work.
      • Words change on a nearly weekly basis; so will experience with words.
      • EC: affixes, synonyms, antonyms,
    •  
    • Spiral Review + Formative Assessment
      • 5. Progressive Bulletin Board
      • Think of EC that is true of any book….author’s purpose, text structure (can get tricky with fiction), point of view (5 th only), __________
      • Create a bulletin board where you can progressively add the book titles and this information to. Why? So we don’t wait until the last minute to teach and master this!
    • Think: How can students use this same concept with their own books? Electronically? Book Title Text Structure (non-fiction) Author’s Purpose Point of View (5 th ) Summary of
    • Review + Formative Assessment
      • Now that you are constantly reviewing EC a lot of mastery is bound to happen! But what about those kids that STILL haven’t mastered some EC?
      • 6. Organized arsenal of tools ready for additional practice – about 6 weeks before the test???
      •     a. Math: Old workbook pages/resources copied and filed by EC ready to send home as needed.
      •     b. Reading: Reading Skills Rocket; Test Tutor; worksheets; HARCOURT practice book page
    • Review + Formative Assessment
      • 7. Have a system in place for meeting individual needs:
      • a. A standard note to staple to a worksheet or direct to a website.
      • b. A folder that goes home with work (WIT folder)
    •  
    • Other Considerations
      • Rediscovering Harcourt Making Connections Poems/Passages before & after main selections are excellent for comparing/contrasting.
      • Utilizing your Social Studies Text:  
        • How are your study guides formatted?  To aid in them memorizing facts or to aid them in making meaning of the text?  
        • When the ‘crack the code’ of the text structure, they will be able to find answers a lot easier.....they are becoming proficient in reading that text.  
    • Reading: A Much Tougher Nut to Crack
      • Do you love to read a variety of literature for instruction?
      • Do you find yourself in and out of Harcourt throughout the year?
      • Are you lacking structure in your reading instruction?
      • Click here for a sample structure for 5 TH GRADE.
    • It Ain’t Pretty
      • Using so many teacher made materials and skipping lessons in the math book lacks clarity in the eyes of parents.
      • Communicate this to them up front to be proactive rather than reactive.
      • Eliminate the mindset that you need to ‘get grades’. There’s other ways to ‘get grades’.
      • If you know something you are assigning isn’t all that valuable, just stop doing it.
    • Summary:
      • Knowing the EC inside and out, having a plan to constantly review and reinforce it from early on and having a system to help remediate students will give you the best chances at mastering the EC (which is, by the way, the majority of the Reading and Math curricula!)
    • Success is peace of mind which is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming. – John Wooden