NYC ELA Fall 2011

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NYC ELA Fall 2011

  1. 2. “ Global competence is the capacity and disposition to understand and act on issues of global significance. ” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World , 2011 “ Earth at Night ” CC by cote on Flickr
  2. 3. Investigate the World Recognize Perspectives Take Action Communicate Ideas All Content Area Performance Outcomes are now organized into the 4 Global Competency domains:
  3. 4. Investigate the World Recognize Perspectives Take Action Communicate Ideas In English Language Arts, how do students . . . ?
  4. 5. Investigating the World and Recognizing Different Perspectives “ Sometimes the world seems upside down ” CC by jen_maiser on Flickr
  5. 6. Communicating Ideas and Taking Action 42601677.10 CC by torres21 on Flickr
  6. 7. English Language Arts Performance Outcomes <ul><li>Investigate the World: Students investigate the world’s complex and significant issues and ideas. </li></ul><ul><li>Recognize Perspectives: Students understand that an issue may be viewed from diverse perspectives, reflecting different values and cultures. </li></ul><ul><li>Communicate Ideas: Students organize and structure ideas when communicating with a variety of audiences. </li></ul><ul><li>Take Action: Students reflect on their learning and develop a position of advocacy or action. </li></ul>
  7. 8. <ul><ul><li>Group 1: Reading for Literature & Informational (p. 38 & 40) </li></ul></ul><ul><ul><li>Group 2: Writing (pp. 45-47) </li></ul></ul><ul><ul><li>Group 3: Speaking and Listening (p. 50) </li></ul></ul><ul><ul><li>Group 4: Language (p. 54-55) </li></ul></ul>Please highlight the connections/intersections you find between the ISSN Performance Outcomes and the Common Core Standards
  8. 9. <ul><ul><li>Find a partner from another group </li></ul></ul><ul><ul><li>Introduce yourself </li></ul></ul><ul><ul><li>Teach your partner about one of your crosswalk connections </li></ul></ul><ul><ul><li>Learn about a crosswalk connection from your partner </li></ul></ul><ul><ul><li>Say “Thank You!” </li></ul></ul><ul><ul><li>Find a new partner and repeat the process </li></ul></ul>Give One to Get One
  9. 10. <ul><ul><li>Start with the outcomes/expectations in mind; </li></ul></ul><ul><ul><li>Be clear in asking for what skills you want students to be able to demonstrate in their work; </li></ul></ul><ul><ul><li>Be specific about what evidence you will look for to assess students as college ready/globally competent; </li></ul></ul>When designing an assessment task . . .
  10. 11. <ul><ul><li>Consider what preparation needs to be done before students will be able to do the task; </li></ul></ul><ul><ul><li>Remember that performance tasks should not cover ALL Graduate Portfolio Standards; </li></ul></ul><ul><ul><li>Key attributes include: S tudent choice, A uthentic task done by adults in “real world,” G lobal focus, E xhibition of work to authentic audience (S.A.G.E.). </li></ul></ul>When designing an assessment task . . .
  11. 12. <ul><ul><ul><li>S tudent Choice Are there options for students to make choices about content, process, and/or product within this task? </li></ul></ul></ul><ul><ul><ul><li>A uthentic Is this task asking students to do something adults do in the “real world”? </li></ul></ul></ul><ul><ul><ul><li>G lobal How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action? </li></ul></ul></ul><ul><ul><ul><li>Public E xhibition of Learning How will students have the opportunity to present their learning to an authentic audience? </li></ul></ul></ul>S.A.G.E. The Elements of Quality Task Design
  12. 13. <ul><ul><li>Teach students to write to persuade </li></ul></ul><ul><ul><li>Teach students to write to explain </li></ul></ul><ul><ul><li>Teach students to write to convey experience </li></ul></ul><ul><ul><li>Teach students to write to respond to literature </li></ul></ul>In grade-level groups, please share what you’re already doing to . . .
  13. 14. <ul><ul><ul><li>Addresses the genre you’ve identified as a gap / area of weakness </li></ul></ul></ul><ul><ul><ul><li>Is aligned to the Common Core and the ISSN Performance Outcomes </li></ul></ul></ul><ul><ul><ul><li>Asks students to Investigate the World, Recognize Perspectives, Communicate Ideas and Take Action </li></ul></ul></ul><ul><ul><ul><li>Includes S.A.G.E. - S tudent Choice, A uthentic Work, G lobal Issues, and Public E xhibition </li></ul></ul></ul>Develop a writing task / unit plan that . . . Using These Tools <ul><ul><ul><li>Common Core Standards for Writing </li></ul></ul></ul><ul><ul><ul><li>ISSN ELA Performance Outcomes </li></ul></ul></ul><ul><ul><ul><li>Unwrapped Standards Document </li></ul></ul></ul>
  14. 15. Something I Learned A Question I Still Have What Worked for Me Today Suggestions for Next Time Reflection on the Day

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