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NYC ELA Fall 2011
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NYC ELA Fall 2011



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