Empire State Information Fluency Continuum Refresh and Reflect Session: November 20, 2013


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Presentation with review content from August session and unit planning guidance

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  • How has it been going so far this year?Have you created any lessons? Worked with teachers?Share around the tableWhat have been your successes?What have been your challenges?What do you need as far as support?
  • Integration is an on-going processYour experience may be different depending on grade level, school climate, willingness of teachers to work with you.ESIFC is a tool, not a step-by-step manual.
  • Reminders—not just about using the graphic organizers, although that’s important. Also need to be MODELING the skills/think alouds. Share story from DDI session yesterday—teachers are using data to identify gaps, then brainstorming instructional strategies to address these gaps. You can do this, too! The assessments give you a perfect place to see what students have learned, and provide evidence (data) of their learning. Many times, the key is remembering to MODEL what you want students to do.
  • Reminders:Your role = skill, content is used as the materials for the skillAssessment= Not limited to the graphic organizers in your grade levelStandard = ELA is easy, but not set in stone. Math, Science, Social Studies are not only appropriate, but encouraged!
  • Link is at the end of the presentation http://nycdoe.libguides.com/content.php?pid=441097&sid=3611851What I’m giving you looks a little different in some cases
  • Final Product: REACTS TaxonomyUnit title: Controversial Issues Research DebateGREEn PAPERS
  • Pink Sheet
  • What do we need?-More instruction?-Time to share with peers?-Other ideas?By then, we should have a better idea of the research paper requirement
  • Empire State Information Fluency Continuum Refresh and Reflect Session: November 20, 2013

    1. 1. THE EMPIRE STATE INFORMATION FLUENCY CONTINUUM Refresh and Reflect I November 2013
    2. 2. TODAY’S AGENDA/GOALS 1) Reflect: The year so far 2) Refresh: Lesson Plan Review Unit Planning 3) Work Session: Building Lessons and Units
    3. 3. SO FAR, SO GOOD? Image via Flickr CC: http://www.flickr.com/photos/vegaseddie/5700609302
    4. 4. REMINDERS
    5. 5. Three Key Features of the ESIFC: 1. Scaffolde d Skills Aligned to CCLS 2. Formative Assessments 3. Modeling Image Credit via Flickr CC: http://www.flickr.com/photos/arminho/8133143997/
    6. 6. PIECES OF THE LESSON PLAN PUZZLE ESIFC Skill Image via Flickr CC:
    7. 7. LESSON PLAN TEMPLATE Grade Level: Class Time: It’s OK to have more than one class period per lesson—just indicate which sections will be done for each Essential Understanding: What will students learn? This is not CONTENTspecific but SKILL specific—should align to assessment Learning Outcomes: What will students be able to do? (Based on Essential Understanding) Common Core Standard: One lesson cannot realistically address more than one CC standard, and may only address PART of a standard—if so, highlight the particular skill you’re covering IFC Skill: This should be aligned to the assessment/graphic organizer Questioning: What are some questions that you’ll ask students? (These should be rooted in the text)
    8. 8. Mini Lesson Guided Practice Independent Practice Learning/Teaching Activities CT=Classroom Resources Teacher L=Librarian AKA: ―The Hook‖/Introduction/Anticipatory Set + Modeling Explains what students are expected to learn “I DO” Model what you want students to practice Make sure guided practice matches independent practice “WE DO” “YOU DO” Differentiation Closing/ Sharing/ Reflection Assessment AKA ―Closure‖ This will always be the ESIFC Graphic Organizer Follow up: Same skill, different content Extension(s): Scaffolding—pushes out & up, next level
    9. 9. UNIT PLANNING NYC DOE/School Library System Resources vs. Broome Tioga BOCES School Library System Interpretation Image via Flickr CC: http://www.flickr.com/photos/kalak/6004980104
    10. 10. LESSON VS. UNIT • Unit Planning Sheet = Cover Sheet/ Road Map – Lesson plans are attached to the unit • Allows you to group lesson plans by common skill/product • GREAT for personal portfolios
    11. 11. PLANNING WORKSHEET VS. PLAN …Good for NYC, not so important for us. Image via Flickr CC:
    12. 12. UNIT PLAN SKELETON You can create a unit plan for a certain SKILL that serves as a reusable shell or skeleton Then, fill in different CONTENT – Via collaboration – Via student interest Image via Flickr CC:
    13. 13. UNIT SKILLS VS. CONTENT SKILLS: CONTENT: Unit Plan Title Essential Questions Essential Understanding(s) Final Product ESIFC Skills Rationale CCLS Standards Vocabulary ESIFC Assessments Resources
    14. 14. REALITY CHECK • Unit Planning = Method of organizing/grouping lessons • Great for aligning to a curriculum map • MODIFY as needed! They are provided in Word for a reason. Image via Flickr CC:
    15. 15. WORK SESSION Materials on the Wordpress site: –Lesson Plan template –Unit Plan template –Graphic Organizers/Assessments by Skill Image via Flick
    16. 16. NEXT SESSION: January 16, 2014 8:00-3:00 ISC-A You are welcome to bring a teacher-partner to this session
    17. 17. Work Session Image via Flick CC: http://www.flickr.com/photos/vasta/6334628512
    18. 18. RESOURCES NYC DOE/SLS Unit Planning Resources: http://nycdoe.libguides.com/content.php?pid=4410 97&sid=3611921 ESIFC Assessments Organized by Skill http://nycdoe.libguides.com/skills BT BOCES School Library System Tutorials/Resources ESIFC Page: http://broometiogasls.wordpress.com/ empire-state-information-fluency-continuum
    19. 19. Content: All content adapted from the Empire State Information Fluency Continuum and Olga Nesi’s Common Core Workshops: http://nycdoe.libguides.com/content.php ?pid=441097&sid=3611797 PowerPoint created by Nicole Waskie-Laura nwaskiel@btboces.org Twitter: @nwaskielaura http://broometiogasls.wordpress.com