Vocab and sentence structure, and coherence are quantitative featuresOrganization and background knowledge are qualitiative
K 5 workshop day2
Common Core State Standards The Transition for Elementary Teachers S
ObjectivesS Share lessons and debriefS Look at Text Complexity.S Focus on Productive Collaborative Conversations.S Design a lesson that incorporates reading and speaking/listening standards from CCSS.
Share lesson and debriefS In table groups (grade levels?), share the lesson you taught.S How did it go?S How did the students react?S Highlight what worked and what didn’t.S What do you see as your next steps?
Key Takeaways from CCSSS Key point in all 5 strands.S Take a few minutes and read through them.S Discuss in your table groups any that surprised you.
21st Century SkillsS Learning and Innovation Skills S Critical thinking S Communication S Collaboration S CreativityS These skills are a big part of the 3RsS The 4Cs are strongly represented throughout the CCSS
21st Century Skills and CCSSS Integration of Knowledge and Skills (Reading Standards) S This emphasizes interpretive and analytical skills across a range of texts, digital information, and media.S Research to Build and Present Knowledge (Writing Standards) S The indicators at each grade level support the development of inquiry- based research skills in the context of writing, all of which are central to critical thinking.S Comprehension and Collaboration (Speaking and Listening) S This effectively highlights the importance of interpersonal communication and collaboration as a key aspect of mastering speaking and listening.
Text ComplexityWhat makes a text complex?Quantitative- computergenerated, lexileQualitative- attentive readerReader and Task - what areyou asking the reader to do
What Teachers Can Do?S Build skillsS Establish purposeS Foster motivation and persistence The Challenge of Challenging Text by Shanahan, Fisher, and Frey
Practice with Text ComplexityS Choose a book from the table.S Have partners choose the same book to be evaluated using the rubric.S Share, justify, and clarify.
Critical Collaborative ConversationsS Some things to think about….. S How do patterns of talk in the classroom affect the quality of students’ educational opportunities and outcomes? S How is discourse used as a support for deeper student learning? S Checking for Understanding by Douglas Fisher and Nancy Frey
College and Career ReadinessAnchor Standards for Speaking and ListeningS Comprehension and CollaborationS 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.S 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.S 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.S Presentation of Knowledge and IdeasS 4.Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.S 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.S 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Speaking and ListeningS CCR Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Progression of Standard 1S Grade K: Follow agreed upon rules (take turns speaking).S Grade 2:. Follow agreed upon rules (listening with care, gaining the floor in respectful ways).S Grade 5: Come to discussions prepared, follow agreed upon rules, pose and respond to specific questions by making comments that contribute.
“Structuring the Talk: Ensuring Academic Conversations Matter”S Establish the Purpose S Focus explicit attention on establishing content, language, and social goals at the beginning of the lesson. S The content purpose is different from the content standard. S It tells them what they are working on that day. S The language and social purpose include specific academic vocabulary students need to use in their discussions and how they should be listening and responding.
“Structuring the Talk: Ensuring Academic Conversations Matter”S Use Language Frames S Students benefit from support in order to have academic conversations. S It scaffolds academic talk through the purposeful use of syntactically correct sentences.
“Structuring the Talk: Ensuring Academic Conversations Matter”S Productive Group Work S It allows more in-depth responsive opportunities in small groups of peers. S Ideally groups of 2-5 working on a task. S The task should be novel and not something they have already seen. S Task should be complex enough that discussion is necessary.
Academic ConversationsS Look at the books on your table.S Brainstorm some possible structured conversations based on one of the books. S Include the purpose, language frames, and productive group work.
Ideas for Lessons or UnitsS http://parcconline.org/parcc-model-content-frameworksS http://engageny.org/resource/tri-state-quality-review- rubric-and-rating-process/
Plan a Lesson (or Two..)S 1. Look over the Reading Standards for Informational Text and Speaking/Listening.S 2. Go through your current curriculum looking for lessons you could plan incorporating Informational Text standards. S Find informational text and use the rubric and rate it’s complexitS 3. Provide opportunities for structured collaborative conversations. S Make the rules explicit. S How will you reinforce these rules?
Plan a Lesson (or Two..)S 4. Use whatever lesson format you are comfortable with. S Include the Common Core State Standards you are using and any additional resources. S Must include at least one informational text standard and one speaking and listening standard.S 5. Deliver the lesson some time before January 17th and be prepared to talk about it at the next session. S What worked, what didn’t, and any other challenges.
Source: Michael Fullan, Leading in Culture of Change (2001)
Getting Units for SSUS Fill out registration by March meeting S This is considered a Spring class because it won’t be over until the end of March.S The cost is $55 for one unit.S Requirements S Do lesson plans to implement and share. S Keep a journal on reflections of what’s working well and any challenges.