Setting The Stage: Placemat Activity

At your tables, get in groups of four and assign one box per person

Take a moment and independently brainstorm important elements of ELA Standards and write your ideas in your box

Share ideas in your group

Agree on one interpretation of the ELA’s or something significant that was learned Day 1 and write it in the center circle

Be prepared to share

The English Language Arts Alignment Document and Cognitive Demand

2010 Arizona English Language Arts Standards

The English Language Arts Alignment Document

Goal:

Participants connect and apply The 2010 Arizona English Language Arts Standards to curriculum and instruction through their understanding of the interrelationships between:

AZ Articulated Standards (the ‘old’ standards)

2010 Arizona English Language Arts Standards.

Entering the Crosswalk!

The English Language Arts Alignment Document and Cognitive Demand

Questions:

Why is the design of the alignment document

important?

How much has changed?

Are some AZ POs more strongly aligned than

others to the 2010 Arizona ELA Standards?

What is Cognitive Demand and why is it important?

The English Language Arts Alignment Document and Cognitive Demand

The alignment document is an integrated document consisting of:

The 2010 Arizona English Language Arts Standards

Explanations and Examples illustrating the 2010 standards.

The Arizona Articulated Standards

Coding

1.RL.1

Grade Level

Strand:Reading Literature

Standard 1

Grade 2 Alignment Document

ENGLISH LANGUAGE ARTS ALIGNMENT OF 2010 STANDARDS TO ARIZONA 1996, 2003 and 2004 STANDARDSExamples and Explanations from ELA Committee and Common Core.org

Grade 2

2010 Reading Standards for Informational Text K-5

Cluster Explanation and Examples

1996, 2003, and 2004 StandardsReading, Writing, Listening & Speaking, and Viewing

& Presenting

Key Ideas and Details Strands, Concepts, and Performance Objectives

2.RI.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Source: ADE/ELA CommitteeTeacher posts the question words (who, what, where, when, why, and how) and s/he says, “Let’s review what we just read. Turn to your elbow buddy and take turns asking your buddy questions beginning with the words on the board.”Teacher provides opportunities for students to practice formulating questions by providing question stems for students to use with a partner. Connections:SS02.S1C10.02, SS02.S2C9.01

Source: commoncore.orgClass Discussion / Informational TextGrade 2 Unit 2Bill Pickett: Rodeo-Ridin’ Cowboy (Andrea Davis Pinkney) is a true story of an African-American cowboy. After the story is read, display the same kind of chart from the unit one segment on fiction (see below). Again, remind the students that these are only question stems and must be amplified to focus on the story. Ask students to choose two questions to answer and write on their white boards. Share the responses from the students and add to the class chart. (RI.2.1, SL.2.2)

R02.S1C6.03Ask relevant questions in order to comprehend text.R02.S3C1.02Locate facts in response to questions about expository text. R01.S3C1.02Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.

The First Column: 2010 English Language Arts Standards

2010 Reading Standards for Informational Text

ClusterKey Ideas and Details

2.RI.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Strand: RI

Cluster: Relates to CCR

Standard: Grade Level Specific

The Middle Column: Explanations and Examples

2010 Reading Standards for Literature

Explanation and Examples

Source: ADE/ELA CommitteeTeacher posts the question words (who, what, where, when, why, and how) and s/he says, “Let’s review what we just read. Turn to your elbow buddy and take turns asking your buddy questions beginning with the words on the board.”Teacher provides opportunities for students to practice formulating questions by providing question stems for students to use with a partner. Connections:SS02.S1C10.02, SS02.S2C9.01

Source: commoncore.orgClass Discussion / Informational TextGrade 2 Unit 2Bill Pickett: Rodeo-Ridin’ Cowboy (Andrea Davis Pinkney) is a true story of an African-American cowboy. After the story is read, display the same kind of chart from the unit one segment on fiction (see below). Again, remind the students that these are only question stems and must be amplified to focus on the story. Ask students to choose two questions to answer and write on their white boards. Share the responses from the students and add to the class chart.

2010 Reading Standards for Literature1996, 2003, and 2004 Standards

Reading, Writing, Listening & Speaking, and Viewing & Presenting

STRANDS, CONCEPTS AND PERFORMANCE OBJECTIVES

R02.S1C6.03Ask relevant questions in order to comprehend text.R02.S3C1.02Locate facts in response to questions about expository text. R01.S3C1.02Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.

Second Grade PO

First Grade PO

Third Column: 1996 – 2004 Arizona Articulated Standards

2.RI.1Ask and answer such questionsas who, what, where, when, why,and how to demonstrate understanding of key details in atext.

Checking Point

Using your grade level Alignment

Document, highlight and discuss any

Aha’s or Oh-oh’s with your grade level

group

Food for Thought…

1. What do we mean by rigor?

2. What does it have to do with our expectations for student performance?

3. What should students be able to do under the 2010 English Language Arts Standards?

4.How will teachers design appropriate instruction to match the increased rigor?

Cognitive Demand:Expectations for Student Performance

What students shouldbe able to do

Depth of Knowledge

Recall

Skill & Concept

Strategic Thinking

Extended Thinking

Degree of understanding “Cognitive Demand”

Bloom’s Taxonomy

Knowledge

Comprehension

Application

Analysis

Evaluate & Create

Progression of the development of

cognitive skills

What’s In A Verb?

The verb does not dictate the level of rigor. It is the context in which the verb is used that dictates the level of rigor.

DOK Level 1 - Recall

Recall of a fact, definition, information, or performance of a simple process or procedure.

Example: Solve a linear expression

5(4x+9)

DOK Level 2 – Skill & Concept

Use information or conceptual knowledge; two or more steps; make decisions about how to approach

Example: Predict a logical outcome based on information in a reading selection

DOK Level 3 – Strategic Thinking

Requires reasoning, developing plan, some complexity, more than one possible answer; generates discussion; requires student to justify answer

Example: Solve a multi-step problem & provide a mathematical explanation to justifying answer

DOK Level 4 – Extended Thinking

Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem

Example: Analyze & explain multiple perspectives across time periods, events, or cultures

LET’S PRACTICE!

DOK Wheel Activity

1. With a partner, read and discuss the descriptor cards in the baggie. Which level does this task represent?

2. Place your cards over the level you think the description might fit best

3. Use your handout as a guide

Depth Of KnowledgeDOK 1 – Recall

DOK 2 - Skill & Concept

DOK 3 - Strategic Thinking

DOK 4 - Extended Thinking

Recall of a fact, definition, information, or performance of a simple process or procedure.

Use information or conceptual knowledge; two or more steps; you do something; make decisions how to approach

Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer; generates discussion; requires student to justify answer

Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem

Exploring Cognitive Demand:

1.What do you notice about the placement of the cards? Are some categories “covered” with cards and others have very few? What does this reveal? Talk at your tables.

2.Identify areas of agreement such as 2 cards with the same descriptors on the same category.

3. Is there agreement? Where there is disagreement, talk it through…

LET’S CHECK!

Cognitive Demand Categories For ELA

DOK 1 DOK 2 DOK 3 DOK 4

•Reproduce sounds or words

•Provide facts, terms, definitions, conventions

•Locate literal answers in text

•Identify relevant information

•Describe

•Follow instructions

•Identify purpose, main ideas, organizational patterns

•Summarize

•Gather information

•Give examples

•Check consistency

•Create/develop connections among text, self, world

•Recognize relationships

•Order, group, outline, organize ideas

•Compare and Contrast

•Categorize/schematize information

•Distinguish fact and opinion

•Express new ideas (or express ideas newly)

•Develop reasonable alternatives

•Make inferences, draw conclusions

•Predict probable consequences

•Generalize

•Test conclusions, hypothesis

•Assess adequacy, appropriateness, credibility

•Identify with another’s point of view

•Dramatize

•Determine relevance, coherence, internal consistency, logic

•Synthesize content and ideas from several sources

•Integrate with other topics and subjects

•Critique

Resources

Common Core State Standards:

www.ade.az.gov/standards/commoncorestandards/default.asp

Center for K-12 Assessment & Performance Management at ETSAssessment Articlewww.k12center.org

Achieve-Information about PARCC

www.achieve.org/

Surveys of Enacted Curriculumhttp://seconline.wceruw.org/Reference/K12Taxonomy08.pdf

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