We Want to Hold Your Hand
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Transcript of We Want to Hold Your Hand
We Want to Hold Your Hand
So many standards, so little time!
ASCD: Impacting Learning in the ClassroomDecember 4, 2013
PresentersGretchen LawlerJen LongJessica MooberryJen Peterson Fifth Grade Teachers Erskine Elementary School
Susan Van WoertElementary Language Arts and Social Studies Facilitator
NormsRespectful Operating Procedures
• Cell phones, tablets• Minimal side bars
Respond quickly to refocus signal
Be present and engaged
Today’s OutcomesTo learn about a process for Aligning our district’s priority standards to
instruction Instructional decision-making based on CCSS Using authentic common formative
assessments Determining proficiency
To have time to turn, talk, process …
To walk away with tools, strategies, and ideas to apply with your own students
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College and Career Readiness
Anchor Standards (CCR)
Reading Writing
Speaking
and Listening
Language
Strands
Clus
ters
Key Ideas and
DetailsCraft and Structure
Integration of
Knowledge and IdeasRange of
Reading and Level of Text Complexity
Text Type and
PurposesProduction
and Distribution of Writing
Research to Build and Present
Knowledge
Range of Writing
Comprehension and
Collaboration
Presentation of Knowledge
and Ideas
Conventions of
Standard English
Knowledge of Language
Vocabulary Acquisition
and Use
College and Career Readiness
Anchor Standards (CCR)
Reading Writing
Speaking
and Listening
Language
Strands
Clus
ters
Key Ideas and
DetailsCraft and Structure
Integration of
Knowledge and IdeasRange of
Reading and Level of Text Complexity
Text Type and
PurposesProduction
and Distribution of Writing
Research to Build and Present
Knowledge
Range of Writing
Comprehension and
Collaboration
Presentation of Knowledge
and Ideas
Conventions of
Standard English
Knowledge of Language
Vocabulary Acquisition
and Use
Our District Priority Standards
Craft and Structure
Four Shifts for Planning Instruction
1. Focusing on Academic Vocabulary2. Balancing Informational and Literary Texts3. Building Knowledge in the Disciplines4. Considering Text Complexity5. Expecting Text-Based Answers6. Writing from Sources/Evidence
Focusing on Academic Vocabulary
A better word for big is colossal.
A better word for social is interactive.
A better word for bigger is more
massive.
Power Flowers
ScienceI hypothesize the beetles will like the wet section because they live underground which is where the water collects.
I claim that beetles prefer the driest soil out of the three other environments because the evidence shows that 20 beetles out of 30 beetles went to the dry zone after twenty-four hours.
Math
Balancing Fiction and Nonfiction
Writing
Considering Text Complexity
Quantitative
Lexile LevelsReadability Measures:• Word length• Frequency• Sentence
Length• Text cohesion
Qualitative
StructureVocabularyConventional languageKnowledge demands
Reader and Task
More Exposure to Grade Level Texts
More Exposure to Grade Level Texts Use same story… a variety of needsAdapt text for a variety of unitsMake mindful decisions –scaffold and
support all learning levelsEmpower studentsHelp students develop awareness of
independent reading choicesHave permission not to know
everything… yet
Reader and Purpose: Matching Text to Task
Expecting Text-Based Answers
Craft and Structure
Reading Standard Number OneRefer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.4.1 and RI.4.1)
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1 and RI.5.1)
Finding Evidence
Detail
Detail Detail
Extra Details:
1. _________________________________________________________________________ 2. _________________________________________________________________________
Summary: _______________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________.
Main Idea
Formative Assessment: Inference
Science
Determining ProficiencyBuilding Better Sentences Rubric- 5th Grade
SCORE 1 2 3 3+ CRI TERI A: 0-1 complete
sentences that are relevant
(a complete
sentence must include: a who, what, and then
finish it up)
2 complete sentences that
are relevant
(a complete sentence must include: a who, what, and then
finish it up)
3-4 complete sentences that
are relevant
(a complete sentence must include: a who, what, and then
finish it up)
5 complete sentences that
are relevant
(a complete sentence must include: a who, what, and then
finish it up)
STUDENTS
Access to Resources Used TodayASCD Iowa Website
Timeline: Elementary Standards
2008 Student Learning Expectations (SLE)Committee Work
2009Initial ImplementationAll Subjects
2010 Revisions
2012Math: All IA CoreELA: Writing and Language Strands
2013ELA:Reading Reading Foundational SkillsListening and Speaking
All Teacher PD: Writing Emphasis
2013 ELA Standards WorkGrade Level Teacher Teams to Determine:
• District Priority Standards• Proficiency • Scaffolded Skills
2013-14ELA Added:Reading Literature and Informational TextsReading Foundational SkillsListening and Speaking
Performance Assessments Aligned with Priority Standards and Critical Areas
District Identified: • Two Priority
Standards • Four Critical Areas
Today’s OutcomesTo learn about a process for
◦ Instructional decision-making based on the CCSS◦ Aligning our district’s priority standards to
instruction◦ Using authentic common formative assessments◦ Determining proficiency
To have time to turn, talk, process …
To walk away with tools, strategies, and ideas to apply with your own students
Questions/Feedback
Continue the conversation…Jen Long [email protected] [email protected] [email protected] Peterson [email protected] Van [email protected]