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Preparing for Instructional Units that Meet the CCSS: An Integrated Model of Literacy Training Modules Brought to you by the Idaho State Department of.

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Presentation on theme: "Preparing for Instructional Units that Meet the CCSS: An Integrated Model of Literacy Training Modules Brought to you by the Idaho State Department of."— Presentation transcript:

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2 Preparing for Instructional Units that Meet the CCSS: An Integrated Model of Literacy Training Modules Brought to you by the Idaho State Department of Education and Rachel Bear, Jess Westhoff, Ramey Uriarte, Paula Uriarte, and Chris Butts, Boise State Writing Project Teacher Consultants

3 Document Organization The K-12 grade specific standards define end-of-year expectations and a cumulative progression… from grade level to grade level (4). Language Anchor Standards 1. … 6. Language Anchor Standards 1. … 6. Reading Anchor Standards 1. … 10. Reading Anchor Standards 1. … 10. Speaking and Listening Anchor Standards 1. … 6. Speaking and Listening Anchor Standards 1. … 6. Writing Anchor Standards 1. … 10. Writing Anchor Standards 1. … 10. Standards for Mathematical Practice 1. … 8. Standards for Mathematical Practice 1. … 8. A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society (3). Boise State Writing Project Common Core Team

4 Understanding Grade-Level Standards Reading Anchor Standard #2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Boise State Writing Project Common Core Team

5 K: With prompting and support, identify the main topic and retell key details of a text. 1: Identify the main topic and retell key details of a text. 2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3: Determine the main idea of a text; recount the key details and explain how they support the main idea. 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 5: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 6: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.. 7: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of a text. 9-10: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text : Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of a text. Created by Cecilia Pattee, BSWP CCSS Leadership Team RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary Of the source distinct from prior knowledge or opinions. R.H : Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. R.S : Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. R.H : Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. R.S.6-8.2: Determine the central ideas or conclusions Of a text; provide an accurate summary of the text Distinct from prior knowledge or experiences. R.S : Determine the central ideas or conclusions of a text; summarize the complex concepts, processes or information presented in a text by paraphrasing them in simpler but accurate terms. Anchor Standard #2: Applied Across Grade Level and Content Area

6 K: With prompting and support, identify the main topic and retell key details of a text. 1: Identify the main topic and retell key details of a text. 2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 3: Determine the main idea of a text; recount the key details and explain how they support the main idea. 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 5: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 7: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. 6: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of a text. 9-10: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text : Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of a text. Boise State Writing Project Common Core Team

7 Understanding Coding of the Grade-Specific Standards English Language Arts: RI =Reading Informational.grades 9-10.standard #1 RL.6.2=Reading Literature.grade 6.standard #2 W =Writing.grades standard #9 SL.7.6=Speaking and Listening.grade 7.standard #6 L.8.4=Language.grade 8.standard #4 History/Social Studies: – R.H.6-8.1=Reading.History/Social Studies.grades 6-8.standard #1 – W.H = – SL = Science/Technical Subjects: – R.S =Reading.Science/Technical Subjects.grades 9-10.standard #2 – W.S.6-8.3= – SL = Boise State Writing Project Common Core Team

8 From the Introduction to the Common Core State Standards A Key Design Consideration: An Integrated Model of Literacy: –Although the standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected through this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research. Boise State Writing Project Common Core Team

9 Planning a Unit Step One: Articulating Goals Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow...Our lessons, units and courses should be logically inferred from the results sought, not the methods, books, and activities with which we are most comfortable. – (Wiggins & McTighe, 2005) Boise State Writing Project Common Core Team

10 From Understanding by Design by Wiggins and McTighe Boise State Writing Project Common Core Team

11 Think-Pair-Share What is your go-to Entry Point for Unit Planning? – Established goals or content standards – An important topic or content – An important skill or process – A significant test – A key text or resource – A favorite activity or familiar unit Boise State Writing Project Common Core Team

12 Standards Grouping Activity Purpose: – To become more familiar with grade and content- specific standards – To explore how standards from different strands (Reading, Writing, Speaking & Listening and Language) can be integrated and grouped together – To articulate goals for unit plans aligned to the Common Core Boise State Writing Project Common Core Team

13 Standards Grouping (cont.) – Step One: Place cards out on table by strands. Click here for an image of what this looks like. Start with a card that represents an important, core goal for a unithere – Step Two: In groups of 2,3 or 4, decide which standards most logically fit together as goals for an instructional unit and pull the corresponding cards remember to try and pull from each of the strands. Start with one really rich, complex standard that could be the central focus of a unit. – Step Three: Use the note-catcher to record the set of standards you have identified in the Standards for Group #1 box. Return the cards and repeat the process for three more Groups – REMEMBER: the cyclical nature of instruction. Many standards will be repeated/reviewed throughout the year; however, only those standards that will be the focus of instruction/mastery should be included in each group Deliverable: Note-catcher with four groups of standards, ideally including each of the standards at least once. CLICK HERE FOR A VIDEO CLIP OF A BSWP TEACHER CONSULTANT MODELING THIS PROCESSHERE Boise State Writing Project Common Core Team

14 Central Standard: (RL ) Analyze Multiple Interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist) Related Focus Standards: Boise State Writing Project Common Core Team

15 EXAMPLE: An Integrated Model of Literacy: Grouping the CCSS Reading, Writing, Speaking/Listening and Language Standards Central Standard: (RL ) Analyze Multiple Interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist) Related Focus Standards RL: RL , RL , RL , RL RI: RI , RI W: W , W , W , W , W SL: SL , SL , L: L Boise State Writing Project Common Core Team

16 Math Unit Planning Pick a rich, Complex, Central Grade Level Content Standard. Brainstorm places where this concept is used in the real world. Select one real world application to explore. What other standards from my grade level can I connect to this idea? What Standards for Mathematical Practice will students need to apply to understand these concepts? CLICK HERE TO SEE A VIDEO OF THIS ACTIVITYHERE Boise State Writing Project Common Core Team

17 Understanding Coding of the Grade-Specific Standards English Language Arts: RI =Reading Informational.grades 9-10.standard #1 RL.6.2=Reading Literature.grade 6.standard #2 W =Writing.grades standard #9 SL.7.6=Speaking and Listening.grade 7.standard #6 L.8.4=Language.grade 8.standard #4 History/Social Studies: – R.H.6-8.1=Reading.History/Social Studies.grades 6-8.standard #1 – W.H = – SL = Science/Technical Subjects: – R.S =Reading.Science/Technical Subjects.grades 9-10.standard #2 – W.S.6-8.3= – SL = Boise State Writing Project Common Core Team

18 Standards Grouping: Next Steps – Decide on title or unifying theme for each groupingtheme – Brainstorm texts (literary and informational) that could be taught with each groupingwrite the possible texts for each group in the blank box below each group possible texts – Begin planning unitsculminating projects, frontloading, sequencing, etc – Decide on pacing for each unit and repeat process for other units you will teach with remaining instructional time and to meet any standards you have missed Boise State Writing Project Common Core Team

19 EXAMPLE: An Integrated Model of Literacy: Grouping the CCSS Reading, Writing, Speaking/Listening and Language Standards Themes/Big Ideas: perspective, art reflecting life debate, reality, truth, stories Central Standard: (RL ) Analyze Multiple Interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist) Related Focus Standards RL: RL , RL , RL , RL RI: RI , RI W: W , W , W , W , W SL: SL , SL , L: L Possible Texts: Hamlet, Images Hamlet inspired art work, Kenneth Branagh, Mel Gibson, Ethan Hawke films Poems: The Night Watch, They All Want to Play Hamlet Essays: Gertrude Talks Back Informational Documents: critical responses to the films and play Frankenstein images and pop culture versions, Films inspired by the novel Poems alluded to in Frank. Informational summaries of longer works of literature alluded to in Frankenstein Boise State Writing Project Common Core Team

20 Role: YOU the teacher Audience: Your students Format: Letter Task: Explain to your students how instruction will look the same or different this year based on what you have gathered from this workshop. Exit Ticket : RAFT Boise State Writing Project Common Core Team

21 Grouping Cards Laid Out by Strand CLICK HERE TO GO BACKHERE Boise State Writing Project Common Core Team

22 Themes/Big Ideas Central Standard: (RL ) Analyze Multiple Interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist) Big Ideas: perspective, art reflecting life debate, reality, truth, stories Back Boise State Writing Project Common Core Team

23 Possible Texts (my example) Hamlet – Images Hamlet inspired art work – Kenneth Branagh, Mel Gibson, Ethan Hawke films – Poems: The Night Watch, They All Want to Play Hamlet – Essays: Gertrude Talks Back – Informational Documents: critical responses to the films and play Frankenstein – images and pop culture versions – Films inspired by the novel – Poems alluded to in Frank. – Informational summaries of longer works of literature alluded to in Frankenstein BACK Boise State Writing Project Common Core Team

24 References Common core state standards initiative. (2012). Retrieved from Planning and pacing process k-8. (2011). Retrieved from education.ky.gov/school/documentsplanning andpacingprocess.pdf. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. (2 nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development.

25 Acknowledgements Boise State Writing Project Teacher Consultants involved in developing activities in this module: – Paula Uriarte – Ramey Uriarte – Rachel Bear Boise State Writing Project Common Core Team


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