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Common Core Planning – Deep Dive into Literacy August 20, 2013 High School PLI.

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Presentation on theme: "Common Core Planning – Deep Dive into Literacy August 20, 2013 High School PLI."— Presentation transcript:

1 Common Core Planning – Deep Dive into Literacy August 20, 2013 High School PLI

2 Wonderings ? On separate sheet of paper answer the following questions: 1.What teacher actions ensure shift 1 occurs? 2.What administrator actions ensures shift 1 occurs? 2

3 Goals – Participants will develop a common understanding of… Implementation of Common Core State Standards’ ELA instructional shifts. Elements of a CCSS aligned block. How to monitor and support the implementation of Springboard, the Anthology Alignment Project, CRESST assessments etc. so that these initiatives and programs result in improved student achievement. 3

4 Agenda Do Now – Pre-test & Wonderings “What teacher actions ensure shift 1 occurs?” 8:30 – 8:50 Activity 1 – Close Read “Writing for Understanding” 8:50 –9:30 Activity 2 – “The Road Ahead” sample lesson 9:30 – 10:00 Activity 3 –Common Core aligned block, Parts II and III: 10:00 – 10:30 (The Block - discussion) 10:30 – 10:40 Break 10:40 – 11:40 (Small Group Instruction & Independent Reading) Activity 4 – Look Fors 11:40–12:00 4

5 Why Did We Change? “ The Standards set requirements for English language arts (ELA) [and] for literacy in history/social studies, science, and technical subjects. …students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, …the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.” Students, “ actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews.”

6 Response To Intervention 6 Tier 1 ALL SOME FEW

7 ELA/Literacy: 3 Shifts 7 1.Building knowledge through content- rich nonfiction 2.Reading, writing, and speaking grounded in evidence from text, both literary and informational 3.Regular practice with complex text and its academic language

8 8 According to the Common Core, what percentage of writing prompts should be devoted to narrative, expository, and argument in grades K-5, 6-8, and 9-12? In elementary school 30% writing to argue 35% writing to explain/inform 35% narrative writing In middle school 35% writing to argue 35% writing to explain/inform 30% narrative writing In high school 40% writing to argue 40% writing to explain/inform 20% narrative writing

9 Activity 1 – Close Reading

10 Professional reading…. 1.Readings: >Persons A & C: Read green sheet: “Writing for Understanding” >Persons B & D: Read pink sheet: “Writing for Understanding” 2.Consider what key learning(s) is the author trying to impart? As you read and recognize them please make a note for yourself, you will need to refer to your notes later. 10

11 Close Reading 3.Person A: Turn to your group and share the key learning(s) from your article, citing specific parts of the text that led you to your assertions. (You will have 3 minutes) 4.Person C: Did you agree with person A? if yes cite the specific claims you heard from person A & the text to affirm persons A's claims. If not, refute the specific assertions with textual evidence from your article. (You will have 3 minutes) 11

12 Close Reading 5.Person B it is now your turn to share your article explaining the key learning(s) and citing from your text to support your assertions. (You will have 3 minutes) 6.Person D: Did you agree with person B? if yes cite the specific claims you heard from person B & the text to affirm persons B's claims. If not, refute the specific assertions with textual evidence from your article. 12

13 Sharing Out 1.Please write down the group’s key learning(s) on the chart paper. (You will have 7 minutes) 2.Post your papers in the room and have a seat. 3.Choose on group’s chart to review. Are you thinking the same? Is there a “new” learning that you didn’t consider? 13

14 Four Elements Knowledge, and solid understanding of that knowledge A focus through which to think about and work with that knowledge and understanding A structure to develop their knowledge and understanding Grade-level control over conventions Writing for Understanding vs. the Writing Process The text drives what you teach Rigor is in the reading and the task NOT the complexity of the prompt Complexity sits with the text; difficulty sits with the reader Content rich nonfiction teaches academic language Key Paradigm Shifts

15 What’s In and What’s Out according to the Common Core authors IN OUT 1.Only some students read complex texts 2.Reading any ‘ol text 3.Solely literature 4.Collection of unrelated texts 5.Mostly text-to-self questions 6.Mainly writing without sources 7.Accent on literary terminology 8.Emphasis on pre-reading 9.Reading strategies (as end goal) 10.Reading foundations (peripheral and detached) 1.Daily encounters w/complex texts 2.Texts worthy of close attention 3.Balance of literary and info texts 4.Coherent sequences of texts 5.Mostly text-dependent questions 6.Mainly evidence-based analyses 7.Accent on academic vocabulary 8.Emphasis on reading & re-reading 9.Reading strategies (as means) 10.Reading foundations (central and integrated)

16 Activity 2 – Sample lesson – The Road Ahead

17 Review – Notice – Wonder 1.Teacher instructions >Before reading >During reading 2.Culminating Tasks & Teacher Instructions 3.How is the “Writing for Understanding” philosophy manifested in the lesson? (Answer individually) 4.Turn and tell a friend at the table. 17

18 Take out the yellow paper and read it silently. Again, consider what key learning(s) is the author trying to impart? As you read and recognize them please make a note for yourself, you will need to refer to your notes later. 18

19 Activity 2 - Understanding Common Core Aligned Block

20 Core Aligned Block 20 Turn to a partner and share 3 things you notice. Turn to a different partner and share 2 things you think would be new for English Language Arts, History, Social Studies, and Technical Subjects Teachers. Think about 1 misconception you will address that high school teachers will experience when viewing this document for the first time. Whole Group Small Group/Independent Reading Whole Group

21 Small Group Instruction – Explicit Reading Instruction  Gathering student data  Forming reading/writing groups  Scheduling and rotating groups  Reflection and sharing  Utilizing resources  Classroom structure and physical setting 21

22 Small Group Instruction 22 Group A: Teacher led group (Small group) ( Rereading selection, responding to text-dependent questions, vocabulary…) Group B: Independent Reading (Document pages read daily; complete reading response weekly)  Group C: Project-based Task (Related to main topic of reading) Group D: Vocabulary (Skill work emphasizing usage in context) Group E: Writing  Text-dependent Questions  Culminating Tasks  Additional Tasks Group F: Research (Optional) These are suggested stations that students can rotate to perform various tasks/activities. Based upon enrollment, teachers will determine the number of stations to establish in their classrooms. Fluency Comprehension Specific reading strategies

23 Read the Independent Reading Packet 1.Consider the protocols and procedures the packet requires teachers to establish? 2.As a group write them down on the blue paper on your tables.(You will have 7 minutes to complete this task.) 23

24 Independent Reading Management  Norms  Protocols  Guidance for student selections  Accountability  Social Interactions 24

25 Activity 4 Strategic Planning for – Preparing to Implement Common Core Curricula

26 Look Fors – When discussing lesson plans with teachers ask…  How often has the teacher planned for students to reread text?  How often has teacher planned for students to discuss text and cite evidence?  Has teacher designed opportunities for students to gather evidence as a separate step in the process of writing?  Is small group instruction occurring? What management tool is being employed?  Is independent reading being required and monitored? 26

27 Pre-test Answers  How did you do?  Which questions do you still need answered?  How can the Office of Curriculum be of service? 27

28 Schedule Overview for Next 3 weeks August 19 th : Introduction to Curriculum & Assessment in August 20 th : Deep Dive into Literacy August 22 nd : Teacher Evaluation in August 26 th : CST Evaluation & Special Education in August 27 th : Student Support Services in August 27 th & 28 th : Springboard & WEX Training 28


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