Presentation is loading. Please wait.

Presentation is loading. Please wait.

WHEN THE BARTENDER ASKED, "HOW'S IT GOING, NORM?" NORM RESPONDED, "IT'S A DOG-EAT-DOG WORLD, AND I'M WEARING MILKBONE UNDERWEAR." What kind of “norms”

Similar presentations


Presentation on theme: "WHEN THE BARTENDER ASKED, "HOW'S IT GOING, NORM?" NORM RESPONDED, "IT'S A DOG-EAT-DOG WORLD, AND I'M WEARING MILKBONE UNDERWEAR." What kind of “norms”"— Presentation transcript:

1 WHEN THE BARTENDER ASKED, "HOW'S IT GOING, NORM?" NORM RESPONDED, "IT'S A DOG-EAT-DOG WORLD, AND I'M WEARING MILKBONE UNDERWEAR." What kind of “norms” do we need to keep our shorts intact?

2 CONTENT AND LANGUAGE OBJECTIVES TLW: construct content and language objectives from standards and identify the 4 modalities. I will discuss data to connect objectives to generalizations. I will read information and write content and language objectives while considering guiding questions and prompts I will read and evaluate possible effectiveness of generalizations to create an assessment of student learning

3

4 What does the verb in the standard want the kids to do? How can I incorporate as many opportunities to read write listen and speak as possible ? Do my kids understand all of the words in the objectives? What are my tier 2 and tier 3 words? How will I know that my kids have progressed with the concepts to be practiced or mastered? What would be the best way to approach the desired outcome?

5 COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING: Key Ideas and details Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

6 NARRATIVE My students need to be able to read text, identify important information and form inferences from the text. I will know this if they can link a passage to a logical inference. I will need to support the language of “important information” and “inference.” I will need to build background with some activity and work through an example with them. Actually, from experience, I know that this is a difficult skill for kids to grasp, so I will provide several examples that they can read and respond to. I will need a graphic organizer to help them organize their thinking. I will know they can identify key info and make inferences by reading an writing independently. Today, though, I just want to know that they understand the concept and can apply this to a generalized situation.

7 TLW: Construct (write) an inference by drawing conclusions (decisions) from information in text and what I know. After listening to examples, I will think- write-pair-share in response to scenarios (stories) I will read short passages and complete a graphic organizer with my partner. I will write an analogy and share it with the class.

8 COMPLETE ONE OR TWO OF THE FOLLOWING ANALOGIES. Mysteries are/are not like inferences because_________________. Paintings are/are not like inferences because_________________. School is/is not like an inference because__________________. Sports are/are not like inferences because__________________. Challenge! Make up your OWN! _______ are/are not like inferences because__________________.

9 PROCESS 1. Script out the lesson of your choice  What happens from beginning to end?  Identify content vocab  Identify functional vocab (Do they know the words? Do they need to be taught?) describe, explain, compare, define, elaborate 2. Highlight those activities that include reading, writing, listening, speaking  Is it balanced?  If not, will the other domains be addressed equally? 3. Write a content objective-use resources 4.Create 1-4 language objectives 5. If Time… Go to the last section of your binder and search for an assessment activity that best fits your objectives

10

11 Verbs for Content Objectives Analyze Apply Arrange Build a model Demonstrate Design Determine Divide Combine Compute Conclude Construct Convert Create Decide Locate Make Match Order Draw Draw conclusion Find Give examples Hypothesize Identify Select Separate Show Show relationship Illustrate Paint Produce Put in order Rearrange Reconstruct Reorganize Calculate Categorize Choose best response Classify Solve Support Use

12 Language Skills Associated with Content Lessons Listening Draw a picture Role play Answer questions Listen and retell Follow directions Demonstrate Distinguish between Record Speaking Name Discuss Explain Ask and Answer Questions Summarize Evaluate Clarify Justify Reading Preview and predict Find specific information Read fluently Identify main idea Determine fact vs. opinion Scan Infer Identify vocabulary Writing Create complete sentences Summarize List Compare Explain Write questions and answers Create a poem Diagram

13 FEEDBACK-PURPOSE TO INCREASE OUR CAPACITY Examine your partner’s/group’s objectives Discuss the objectives in relation to the Checklist for Creating Objectives. Provide positive feedback and constructive conversation.

14 NEXT WEEK, BE READY TO SHARE INFORMALLY, THROUGH DISCUSSION, ONE OF THE FOLLOWING: Please refine your objectives as you teach this standard over the next few days. Bring back your objectives from today and your refined objectives. OR If you have refined with your objectives, please explore the back of the binder to choose an appropriate generalizing activity and implement it.


Download ppt "WHEN THE BARTENDER ASKED, "HOW'S IT GOING, NORM?" NORM RESPONDED, "IT'S A DOG-EAT-DOG WORLD, AND I'M WEARING MILKBONE UNDERWEAR." What kind of “norms”"

Similar presentations


Ads by Google