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1 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Creative Commons Licensing You are free:  to Share — to copy, distribute and transmit the work  to Remix — to adapt the work Under the following conditions:  Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge ® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work.  Noncommercial — You may not use this work for commercial purposes.  Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: 1

2 Set-up Instructions 2 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

3 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. 3 Intro 1.Welcome / Introductions/Reframing 2.Objectives & Itinerary

4 Making the Most of Listening and Learning Supporting your Implementation and Extensions 4 Welcome Back! We’ll get started in just a moment…

5 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Introductions 5

6 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Reframing Where We’ve BeenWhere We Are Headed Overview of NYLA by Core Knowledge ® Common Core Shifts for ELA Listening and Learning Strand of NYLA Teaching Content IS Teaching Reading Coherence Domains 6

7 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Goals Develop an understanding of the considerations that were made in the development of Listening and Learning Strand. Learn strategies and meaningful extensions for successful implementation of Listening and Learning. 7

8 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Objectives By the end of this session, you should be able to: explain how teaching content is teaching reading; explain the usefulness and limitations of teaching reading strategies; identify the filters used to determine the coherent sequence of domains; distinguish a domain from a theme or concept. 8

9 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Itinerary watch a video about the relationship between content and reading; read an article and identify implications regarding the use/limits of reading strategies; hear the filters that determine the intended sequence of domains; compare and contrast domain-based learning from other organizing structures. 9

10 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Pre-Assessment Complete the Pre-Assessment. You will have 8 minutes. We will share the answers in the post-assessment tomorrow. 10

11 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Intro: Reading Teaching Content is Teaching Reading But What about Reading Strategies?

12 Teaching Content is Teaching Reading 12 What shift tells us that knowledge matters and that we can focus early on helping students learn knowledge in the disciplines?

13 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Teaching Content IS Teaching Reading, video Professor Daniel Willingham, U. Va. Internet link: Teaching Content is Teaching Reading Teaching Content is Teaching Reading 13

14 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. 14

15 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. The Matthew Effect The rich get richer; the poor languish. Those who are exposed to content that builds background knowledge & complex domain-specific vocabulary will simply be better readers. 15

16 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. But What about Reading Strategies? Read the article by cognitive scientist, Dan Willingham titled: “The Usefulness of Brief Instruction in Reading Strategies,”(pp. 7-15). Discuss/record the key ideas, implications, and what each implication might look/sound like,(p.5-6). Be prepared to share. 16 Pg. # Key Idea Implication for K-2 Teachers What this might look like/sound like in a K-2 classroom (specific grade)

17 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Summarizing Statements 1.On a notes page, write an “elevator statement” that would help her understand. 2.Turn & share with a partner at your table. Suppose a parent asks: “Why are you teaching science and history instead of reading?” 17

18 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License BREAK

19 19

20 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Coherence Roll out What is Coherence? What does coherence look like?

21 Coherence Knowledge Builds on Knowledge

22 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Year-long Scope and Sequence 22 KindergartenGrade 1Grade 2 Nursery Rhymes and Fables Different Lands, Similar Stories Fighting for a Cause The Human Body: Five SensesFables and Stories Fairy Tales and Tall Tales Stories The Human Body: Body Systems, Germs, Diseases, and Preventing Illness Cycles in Nature PlantsEarly World Civilizations Insects FarmsEarly American Civilizations Ancient Greek Civilizations Kings and Queens Astronomy Greek Myths Seasons and Weather Animals and Habitats Early Asian Civilizations Colonial Towns and Townspeople Fairy Tales Charlotte’s Web I & II Taking Care of the EarthHistory of the EarthImmigration

23 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Kindergarten Domains Nursery Rhymes & Fables Five Senses Stories Plants* Farms* Native Americans* Kings and Queens* Seasons and Weather Columbus and the Pilgrims* Colonial Towns and Townspeople Taking Care of the Earth Presidents and American Symbols 23

24 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Let’s cover “Kings and Queens” before we cover Columbus 24

25 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Let’s cover “Native Americans” before we cover Columbus Let’s cover “Plants” and “Farms” to better understand Native Americans. 25

26 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Filters Follow chronological order or geographic history Integrate geography and maps with history Address pre-requisite understanding/vocabulary before concepts that contain them Move from micro to macro or macro to micro as appropriate (i.e., consider how to move from specific instances to general concepts or vice versa) Micro to Macro Macro to Micro 26

27 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Domains Compare these two Units What is a Domain? Introduction to Domain-based Units

28 What is a Domain? How do Domain-based English Language Arts Units differ from Traditional Interdisciplinary Units?

29 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Unit Examination Examine the two units: What do you notice? How are they similar? How are they different? Pages

30 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Human Body Domains of Learning 30

31 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Domain Vocabulary Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Related Set of Language and Vocabulary Human Body 31

32 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Domain Vocabulary Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Introduction to Body Systems Introduction to Body Systems Germs, Diseases, Preventing Illness Germs, Diseases, Preventing Illness Science Biographies Related Sub-Topics Human Body 32

33 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Domain Vocabulary Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Introduction to Body Systems Introduction to Body Systems Topic Vocabulary Enzyme Oxygen Topic Vocabulary Enzyme Oxygen Germs, Diseases, Preventing Illness Germs, Diseases, Preventing Illness Topic Vocabulary Vaccination Exercise Healthy Small Pox Topic Vocabulary Vaccination Exercise Healthy Small Pox Science Biographies Topic Vocabulary Small Pox (Edward Jenner) Topic Vocabulary Small Pox (Edward Jenner) Subtopic Vocab is Shared and/or Specific Human Body 33

34 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Domain Vocabulary Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Introduction to Body Systems Introduction to Body Systems Germs, Diseases, Preventing Illness Germs, Diseases, Preventing Illness Topic Vocabulary Vaccination Exercise Healthy Small Pox Topic Vocabulary Vaccination Exercise Healthy Small Pox Science Biographies Topic Vocabulary Small Pox (Edward Jenner) Topic Vocabulary Small Pox (Edward Jenner) Sub-Topics are Related and Build Coherently Human Body Topic Vocabulary Enzyme Oxygen Topic Vocabulary Enzyme Oxygen 34

35 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Domain Vocabulary Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Human Body Human Body K Body Parts Five Senses Taking care: Hygiene, Diet, Exercise K Body Parts Five Senses Taking care: Hygiene, Diet, Exercise 1 Intro to Body Systems Taking Care: Germs, Disease, Illness 1 Intro to Body Systems Taking Care: Germs, Disease, Illness 2-3 Digestive and Excretory Systems Taking Care: Nutrition Muscular, Skeletal, and Nervous Systems 2-3 Digestive and Excretory Systems Taking Care: Nutrition Muscular, Skeletal, and Nervous Systems 4-5 Circulatory System Respiratory System Endocrine System 4-5 Circulatory System Respiratory System Endocrine System Builds Cumulatively Across Grades 35

36 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Change / Transformation Systems Cause & Effect Domain Vocabulary Skeleton Bones Skull Muscles Mouth Heart Blood Brain Nerves Stomach Human Body Introduction to Body Systems Introduction to Body Systems Topic Vocabulary Germs, Diseases, Preventing Illness Germs, Diseases, Preventing Illness Topic Vocabulary Vaccination Exercise Healthy Small Pox Topic Vocabulary Vaccination Exercise Healthy Small Pox Science Biographies Topic Vocabulary Small Pox (Edward Jenner) Topic Vocabulary Small Pox (Edward Jenner) Domains Support a Variety of Concepts 36

37 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Domain-based Unit A unit of study which: Is narrow enough to stay on topic for 2-3 weeks so FAMILIARITY builds, yet broad enough to build CUMULATIVELY across grades Has related SUB-TOPICS Is connected by a related set of domain-specific VOCABULARY 37

38 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. A DOMAIN-based Unit Columbus & the Pilgrims 1.FAMILIARITY with Columbus builds. 2.There is a BUILDING of and REPETITION of VOCABULARY. 3.Content knowledge is CUMULATIVE across grades. 4.We can reinforce concepts, like discovery, in the context of domain-based units! 38

39 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. A THEME-based Unit FamousExplorers 1.FAMILIARITY with Columbus doesn’t build. 2.There is no BUILDING of and REPETITION of DOMAIN- SPECIFIC VOCABULARY. 3.Content knowledge is CUMULATIVE across grades, but not coherent. 39

40 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. A CONCEPT-based Unit Discovery 1.FAMILIARITY with Columbus does not build. 2.There is no BUILDING of and REPETITION of DOMAIN- SPECIFIC VOCABULARY. 3.Content knowledge is CUMULATIVE across grades but not coherent. 40

41 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Columbus Domain 41

42 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. NY C OMMON C ORE L EARNING S TANDARDS Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts— within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. (K-5 Staying on Topic, p. 43 of the CCLS). Building knowledge systematically in English language arts is like giving children various pieces of a puzzle in each grade that, over time, will form one big picture. At a curricular or instructional level, texts— within and across grade levels—need to be selected around topics or themes that systematically develop the knowledge base of students. Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period. The knowledge children have learned about particular topics in early grade levels should then be expanded and developed in subsequent grade levels to ensure an increasingly deeper understanding of these topics. (K-5 Staying on Topic, p. 43 of the CCLS). 42

43 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. ELA vocabulary standards call for students to develop understanding of words and phrases, their relationships, and their nuances and to acquire new vocabulary, particularly general academic and domain-specific words and phrases. ELA standards call for a balance of fiction and nonfiction text taught during the language arts block, so that by 4 th grade, 50% of the texts students are reading are informational/explanatory texts and 50% are fiction. 43 NY C OMMON C ORE L EARNING S TANDARDS

44 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Debrief: Unit Examination How were these units similar ? How were they different ? Which unit is the domain-based unit? How do you know? 44

45 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Summary & Closure

46 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Take a moment to jot down what you know about Domain-based units. Complete each of the four sections: Write a brief definition List 3+ vocabulary words associated with the term “domain-based units” Provide a brief example Give a brief non-example Definition Associated Vocabulary ExamplesNon-examples Domain-based Units What do you know about Domains? 46

47 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Extension Questions What are the 3 most important things to remember about domain- based units? What is something that you may struggle with when implementing domain- based units? How can this struggle be managed? 47 Definition Associated Vocabulary ExamplesNon-examples Domain- based Units What do you know about Domains?

48 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Partner Debrief 1.Share your diagram with a partner. 2.Compare responses. 3.Add to your diagram. 48

49 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Looking Ahead Tomorrow’s Focus: Listening and Learning Read-alouds Selecting Presenting Discussing Extending Remember to Bring: Participant Handouts Participant Slides or Thumb drives 49

50 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Day 2: Self-Assessment & Evaluation Complete the Self- Assessment & Evaluation 50

51 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. End of Day 2 Begin Day 3 51

52 Set-up Instructions 52

53 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Intro 1. Welcome 2. Mid-week Community Builder/Review 3. Reframing 4. Goals, Objectives, & Itinerary

54 Making the Most of Listening and Learning Supporting your Implementation and Extensions 54

55 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Community Builder: Find Someone Who… 55

56 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Review & Framing YesterdayToday Listening & Learning Strand of NYLA by Core Knowledge ® Teaching Content IS Teaching Reading Coherence Domains Read alouds Selecting Presenting Discussing Extending 56

57 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Goals Understand the considerations that were made in the development of Listening and Learning Strand; Learn strategies for successful implementation of Listening and Learning and read-alouds; Learn ways to develop related, meaningful extensions that build knowledge, language, and vocabulary. 57

58 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Objectives By the end of this session, you should be able to: distinguish conducting a read-aloud from reading out loud; describe criteria by which to select a text for read-alouds; describe the steps for conducting an effective read-aloud… 58

59 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Objectives Continued… By the end of this session, you should be able to: explain the benefits of identifying and adhering to collaborative conversation goals; identify strategies to include non-responders in collaborative conversations; describe the purpose of extension activities that follow a read-aloud; distinguish meaningful extension activities from those which are merely engaging. 59

60 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Itinerary Discussion: What Read-Alouds Are and Why They are Important for Your Students Activity: Apply Critical Attributes to Select Good Texts for Read-Alouds Video: Tips for Presenting Read-Alouds Learn: Ways to Facilitate Collaborative Conversations about Texts Read Aloud Video: Avoiding the Trap of Meaningless Extension Activities Post-Test: Summary & Closure 60

61 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Making the Most of Listening and Learning

62 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Activating Questions 62 As we proceed through these four processes, think about these essential questions: What is a read-aloud and how is it different from reading out loud? Why might read-alouds be particularly important for your student population?

63 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Common Core Learning Standards & Read-Alouds “It is particularly important that students in the earliest grades build knowledge through being read to as well as through reading, with the balance gradually shifting to reading independently.” 63

64 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. What IS a Read-Aloud? More than reading OUT loud, it is an instructional process used to: expose students to text ABOVE their level; give access to the rich language, syntax, and vocabulary of complex text; deepen understanding of fiction and non-fiction domain content; model fluency, but takes advantage of strategic pausing points; engage students in rich, structured, collaborative conversations about the text. 64

65 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Why Read-Alouds? They are a vehicle for: building background knowledge; providing multiple exposures to vocabulary; exposure to a wider variety of syntax and sentence structures; modeling fluency and enjoyment of reading; teaching and practicing the high quality content and listening and speaking goals of the New York Common Core Learning Standards. 65

66 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Making the Most of Listening & Learning 66

67 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Selecting Read-Alouds

68 SELECTING A HIGH QUALITY TEXT FOR A READ-ALOUD What are the characteristics? 68

69 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Read-Aloud Research Listening comprehension outpaces Reading comprehension age (Sticht 1984) 69

70 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Selecting Read-Alouds 70 Content* Vocabulary* Complexity* Illustrations Length Accuracy* Appropriate Diversity Size *Critical Components

71 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Activity: Critical Components Why is this a critical component of high quality read-alouds? What shift does the component address? What is your rational? Complexity Vocabulary Content Accuracy

72 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Review: Critical Components Accuracy Content Complexity Vocabulary Shift 2 Shift 3 Shifts 1 & 2 Shift 6 72

73 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Supporting ALL Learners What considerations can you make to support all the learners in your classroom? Complexity Vocabulary Content Accuracy

74 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Accuracy/Content Support: Selecting texts that are amenable to chunking the read-aloud. Select texts with images that can help enhance understanding Identify supplemental images to support understanding Challenge: Select additional, accurate texts on the topic to supplement the read-aloud (e.g. primary source documents, biographies, current events) 74

75 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Vocabulary Support Select texts with images that can help enhance understanding. Find supplemental texts that repeat the vocabulary. Identify supplemental images to support understanding the vocabulary. Challenge Find supplemental texts with fewer images. Find supplemental texts that include more complex vocabulary. 75

76 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Complexity Support Supplement with a less complex book (different version) on the same topic or story. Start with topics/stories that have multiple editions. Challenge Supplement with texts on the same topic that are more complex, include multiple/different perspectives, and texts that show growth over time. 76

77 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Is This a Good Read-Aloud? 77 1.Domain-specific vocabulary 2.Text Complexity (accessible at the listening comprehension level of students in this grade) 3.Text-dependent questions 4.Content learned Focus on these points as you evaluate the texts:

78 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Debrief Turn and Talk: Which passage would you consider to be a good read-aloud? What did you take away from this activity? 78

79 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Key Points 79 PASSAGE 1PASSAGE 2 Domain vocabulary: tongue taste Domain vocabulary: sense tongue taste saliva mouth sweet swallow taste buds Complexity: Most students would be able to read this on their own. Complexity: Most students would best be able to understand this if it was read-aloud.

80 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Key Points 80 PASSAGE 1PASSAGE 2 Possible text- dependent questions: What can your tongue do? Possible text-dependent Questions: What are the bumps on your tongue called that help you taste foods? How does saliva make food easier to swallow? Who does the taste buds tell if food tastes good or bad? What students can learn: They have a tongue. The tongue can taste. What can students learn: The tongue can taste. Taste is the weakest sense. Saliva helps melt (dissolve) chew-up food making it easier to swallow. The tongue has bumps, called taste buds, that tell the brain is something tastes good or bad.

81 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Summary things I am already doing… things I can integrate into my practice… immediate next step I can take… How do you present a read-aloud? What does a good one look like and sound like? 81

82 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License BREAK ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

83 BREAK 83

84 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Presenting Read-Alouds

85 PRESENTING A READ-ALOUD What does a good read-aloud look like? 85

86 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Introducing the Read-Aloud 86 Help students transition Set a purpose Activate background knowledge Preview domain vocabulary

87 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Presenting the Read-Aloud Read the book as a performance: with expression, character voices, variation of tone and volume. Model fluency. Read at an even pace to allow students time to form mental pictures in their minds. Model appreciation and joy for reading. 87

88 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Pausing to Interact 88 Plan and ask focusing & extending questions that are text-dependent ; provide cues ; Pause briefly : Interact, Invite, & Refocus; Call for correct language, complete sentences, definitions, elaboration, evidence from text, or use of domain vocabulary ; Use visuals to explain concepts; Highlight key vocabulary (tier 2/3) for discussion. Shifts 2, 4, & 6

89 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Core Vocabulary – Tiers of Vocab. (Beck, McKeown, & Kucan, 2002) Tier Two Tier Three targeted Any general academic words targeted for the lesson targeted Any domain-specific words targeted for the lesson. 89

90 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. As you watch the video, consider moves that reinforce the shifts and missed opportunities to reinforce them. Use the first column of your handout (page 28) to track moves you see the teacher make. Use the second column to note how these move benefit students or to add additional moves you note or might make. Read-Aloud in Action 90

91 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Use the Ruby Bridges Video Here 91

92 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Read-Aloud in Action Take three minutes to discuss with a partner: What moves did you see from column one that seemed to benefit students? What moves reinforced which shifts? Were there missed opportunities to support particular shifts? What might you replicate when conducting read-alouds with YOUR students? 92

93 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Supporting ALL Learners What supports can be provided for struggling students? What challenges can be provided for students who need acceleration? 93

94 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Supporting ALL Learners Supports Form smaller read-aloud groups. Note “dense” areas for pausing. Preview content and vocabulary first. Highlight images that enhance understanding. Challenges Call for definitions of terms in text and current contexts. Prepare thinking prompts and higher-order questions in advance. 94

95 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Summary things I am already doing… things I can integrate into my practice… immediate next step I can take… What’s the difference between asking questions and facilitating conversations? 95

96 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Lunch 96

97 LUNCH 97

98 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Reframing Where we have beenWhere we are heading What Read-Alouds Are and Why They are Important Critical Attributes to Select Good Texts for Read- Alouds Tips for Presenting Read- Alouds Ways to Facilitate Collaborative Conversations about Texts Read Aloud Avoiding the Trap of Meaningless Extension Activities 98

99 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Facilitating Discussion of Read-Alouds

100 FACILITATING DISCUSSION OF READ-ALOUDS What are the common traps? 100

101 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Comprehension & Collaboration Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 101

102 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard K.1 Participate in collaborative conversations with diverse partners about K topics and texts with peers and adults in small and larger groups. K Follow agreed- upon rules for discussions. Continue a conversation through multiple exchanges. 102

103 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard 1.1 K 1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. Follow agreed- upon rules for discussions. Ask questions to clear up confusion about the topics and texts under discussion. Build on others’ talk in conversation by responding to the comments of others through multiple exchanges. 103

104 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard 2.1 K 1 2 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed- upon rules for discussions. Ask for clarification and further explanation as needed about the topics and texts under discussion. Build on others’ talk in conversation by linking their comments to the remarks of others. 104

105 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard 3.1 K Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. Explain their own ideas and understanding in light of the discussion. Engage effectively in a range of collaborative discussions with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. Follow rules for discussions. 105

106 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard 4.1 K Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. Review the key ideas expressed and explain their own ideas in light of the discussion. Follow rules for discussions and carry out assigned roles. 106

107 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard 5.1 K Come to discussions prepared having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion. Follow rules for discussions and carry out assigned roles. 107

108 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard 6.1 K Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues building on others’ ideas and expressing their own clearly. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. 108

109 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard 7.1 K Engage effectively in a range of collaborative discussions with diverse partners on grade 7 topics, texts, and issues building on others’ ideas and expressing their own clearly. Come to discussions prepared having read or researched material under study ; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed. Acknowledge new information expressed by others, and, when warranted, modify their own views. Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed. 109

110 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard Engage effectively in a range of collaborative discussions with diverse partners on grade 8 topics, texts, and issues building on others’ ideas and expressing their own clearly. Come to discussions prepared having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion K 1 Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas. Follow rules for collegial discussions and decision- making, track progress toward specific goals and deadlines, and define individual roles as needed. Acknowledge new information expressed by others, and, when warranted, qualify or justify their own views in light of the evidence presented. 110

111 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Speaking and Listening College and career-ready students will… have ample opportunities to take part in a variety of rich, structured conversations around a common text; contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; analyze and synthesize a multitude of ideas in various domains. 111

112 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Speaking and Listening 112 K 1 2 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Follow agreed- upon rules for discussions Ask for clarification and further explanation as needed about the topics and texts under discussion. Build on others’ talk in conversation by linking their comments to the remarks of others K – 2 students will… have ample opportunities to take part in a variety of rich, structured conversations around a common text; build on others’ talk by linking their comments to the remarks of others; ask for clarification and further explanation as needed.

113 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Guiding the Conversation What makes a good text-based question? Requires the text or evidence from the text to answer Can be answered with careful reading in the absence of background knowledge Coherently builds to understanding –the questions don’t jump around in the text 113

114 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Guiding the Conversation What makes a good text-based question? Stray from the text toward connections and extensions only after the text has been explored. Early questions focus on specific phrases and sentences from the text (literal) before moving to inferential ideas. 114

115 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Bloom’s Revised Taxonomy Creating Evaluating Analyzing Applying Understanding Remembering 60% 20% 20% Good & Brophy: One level is not better than another; both matter Sequencing of levels matters What will best build cognitive connections to enhance understanding? 115

116 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Supporting ALL Learners What considerations for “collaborative discussions” might you make to support the teaching and learning of ALL learners? 116

117 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Supporting ALL Learners Support Begin with literal questions or questions that require less language to answer. Use images, gestures, and verbal cues to guide students to the answer. Reread pertinent sections of the text. Provide wait-time to process question. Challenge Ask inferential questions and elaborate. Ask students to create their own questions. 117

118 3 COMMON TRAPS That Hinder Effective Collaborative Conversations 118

119 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

120 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. #3 Forgetting the Discussion Goals 120 Determine student comprehension of the topic. Provide an opportunity for student use of domain-specific vocabulary. Teach and practice guidelines and standards for listening and speaking. Foster careful attention to the text. Make it clear to students that the standard of “knowing” is the ability to explain to others, not understanding when explained by others. - Daniel T. Willingham Make it clear to students that the standard of “knowing” is the ability to explain to others, not understanding when explained by others. - Daniel T. Willingham

121 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Think, Pair, Share How do collaborative conversations support the goals of the Common Core “Shifts”? 121 Shift 4Shift 6

122 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

123 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Comprehension & Collaboration Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 123

124 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. SL Standard 2.1 K 1 2 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and large groups. Follow agreed- upon rules for discussions. Ask for clarification and further explanation as needed about the topics and texts under discussion. Build on others’ talk in conversation by linking their comments to the remarks of others. 124

125 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. #2 Not Teaching Students How to Discuss 125 What are the agreed- upon rules for discussion? How do you build on others’ contributions? How do you clarify your own understanding? How do you share your thoughts?

126 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Scaffolding Think-Pair-Share Within Lessons 1 – 5 of Kindergarten L&L the teacher models: I am going to ask a question. I will give you a minute to think about the question, and then I will ask you to turn to your neighbor and discuss the question. Finally, I will call on several of you to share what you discussed with your partner. Lessons 6+: With your partner, think-pair-share about… Grades 1 and 2: Who/What/Why/Where? Pair Share: Asking questions after a read-aloud is one way to see how much everyone has learned. Think of a question you can ask your neighbor about the read-aloud that starts with the word who/what/why/where. 126

127 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License

128 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. #1 No Repertoire for Non-Responders Wait. Provide a hint or cue. Paraphrase the question. Fall back to a simpler (related) question, then return to the initial question. Provide a lifeline, but return to the non- responder for a final answer. Reread pertinent text. 128

129 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Summary things I am already doing… things I can integrate into my practice… immediate next step I can take… What are extension activities? Page

130 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License BREAK ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

131 BREAK 131

132 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Meaningful Ways of Extending Learning

133 MEANINGFUL WAYS OF EXTENDING LEARNING 133

134 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Aligning Lesson Components objective criteria for success standard activities assessment Standard: Content & Skills 134

135 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Extensions Follow-up Activities: Completed later in the day (after Language Arts block) Last approximately twenty minutes Designed to reinforce language and domain vocabulary May make cross-curricular connections 135

136 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Extensions Identify 2-3 activities and describe what they look like. Read the descriptions; compare/contrast them with your initial thoughts. Identify what shift(s) are being addressed by each activity you chose. 136

137 The Activity Trap: Video

138 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Selecting Meaningful Focus Deepen understanding of the objective. Engage learners with the content (e.g. technology). Provide opportunities to use selected vocabulary. Use authentic connections that serve learning. 138

139 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Making Focus Visible Make explicit the purpose of the activity. Share the objective with which it aligns. Allows students to explain how the activity relates to the text and objective. Try It Out: Use a chosen extension activity & grade- appropriate objective. 139

140 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Selecting Meaningful Connections Connections: are authentic and natural are purposeful bring a value-added component integrate naturally 140

141 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. An apple a day keeps the doctor away! Integrating Meaningful Connections 141 Germs, Diseases & Preventing Illness Taking care of your body DRY BONES …the leg bone is connected to the knee bone, and the knee bone is connected… Body Systems Skeleton system: Skeleton, Bones & Skull

142 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Supporting ALL Learners If an activity doesn’t create or extend understanding, we try another. This is the heart of differentiation. “It’s not a magical formula; it’s a commitment to keep trying until you find a pathway that leads the student to understanding.” 142

143 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Paired Verbal Fluency Stand & find a partner. (A/B) Round One: Person A: (2 min.) Share how you might differentiate your extension activity. Person B: (1 min.) Share a comment or a suggestion to help. 143

144 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Paired Verbal Fluency 144 Round Two: Person B: (2 min.) Share how you might differentiate your extension activity. Person A: (1 min.) Share a comment or a suggestion to help.

145 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License Summary & Closure Section Total (15 minutes)

146 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Activating Questions (round 2) 146 Now that we have completed these four processes, think about these essential questions: What is a read-aloud and how is it different from reading out loud? Why might read-alouds be particularly important for your student population?

147 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Post Test Complete the Post-Assessment. You will have 8 minutes to complete the test. Then we will reveal the answers. 147

148 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Post-Assessment Review 148 Self-check: 1. above5.TRUE 2. content, vocabulary, complexity, illustrations, length, accuracy, appropriateness, diverse, OR book size 6.TRUE 7.TRUE 8.Falsesequencing events oriented in time generates greater overlap in vocabulary and consider prerequisite knowledge 9.TRUE 3. wait10.False“knowing” is the ability to explain to others. 4. domain-specific vocabulary 11.TRUE 12.TRUE

149 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Looking Ahead Tomorrow’s Focus: The Skills Strand Remember to Bring: Participant Handouts Participant Slides or Thumb drives 149

150 ©2012 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License End of Day 3


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