making lessons happen in elementary language arts (tk-2 ) presenters: stephanie dirks & paige...
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Making Lessons Happen in Elementary Language Arts (TK-2)
Presenters: Stephanie Dirks & Paige Tune
Karen Jensen & Catherine Sadlier
ELA Program Specialist and Unit Writers
Elementary Instruction 2015
SBCUSD Meeting Guidelines For Excellence
1. We start and end meetings on time.2. We focus on positive outcomes for students.3. We are productive and focus on solutions for our
stakeholders.4. We have clear objectives and outcomes that are
purposeful.5. We collaborate honestly and in a way that encourages and
engages each person to share his/her knowledge.6. We value and respect the knowledge of our diverse group
of participants.7. We take ownership and responsibility for individual and
group decisions.8. Have fun!
Welcome teachers!
Today’s goal is that we learn a process by which to use the RCD Units of Study to prepare for effective instruction that will reach the learners we teach today.
Agenda
Introductions
RCD Unit 5 Organizer
• Priority Standards vs. Supporting Standards• Big Ideas & Essential Questions
RCD Unit 5 Assessments
• How do we use Assessments to shape instruction?
RCD Unit 5 Performance Tasks
• What do Performance Tasks mean? What do they measure? How do we plan for student learning?
Today’s Meet
Join us for an ongoing discussion
https://todaysmeet.com/makinglessonshappentk2
Focus On The Standards
English Language Arts
Reading Strand
Key Id
eas a
nd D
eta
ils
Cra
ft a
nd S
truct
ure
Inte
gra
tion o
f K
now
ledge
and
Id
eas
Ran
ge o
f R
eadin
g a
nd
Level of
Text
Com
ple
xit
y
Writing Strand
Text
Types
and P
urp
ose
s
Pro
duct
ion a
nd D
istr
ibuti
on
of
Wri
ting
Rese
arc
h t
o B
uild
Know
ledge
Range o
f W
riti
ng
Speaking and Listening Strand
Com
pre
hensi
on a
nd
Colla
bora
tion
Pre
se
nta
tio
n o
f K
now
led
ge
a
nd
Id
ea
s
Language Strand
Conventi
ons
of
Sta
ndard
Englis
h
Know
ledge o
f La
nguage
Voca
bula
ry A
cquis
itio
n a
nd
Use
A Look At The Common Core Standards
www.corestandards.orgActivity: Visit this site and explore –choose something you learned to add to Today’s Meet
Instruction & RCD
Post
Ass
essm
ent
Pre
- Ass
essm
ent
Do Students have the
Prerequisite skills? What
do they know about the standards?
Perf
orm
ance
Tas
k 1
Perf
orm
ance
Tas
k 2
Perf
orm
ance
Tas
k 3
Instruction Instruction Instruction Instruction
Use Pre to
determine
what needs t
o be taugh
t
What
do students
need to
be succe
ssful in
Task
1?
How will students be expected to demonstrate their learning on the Post-Assessment?
What
do students
need to
be succe
ssful in
Task
2?
What
do students
need to
be succe
ssful in
Task
3?
Re-teach
Skills
not
mastered in
PT 1
Re-teach
Skills
not
mastered in
PT 2
Re-teach
Skills
not
mastered in
PT 3
Teaching The Unit
Standards
Where Do I Start?
Step 1 – Identify the Priority Standards
Where Do I Start?
What Are My Priority Standards?
RL.1.9 Compare and contrast the adventures and experience of characters in stories.
RI.1.8 Identify the reasons an author gives to support points in a text.
W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the option, and provide some sense of closure.
Step 1
What’s Next?
Step 2 – Unwrap the standard to build a deeper understanding
How Does The Framework Explain These Standards?
Priority Common Core State Standards
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Refer to www.corestandards.org to view the ELA standards progressions
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
“Unwrapped” Concepts(Students need to know)
“Unwrapped” Skills(Students need to be
able to do)
Bloom’s Taxonomy Levels
RL.1.9 • adventures of characters in
stories• experiences of characters in
stories.
• adventures of characters in stories
• experiences of characters in stories.
contrast
evaluation
evaluation
compare
RL1.9 Lesson Example
RL1.9 Compare and contrast the adventures and experiences of characters in stories.
betterlesson.com
http://betterlesson.com/lesson/586017/comparing-and-contrasting-the-two-stories-using-a-double-bubble-map
W1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure
“Unwrapped” Concepts(Students need to know)
“Unwrapped” Skills(Students need to be
able to do)
Bloom’s Taxonomy Levels
W1.1 • opinion pieces• the topic• the book• an opinion• a reason for the opinion• a sense of closure
write introduce name state supply provide
application
Quick Partner Discussion: Is this a totally new concept from the ‘97 Standards?
If so, how? If not, talk about how this has looked in the past.
What’s next?
Step 3 – Identify the Supporting Standards and determine how they relate to the Priority Standards
What Are The Supporting Standards?
Step 3
How do the Supporting Standards fold into the Priority Standards?
Individually
Read the Supporting Standards for Unit 5.
Classify them below the Priority Standard that you feel each supports.
Be prepared to explain your thinking to your colleagues.
Padlet
http://padlet.com/hobbsalec/mlhtk2
What’s Next?
Step 4 – Determine the Big Ideas/Essential Questions
Getting Our Students To Discuss Their Understandings
Essential QuestionsEssential Questions Corresponding Big Ideas
What is the purpose of context clues? Context clues help us determine the meaning of words and phrases in a text.
How does the author support points in a text?
The author gives reasons to support points in a text.
Step 4
What’s Next?
Step 5 – Review the Post Assessment
How to Plan For Instruction
Review the Post Test.
Compare the questions to the actual standards.
Determine exactly what your students will be expected to know by the end of the Unit and HOW they will be expected to show what they know.
Be sure to read the Teacher Copy and the Scoring Guide to assist your understanding.
How Will Students Be Expected To Demonstrate Their Knowledge?
Step 5
Now The Fun Part!
Step 6 – Read the Engaging Scenario OverviewStudents Share Favorite Characters! Now that’s a headline – one that you get to be a part of. You have the chance to write an opinion piece to be published in a classroom magazine. You will get to write your opinion about a favorite character from a story. Be sure to introduce your topic and state your opinion about why the character is your favorite. Then you’ll provide a reason for your opinion and a good ending. Happy writing!
How Do I Turn Performance Tasks Into Learning Experiences?
Overview of the Engaging Scenario (Situation, challenge, role, audience, product or performance)
Students Share Favorite Characters! Now that’s a headline – one that you get to be a part of. You have the chance to write an opinion piece to be published in a classroom magazine. You will get to write your opinion about a favorite character from a story. Be sure to introduce your topic and state your opinion about why the character is your favorite. Then you’ll provide a reason for your opinion and a good ending. Happy writing!
Engaging Learning Experiences Synopsis of Authentic Performance Tasks
Authentic Performance
Tasks
Suggested Length of Time(Include days and minutes/day)
Task 1:
Students will identify two reasons the author uses to support his or her point of view.
30 minutes
Task 2:
Determine the meaning of words using context clues. 10 minutes
Task 3:
After reading Frog and Toad, you will compare the two characters in a Venn diagram.
45 minutes
Task 4: After rereading a story you will choose one of the characters a your favorite and write an opinion about why it is your favorite.
2 days (90 minutes)
What’s Next?
Step 7 – Determine what the students need to KNOW and BE ABLE TO DO in the first task and list these for future lesson planning.
What is our Time Frame?
Name of Unit of Study First Grade Unit 5
Length of Unit (to include assessment and buffer days) 6 weeks, (5 teaching weeks, 1 buffer week)=30 days
Digging Down In The Task
PERFORMANCE TASK 1Title of Authentic Performance Task
Student will identify two reasons the author uses to support his or her point of view
Length: 30 minutes
Standards Addressed in Authentic Performance Task 1
Priority Standards:RI.1.8 Identify the reasons an author gives to support points in a text.SL.1.6 Produce complete sentences when appropriate to task and situation.Supporting Standards: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups.
Detailed Description of Authentic Performance Task 1
• Read the text, “Healthy Eating.”• Write two reasons the author
gives for eating healthy.• Pair-share the reasons an author
uses to support his/her point of view.
Bloom’s Taxonomy Levels
Webb’s DOK
understand analyze
Level 1
Response to Instruction and Intervention
Additional Unit Resources
Digging Down In The Task
PERFORMANCE TASK 2Title of Authentic Performance Task
Use sentence-level context clues, the student will identify the meaning of words.
Length: 10 minutes
Standards Addressed in Authentic Performance Task 2
Priority Standards:L.1.4a Use a sentence-level context as a clue to the meaning of a word or phrase.Supporting Standards: RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. L.1.4b Use frequently occurring affixes as a clue to the meaning of a word. L.1.4c Identify frequently occurring root words and their inflectional forms) L1.5 With guidance and support from adults demonstrate understanding of word relationships and nuances in word meanings. L.1.5b Define words by category and by one or more key attributes. L.1.5c Identify real-life connections between words and their use.
Detailed Description of Authentic Performance Task 2
• Students will identify the meaning of a word based on clues within a sentence.
Bloom’s Taxonomy Levels
Webb’s DOK
apply Level 2
What Do Your Kids Need to Accomplish This Task?
Look at the Priority Standards for this task.
What needs to be taught?Review the Supporting Standards for this task
What needs to be taught?What do they already know?
Review the Post Assessment for Questions on this standard.
How is it asked on the test?
What Do Your Kids Need to Accomplish This Task?
Brainstorm what your kids will need to know for this.
?????
?????
????
Now, what else?
Digging Down In The Task
PERFORMANCE TASK 1Title of Authentic Performance Task
Student will identify two reasons the author uses to support his or her point of view
Length: 30 minutes
Standards Addressed in Authentic Performance Task 1
Priority Standards:RI.1.8 Identify the reasons an author gives to support points in a text.SL.1.6 Produce complete sentences when appropriate to task and situation.Supporting Standards: SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and large groups.
Detailed Description of Authentic Performance Task 1
• Read the text, “Healthy Eating.”• Write two reasons the author gives
for eating healthy.• Pair-share the reasons an author
uses to support his/her point of view.
Bloom’s Taxonomy Levels
Webb’s DOK
understand analyze
Level 1
Performance Task 1
Play It Again Sam!
Step 1 – Identify the Priority Standards
Step 2 – Use the website corestandards.org to really know the standards
Step 3 – Identify the Supporting Standards and determine how they relate to the Priority Standards
Step 4 – Determine the Big Ideas/Essential Questions
Step 5 – Review the Post Assessment
Step 6 – Read the Engaging Scenario Overview
Step 7 – Determine what the students need to know and be able to do in the second task and list these for future lesson planning
Instruction & RCD
Post
Ass
essm
ent
Pre
- Ass
essm
ent
Do Students have the
Prerequisite skills? What
do they know about the standards?
Perf
orm
ance
Tas
k 1
Perf
orm
ance
Tas
k 2
Perf
orm
ance
Tas
k 3
Instruction Instruction Instruction Instruction
Use Pre to
determine
what needs t
o be taugh
t
What
do students
need to
be succe
ssful in
Task
1?
How will students be expected to demonstrate their learning on the Post-Assessment?
What
do students
need to
be succe
ssful in
Task
2?
What
do students
need to
be succe
ssful in
Task
3?
Re-teach
Skills
not
mastered in
PT 1
Re-teach
Skills
not
mastered in
PT 2
Re-teach
Skills
not
mastered in
PT 3
Teaching The Unit
Standards
Common Core Resources & Websites
padlet.com
corestandards.org
achievethecore.org
americaachieves.org
betterlesson.com
sharemylesson.com
Let’s Be Awesome
Kid President's pep talk to teachers and students
http://www.wimp.com/kidtalk/
Sum It Up
What can you do today to be awesome?
Wrap Up
Questions
Comments
Plus/Delta/Missing