the wv nxt gen-core task project session 1: march 14 th, 2015 wv next gen-core task project...
TRANSCRIPT
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The WV NxT Gen-Core Task Project
Session 1: March 14th, 2015
WV Next Gen-Core Task Project Leadership TeamChristy Schwartz- 3rd grade, G.W ElementaryMary-Jo Jividen- 1st grade, G.W ElementaryAmy Brown- High School ELA, Sherman High Katherine Mohn-Lowe – Middle School ELA, Madison MiddleMandy Flora-RESA 3 Coordinator
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Essential Question
How do we more closely align instruction to the expectations of the Common Core/Next Gen State Standards?
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Objectives
Review the Instructional shifts inherent in the CCSS/Next Gen
Engage in one instructional approach matched to the standards
Plan for a common experience to facilitate conversations moving forward
Provide tools and resources to facilitate ongoing conversations around shifts in instruction
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Washoe County School District
Includes Reno, Sparks, Verdi, Incline Village, and Gerlach
63,000 students
93 schools
Minority Majority District 49% white; 37% Hispanic; 5% Asian; 3% Black
44% FRL; 18% LEP, 13% IEP
https://www.youtube.com/watch?v=eSYiwPJFMM8&safe=active
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Our Principles
1 Let’s honor our classroom peers and allow them to hear the CCSS message unfiltered• The authors • Work team members• Validation team members (both sides)• And just about anyone else willing to put
their voice out there for free
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Our Principles
2 The resources we use and promote are vetted, scalable and free• www.coretaskproject.com• www.achievethecore.org • www.63000resources.com• www.projecttahoe.org • And lots of Edmodo groups
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Our Principles
3 This takes time. We have to be patient.• Teachers need time• Students need time
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4 Corners
Let’s see where we are at.
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
Front of Room
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I know what WV Schools have to do in order to implement Common Core/Next Gen well.
Let’s see where we are at.
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
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I know what I have to do in order to implement Common Core/Next Gen well.
Let’s see where we are at.
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
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I am very confident that parents know why the transition to Common Core/Next Gen is so important.
Let’s see where we are at.
1 Strongly Agree
2 Agree
3 Disagree
4 Strongly Disagree
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Spring 2011
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David Coleman
Contributing author to the ELA standards
Co-founded Student Achievement Partners
Current President of the College Board
At CTP trainings: Minutes 13:00 through 26:33
http://vimeo.com/24930297
http://www.educationalresourcecompany.com/page/news/keynote_speech_from_david_coleman_contributing_author_of_the_common_core_standards_12
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Connecting the Shifts Back to the Standards
Read your standard and move to the sign to which it is most applicable.
In turn, each person read his or her anchor standard to the group. Look at the back to see which strand it belongs to (they’re color coded by strand too).
Discuss whether each person has come to the right place (does the standard fit this category?). During this discussion, a few people will probably be moving to stand by another sign.
Once you are settled near a sign or in the “uncategorized” section, discuss the questions below with the other participants near you about your Anchor Standards Cards and the category you decided to stand near.
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Connecting the Shifts Back to the Standards
What are the categories around the room that have more people standing by them?
Can you connect any of those “crowded” categories to the instructional shifts? Which ones?
Do any of the standards in your group seem to connect to more than one shift? Which ones?
What strands of Common Core/Next Gen ELA are represented in your group? Remember: the four strands are reading, writing, listening and speaking, and language.
What statements can your group make about the way Common Core/Next Gen ELA standards are designed? About what is prioritized in them?
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Break
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Disclaimer
This is one approach to instruction. It should be part of a comprehensive literacy approach.
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Coleman before State Leaders
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Bringing the Common Core to Life
http://vimeo.com/25206110
Minutes 4:08 to 8:12
BEFORE VIEWING, discuss-
Lessons aligned to Common Core/Next Gen: What do you traditionally do before reading a text with students?
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The New Colossus
https://www.youtube.com/watch?v=z_t1t8ytZ3c
What is the rhyme scheme of the poem? What does it reveal about the structure of the poem?
What other information in the poem reveals the structure?
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Exemplar Lesson: The New Colossus
The first eight lines of the poem compare two statues. What lines are about the first statue and what lines are about the second? What comparisons are made?
What can we deduce about the location of the second statue? What other characteristics of the second statue are revealed in the second 8 lines?
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Exemplar Lesson: The New Colossus
Culminating activity: Based on what you’ve learned, rewrite a translation of the speech of the second statue.
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Parts of the Lesson
Reading Task
Vocabulary Task
Sentence and Syntax Task
Discussion Task
Writing Task
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Lunch
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Planning
Identify exemplar for grade-level
Work with grade-level/ grade-band partners
Read through lesson
Consider when you will implement- fill in blue sheet
Discuss foreseeable challenges—see if your group can help problem solve
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Next Steps
Implement your lesson
Plan to bring ALL teaching and student artifacts to next session on Tuesday, April 14th
Be thinking about 3 to 5 “focus” students
Consider what future lessons fit well with the “instructional shifts”
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Essential Question
How do we more closely align instruction to the expectations of the Common Core/Next Gen State Standards?
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Objectives
Reflect independently, then with grade-band partners your close-reading experience
Review how the exemplar demonstrated the shifts
Further learning about text complexity and discussion
Plan for next close reading experience
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Important Notes The purpose of Core Task Project 1.0 is to help teachers
reach Common Core outcomes through Close Reading Exemplars. These allow teachers to explore one instructional approach that aligns with most of the Reading Anchor Standards including numbers 1 and 10.
The work of the Core Task Project and the Close Reading Exemplars does not supplant all literacy instruction or even address all parts of a well-researched literacy block. Instead, this is one instructional model that demonstrates how literacy instruction might shift.
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Close Reading Exemplar & The Shifts
How does the close-reading approach address the shifts?
Find one or two standards that were addressed in your close reading exemplar and read them.
First, do you feel it addressed those standards?
Next, identify and be prepared to describe which shift it is most closely connected to.
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ACT Report (2006): Reading Between the
Lines “College readiness” was defined as students who equaled
or exceeded the benchmark ACT reading score
These students were found to have a high probability of earning a C or better in an credit-bearing “101” level course in U.S. history or psychology.
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ACT Report: Reading Between the Lines
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ACT Report: Reading Between the Lines
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ACT Report: Reading Between the Lines
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MetaMetrics & Lexiles
A book, article or piece of text gets a Lexile text measure when it's analyzed by MetaMetrics. For example, the first "Harry Potter" book measures 880L, so it's called an 880 Lexile book. A Lexile text measure is based on two strong predictors of how difficult a text is to comprehend: word frequency and sentence length.
You will get a chance to discuss the video, but wait until we review the slides one more time.
Right Reasons Technologies Minutes 0:45 to Minute 4:30
http://www.youtube.com/watch?v=35avLmHi4xc
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Copyright © 2012 Right Reason Technologies, LLC
600
800
1000
1400
1600
1200
Text
Lex
ile M
easu
re (
L)
HighSchool
Literature
CollegeLiterature
HighSchool
Textbooks
CollegeTextbooks
Military PersonalUse
Entry-LevelOccupations
SAT 1,ACT,AP*
* Source of National Test Data: MetaMetrics
Interquartile Ranges Shown (25% - 75%)Reading Study Summary
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Quantitative Data
Grade Level: Lexile Range:
K-1 N/A
2-3 420-820
4-5 740-1010
6-8 925-1185
9-10 1050-1335
11-CCR 1185-1385
37
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Dr. David Pearson
Doing What Works
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Take Notes
According to Dr. Pearson, what are the purposes of discussing texts?
What advice does he give for improving classroom discussions?
What constitutes a good discussion?
http://www.youtube.com/watch?v=rwQtqZyOhCw&feature=youtu.be
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For Classroom Teachers
Basal Alignment Project Edmodo Code F4Q6NM
Anthology Alignment Project Edmodo Code pkx4sp
Read Aloud Project Edmodo Code pkx52i
Close Reading Exemplars (here)
Social Studies Units—4th through 6th (here)
Social Studies CAR (here)
6th grade BAP (here)
Discussion Lessons (here)
www.63000resources.com & www.coretaskproject.com
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Thank you!
Everything from today is posted at:
www.coretaskproject.com
www.resa3tools.com
Follow on Twitter @coretaskproject
@resa3dunbar
Additional free materials at
www.63000resources.com
www.achievethecore.org