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DCA Transfer Task Revision: Inclusion of Reading and Writing CCSS

DCA Transfer Task Revision: Inclusion of Reading and Writing CCSS. July 24, 2012. Day Two Goal: Revision of DCA transfer tasks for alignment with comprehensive curriculum / CCSS. Morning: Questions – day one Rationale for writing in the content areas

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DCA Transfer Task Revision: Inclusion of Reading and Writing CCSS

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  1. DCA Transfer Task Revision:Inclusion of Reading and Writing CCSS July 24, 2012

  2. Day Two Goal:Revision of DCA transfer tasks for alignment with comprehensive curriculum / CCSS Morning: Questions – day one Rationale for writing in the content areas Planning for common focus in grade band / subject area groups Audit / examine current transfer tasks for revision / alignment to CCSS Writing DCA Transfer Tasks: Collaborative work / revision time in grade level teams Exit Slip—Progress and Needs Lunch Afternoon: Debrief exit slips / questions / needs Writing DCA Transfer Tasks/Rubrics: Collaborative work / revision time in continues Gallery Walk / Sharing Setting team goals for future revision Evaluation

  3. Essential Questions: • Reading and Writing standards: • What is the value in defining literacy standards for focus in each quarter? • DCA Assessment: • Where should writing and reading reside within DCA rubrics and what weight should they have? • To what extent should target literacy skills (reading and writing) remain unchanged from rubric to rubric?

  4. Source: Balog, David, Ed. The Dana Source Book of Brain Science: Resources for Teachers and Students 4th edition. Dana Press, c2006.

  5. Source: Balog, David, Ed. The Dana Source Book of Brain Science: Resources for Teachers and Students 4th edition. Dana Press, c2006.

  6. Challenge: Writing to Understand: "As long as the reason of man continues fallible, and he is at liberty to exercise it, different opinions will be formed. As long as the connection subsists between his reason and his self-love, his opinions and his passions will have a reciprocal influence on each other; and the former will be objects to which the latter will attach themselves. The diversity in the faculties of men, from which the rights of property originate, is not less an insuperable obstacle to a uniformity of interests. The protection of these faculties is the first object of government. From the protection of different and unequal faculties of acquiring property, the possession of different degrees and kinds of property immediately results; and from the influence of these on the sentiments and views of the respective proprietors, ensues a division of the society into different interests and parties." --James Madison’s The Federalist Papers

  7. CCR W10—Desired Transfer CCR 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. • CCSS for English/Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, p. 63

  8. Writing Expect students to compose arguments and opinionsand informative/explanatory pieces Focus on the use of reason and cite evidence to substantiate an argument or claim Emphasize ability to conduct research – short projects and sustained inquiry Require students to incorporate technology as they create, refine, and collaborate on writing Include student writing samples that illustrate the criteria required to meet the standards (See Appendix C for writing samples)

  9. Breaking down the standards: Red=verb=Skill or Understanding Blue=Noun=Knowledge Green=qualifier=Criteria for performance CCR 2. Writeinformative/explanatory texts to examine and conveycomplexideas and information clearly and accurately through the effective selection, organization, and analysis of content.

  10. Example - Common Core - Writing W.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Underline the nouns, circle the verbs, and place parenthesis around modifiers.

  11. Example - Common Core - Writing W.1-Write arguments to support claims in an analysis of (substantive) topics or texts, using (valid) reasoning and (relevant) and (sufficient) evidence. Underline the nouns, circle the verbs, and place parenthesis around modifiers.

  12. Write arguments focused on discipline-specific content. a.Introduceclaim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b.Supportclaim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c.Usewords, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d.Establishand maintain a formal style. e.Providea concluding statement or section that follows from and supports the argument presented.

  13. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a.Introducea topic clearly, previewing whatis to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b.Developthe topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c.Useappropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d.Useprecise language and domain-specific vocabulary to inform about or explain the topic. e.Establishand maintain a formal style and objective tone. f.Providea concluding statement or section that follows from and supports the information or explanation presented.

  14. Literacy Design Collaborative www.literacydesigncollaborative.org

  15. Teaching to the writing standards: Argumentative Writing

  16. Teaching to the writing standards: Informative Writing

  17. Day Two Goal: Revision of DCA transfer tasks for alignment with the comprehensive-transitional curriculum AND Literacy CCSS

  18. DCA Audit Audit / examine current transfer tasks for needed revision / alignment to CCSS

  19. Writing DCA Transfer Tasks: Collaborative work / DCA revision time in grade level teams Creating Rubrics for DCA Transfer Tasks

  20. Sharing • On poster paper • Course (grade-subject) • DCA # and topic / content / GLEs • Reading and Writing Standard(s) targeted • Prompt / Text • (May attach printed rubric, if desired) • Gallery Walk

  21. Evaluating your Experience

  22. Contact Information Donna Herold Donnaher@spokaneschools.org www.21stcenturyschoolteacher.com 509-979-2521

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