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Digging Deeper into the Common Core

Digging Deeper into the Common Core. Meeting the Needs of All Students. ELA College and Career Ready: “a portrait of students who meet the standards”. 1. Demonstrate Independence 2. Build strong content knowledge 3. Respond to varying demands of audience, task, purpose, and discipline

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Digging Deeper into the Common Core

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  1. Digging Deeper into the Common Core Meeting the Needs of All Students

  2. ELA College and Career Ready: “a portrait of students who meet the standards” • 1. Demonstrate Independence • 2. Build strong content knowledge • 3. Respond to varying demands of audience, task, purpose, and discipline • 4. Comprehend as well as critique • 5. Value evidence • 6. Use technology and digital media strategically and capably • 7. They come to respect other perspectives and cultures

  3. Standards for Mathematical Practice 1. Make sense of complex problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

  4. Implementation alignment to Smarter Balanced Assessment • Smarter Balanced Mathematics Claims • Claim #1: Content & Procedures • Claim #2: Problem Solving • Claim #3: Communicating Reasoning • Claim #4: Modeling & Data Analysis • Smarter Balanced ELA/Literacy Claims • Claim #1: Reading • Claim #2: Writing • Claim #3: Speaking & Listening • Claim #4: research/inquiry to investigate topics, and to analyze, integrate and present information.

  5. CCSS Will Change the Way Students Perform

  6. The Common Core will change the way we teach!

  7. Instructional Shifts ELA/Literacy Shifts • Shift 1: Increase Reading of Informational Text • Shift 2: Text Complexity • Shift 3: Academic Vocabulary • Shift 4: Text-Based Answers • Shift 5: Increase Writing from Sources • Shift 6: Literacy Instruction in all Content Areas Math Shifts • Shift 1: Focus • Shift 2: Coherence • Shift 3: Procedural Fluency • Shift 4: Deep Conceptual Understanding • Shift 5: Applications (Modeling) • Shift 6: Balanced Emphasis

  8. Its about connections and collaboration • Across content areas • Across populations

  9. Language • Language will be taking a new role in the classroom. • Argument • Justification • Collaboration • Inquiry • Analyzing • Presenting

  10. How were students asked to use language in the task?

  11. Without Written and Oral Language Skills Students Are Hard-pressed to Learn or Demonstrate Their Knowledge • “The mastery of academic subjects is the mastery of their specialized patterns of language use, and it is that language through which the subjects are taught and mastery is tested – (Lemke, 1998)

  12. To Master the Subject They Are Studying… • …students must master not only the language being used, but also the way to use it.

  13. Manipulation or Communication?) • The gaboster shrang into the ramdent. • What did the gaboster do? • Where did she shrang?

  14. Does Language Vary in Degrees of Cognitive Complexity and contextualization? • Appomattox Courthouse

  15. Cummins Model of Academic Language : Context Embedded Context Reduced

  16. How to create a cognitively demanding context embedded lesson: QUADRANT D Cognitively demanding but context reduced • Completing a biology worksheet that asks a number of questions about the parts and functions of cells. QUADRANT B Cognitively demanding and context embedded • In small groups create models of cells and describe the function of each part.

  17. Strategies For Enhancing Comprehension • Building Background • Realia: Hands On • Related Literature

  18. What Do Good Readers Do? • Good Readers are both • Purposeful • Active

  19. Purposeful: What are the reasons you read? • Purpose for reading: • How to • Look for information • Satisfy requirements • Entertainment • Experience what others have felt • To learn new findings

  20. Active • Think as they read • Use experience and knowledge to make sense of the text • Instruction can help readers to: • Understand • Remember • Communicate with others

  21. Comprehension Instruction • Skillful readers use the text structures to understand and analyze text. • Narrative (fiction) • Story • Poetry • Expository (informational) • Time order • Cause and effect • Compare and contrast • Description

  22. Comprehension Instruction • Strategies are what the students use to construct meaning as they read. • Predicting • Main Idea and Summarizing • Asking questions • Visualizing • Inferring • Questioning

  23. News Flash The human brain is plastic throughout life. New cells are created across the lifespan. Neural circuits are continuously refined through experience and learning.

  24. Organizational Patterns • Considerate or Inconsiderate (textbook) • Chronological • Compare/Contrast • Concept/definition • Description • Episode • Generalization/Principle • Process/ cause-effect

  25. Graphic Organizers www.eduplace.com

  26. METACOGNITION • Thinking about thinking • Gives the reader control over their own learning • Provides fix-up strategies

  27. Teaching Metacognition • 1. What is the strategy? • 2. When is the strategy used? • 3. Why is it important to use this strategy? • 4. How is this strategy performed?

  28. Just a few of these strategies are: • Identify where the difficulty occurs • Identify what the difficulty is • Restate the difficult sentence or passage in their own words • Look back through the text • Look forward in the text for information that might help

  29. Higher Order Thinking Skills • Ask questions that promote critical thinking • Are seeds ever carried by the wind? • Which of these two types of seeds would be more likely to be carried by the wind? Why?

  30. What do good readers do? • Activate prior knowledge / predict • Create sensory images • Make inferences • Self-question • Determine main idea • Identify narrative and expository text structures • Analyze vocabulary words

  31. Good Readers • …know what they are looking for. • What is the topic? • What is important? • How does it relate to the topic? • What should I know for the assignment, test, etc..

  32. Before Reading: Schemata – Prior Knowledge • Helps student construct meaning, comprehension occurs when student connects text and prior knowledge • Motivates- interest is piqued as students read to confirm or amend what they already know • Helps instructor assess misconceptions • Organizers (expository)………29 percentile gain • Questions and Cues ……… 29 percentile gain • Think a loud………………..25 percentile gain • -Marzano

  33. Preview the Text • Chapter and section titles • Bold print • Headings • Charts, diagrams and graphs • Pictures and captions • Sidebars in the margins • First and last paragraph • Add to concept information charts any new thoughts

  34. During learning • Read the material….. More than once is desirable. • Provide ways to record information on chart paper or other display. • Students take notes, quick writes, guide sheets, analogical study guides • Return to key sections and review and relate to main idea …modify organizers. • Identify similarities and differences

  35. Organize the Information handout Organizers Categories and lists diagrams Preview Maps Compare/Contrast Y Notes

  36. After Reading • Discussion • Give students the opportunity to explain the concept in writing • Share with partners • Give problems to solve that relate to the concept • Pose a concept question: • How does pollution influence plant life?

  37. Use Activities That: • Help to hold the thinking. • Categorize and shows relationships. • Identify similarities and differences…. • Comparing-Comparison Matrix , Venn Diagram. • Classifying – Categories Chart • Creating Metaphors – Dodo Bird (extinction). • Creating Analogies – Teacher or Student directed. handout • Percentile Gains of 31-42 (Marzano).

  38. Comparing • The key to an effective comparison is the identification of important characteristics. These characteristics are then used as the basis for which similarities and differences are identified. • --- Marzano

  39. Get the Gist • 1. Name the who or what that the selection is mostly about • 2. Tell the most important information about the who or what. • 3. Write the gist in 10 words or less

  40. Is it possible to teach the key concepts so that all students can master them? • ABSOLUTELY! It’s all in the angle from which you approach it. • Graphic Organizers: Give them a “shot” at conceptual clarity.

  41. Adapted Text: A change for the better. Simplified reading level with the same key concepts emphasized.

  42. Jigsaw text reading: The smaller pieces can “fit together” to Make the whole reading ‘doable’.

  43. Scaffolded Outlines: Important “parts” or concepts are left blank for the student to fill in. (Note-taking or outlining)

  44. Marginal notes: Print notes directly in the margin of the textbook page. Reduces ambiguity, points out important concepts, and makes reading the text “less intimidating”.

  45. Highlighted text: Student needs to read only the parts that are highlighted. This makes reading the “whole thing” less intimidating.

  46. Related literature: A wide variety of fiction and nonfiction can be Provided to help with a deeper understanding of the content before the student needs to “face” reading the text.

  47. Adaptation of the content makes it so that the key concepts are ‘within reach’ for the language learners.

  48. Meaningful activities • Classroom experiences should “mirror” that which occurs in the learners world. • They should “reflect” the lesson concepts and objectives.

  49. Comprehension • “We need strategies to become habits of mind for readers….who will both explore new text and come again and again to their favorites.” • - Cathy Collins Block

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