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Welcome Back!. Setting The Stage: Placemat Activity. At your tables, get in groups of four and assign one box per person Take a moment and independently brainstorm important elements of ELA Standards and write your ideas in your box Share ideas in your group
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Setting The Stage: Placemat Activity • At your tables, get in groups of four and assign one box per person • Take a moment and independently brainstorm important elements of ELA Standards and write your ideas in your box • Share ideas in your group • Agree on one interpretation of the ELA’s or something significant that was learned Day 1 and write it in the center circle • Be prepared to share
The English Language Arts Alignment Document and Cognitive Demand 2010 Arizona English Language Arts Standards
The English Language Arts Alignment Document Goal: Participants connect and apply The 2010 Arizona English Language Arts Standards to curriculum and instruction through their understanding of the interrelationships between: • AZ Articulated Standards (the ‘old’ standards) • 2010 Arizona English Language Arts Standards.
The English Language Arts Alignment Document and Cognitive Demand Questions: Why is the design of the alignment document important? How much has changed? Are some AZ POs more strongly aligned than others to the 2010 Arizona ELA Standards? What is Cognitive Demand and why is it important?
The English Language Arts Alignment Document and Cognitive Demand The alignment document is an integrated document consisting of: • The 2010 Arizona English Language Arts Standards • Explanations and Examples illustrating the 2010 standards. • The Arizona Articulated Standards
Coding 1.RL.1 Grade Level Standard 1 Strand: Reading Literature
Grade 2 Alignment Document ENGLISH LANGUAGE ARTS ALIGNMENT OF 2010 STANDARDS TO ARIZONA 1996, 2003 and 2004 STANDARDS Examples and Explanations from ELA Committee and Common Core.org Grade 2
The First Column: 2010 English Language Arts Standards Strand: RI Cluster: Relates to CCR Standard: Grade Level Specific
Third Column: 1996 – 2004 Arizona Articulated Standards 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Second Grade PO First Grade PO
Checking Point Using your grade level Alignment Document, highlight and discuss any Aha’s or Oh-oh’s with your grade level group
Food for Thought… • What do we mean by rigor? • What does it have to do with our expectations for student performance? • What should students be able to do under the 2010 English Language Arts Standards? • How will teachers design appropriate instruction to match the increased rigor?
Cognitive Demand:Expectations for Student Performance What students should be able to do
Depth of Knowledge Bloom’s Taxonomy • Recall • Skill & Concept • Strategic Thinking • Extended Thinking • Degree of understanding “Cognitive Demand” • Knowledge • Comprehension • Application • Analysis • Evaluate & Create • Progression of the development of cognitive skills
What’s In A Verb? The verb does not dictate the level of rigor. It is the context in which the verb is used that dictates the level of rigor.
DOK Level 1 - Recall Recall of a fact, definition, information, or performance of a simple process or procedure. Example: Solve a linear expression 5(4x+9)
DOK Level 2 – Skill & Concept Use information or conceptual knowledge; two or more steps; make decisions about how to approach Example: Predict a logical outcome based on information in a reading selection
DOK Level 3 – Strategic Thinking Requires reasoning, developing plan, some complexity, more than one possible answer; generates discussion; requires student to justify answer Example: Solve a multi-step problem & provide a mathematical explanation to justifying answer
DOK Level 4 – Extended Thinking Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem Example: Analyze & explain multiple perspectives across time periods, events, or cultures
DOK Wheel Activity • With a partner, read and discuss the descriptor cards in the baggie. Which level does this task represent? • Place your cards over the level you think the description might fit best • Use your handout as a guide
Depth Of Knowledge Recall of a fact, definition, information, or performance of a simple process or procedure. Use information or conceptual knowledge; two or more steps; you do something; make decisions how to approach Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer; generates discussion; requires student to justify answer Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem DOK 1 – Recall DOK 2 - Skill & Concept DOK 3 - Strategic Thinking DOK 4 - Extended Thinking
Exploring Cognitive Demand: • What do you notice about the placement of the cards? Are some categories “covered” with cards and others have very few? What does this reveal? Talk at your tables. • Identify areas of agreement such as 2 cards with the same descriptors on the same category. • Is there agreement? Where there is disagreement, talk it through…
Resources Common Core State Standards: www.ade.az.gov/standards/commoncorestandards/default.asp Center for K-12 Assessment & Performance Management at ETS Assessment Article www.k12center.org Achieve-Information about PARCC www.achieve.org/ Surveys of Enacted Curriculum http://seconline.wceruw.org/Reference/K12Taxonomy08.pdf Source:
