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Food and Gardening:

Food and Gardening:. Growing Partnerships between Science and E nglish T eachers to S upport Instruction of the 6-12 CCSS Standards. Participating Faculty. Lauren Lunsford, PhD, Department of Education, co-PI Darlene Panvini , PhD, Department of Biology, co-PI

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Food and Gardening:

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  1. Food and Gardening: Growing Partnerships between Science and English Teachers to Support Instruction of the 6-12 CCSS Standards

  2. Participating Faculty • Lauren Lunsford, PhD, Department of Education, co-PI • Darlene Panvini, PhD, Department of Biology, co-PI • Sally Barton-Arwood, PhD, Department of Education • Kim Daus, PhD, Department of Chemistry • Kate McGowan, MAT, Department of Education • Bonnie Smith Whitehouse, PhD, Department of English

  3. Workshop Support • Tennessee Higher Education Commission’s Improving Teacher Quality Grant • Belmont Department of Education • Belmont Department of Biology • Target • Parnassus Books • Belmont University Leadership: • Thomas Burns, Provost • Beverly Schneller, Associate Provost • Bryce Sullivan, Dean of College of Liberal Arts and Social Sciences • Special Thanks: Terri Templeman

  4. Overview & Highlights of the Week • Monday: Exploring the CCSS Standards and Informational Text • Tuesday: Exploring Chemistry in the Lab & Lunch with Jeremy Barlow, author and chef • Wednesday: Exploring Biology in the Outdoors • Thursday: Exploring Biodiversity & Microgreens; Lunch with Tom Maddox, chef and microgreens producer • Friday: Cooking with Chemistry! • Spiraled through the week: • Integrating informational text into engaging instruction • Utilizing our colleagues to develop engaging instruction

  5. PreTest • Please check your email on your laptop • You will find a link to our workshop’s pretest • Please answer each item carefully and honestly • All answers are confidential • All attempts are made to keep information unidentifiable • Please let us know when you have completed the Pretest and remain quiet while others are finishing

  6. Participating Teachers • Clarksville-Montgomery: • 2 Clarksville High School teachers • district science coach • Dickson County • 4 William James Middle Teachers, 8th • William James Middle Principal • Franklin Special Schools • 2 Freedom Intermediate Teachers, 6th • 2 Freedom Middle Teachers, 7th • Metro Nashville Public Schools • 2 Hillsboro High School Teachers • 7 Rose Park Middle School Teachers, 5th-8th

  7. Sharing Our Hopes and Fears What are your hopes and fears for implementing Common Core ELA standards and Common Core Lit for Science standards?

  8. Exploring CCSS & informational text Lauren Lunsford, PhD Kate McGowan, M.A.T.

  9. Exploring CCSS 6-12 ELA • In Home Group, jigsaw Linder text UNDERSTAND pages ,using Headlines thinking routine • Use the G.O. to identify the HEADLINE for each chapter. Within your home group, split the chapters and quickly read each UNDERSTAND page for each, then write a HEADLINE that captures a summary, key thoughts, or impressions regarding the text.

  10. How does this relate to CCSS Lit for Science Standards?

  11. Exploring Informational Text Using Laura Robb’s Unlocking Complex Texts

  12. Laura Robb’s Framework for Exploring Informational Text • 3 parts • Identifying multiple texts for each unit • Accounts for differentiation needs • Uses text complexity grids, lexiles

  13. Three Part Instructional Framework • Teacher Modeling • Reading and thinking aloud • Modeling • Build vocabulary with concept maps • Model close reading • Start discussions • Student Collaborative Practice • Add to concept maps • Close read and reread • Engage in discussions • Independent Student Work • Close read and reread • Write summaries • Create word maps • Receive scaffolding if needed

  14. Identifying Multiple Texts for each Unit • 1 anchor text for teacher modeling • 1 grade-level text for guided practice • 1 below-level text for guided practice • 1 grade-level text for independent practice and assessment • 1 below-level text for independent practice and assessment

  15. When Students Can’t Comprehend Independently • Read aloud the below-grade-level text • Work on close reading of difficult words • Model how to figure out meanings, increasing responsibility to students gradually • Have partners discuss the text and help them find the parts of text that support their thoughts • Facilitate independent reading – at 99-100% accuracy

  16. Identifying Complex Texts • What are the demands of the text? • Knowledge demands • Author’s purpose • Meaning • Text Structure • Language/vocabular • Concepts • Inferential thinking demands • Lexile levels • Exploring Complex Texts

  17. Work within your home team to explore Robb’s texts on the included DVD. Identify at least two passages your students could use.

  18. More resources • Readworks – www.readworks.org • Scholastic’s Book Wizard – www.scholastic.com/bookwizard • High Interest/Low Reading Level – www.schoolonwheels.org/pdfs/3328/Hi-Lo-Book-List.pdf • http://www.edutopia.org/blog/complex-text-in-common-core-andrew-miller • http://schools.nyc.gov/NR/rdonlyres/0FB9273A-474D-4D29-AFD6-D1609FE802A3/0/612SocialStudiesTextGuide.pdf

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