Huron CCSS Literacy Workshop November 2012. Where Are We Headed Today? Transition to Common Core...
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Huron CCSS Literacy Workshop November 2012
Huron CCSS Literacy Workshop November 2012. Where Are We Headed Today? Transition to Common Core Curriculum Alignments Webb Levels revisited Text-Based
Where Are We Headed Today? Transition to Common Core Curriculum
Alignments Webb Levels revisited Text-Based Answers MyOER Unit
design Standards checklist
Slide 3
A Detailed Map of Learning SKILLS CONTENT ASSESSMENT
STANDARDS
Slide 4
Depth of Knowledge (Webb)
Slide 5
Target-Method Match Is the task type a good match for the Depth
of Knowledge required?
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http://criticalthinkingworks.com
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Slide 8
Common Core Literacy For All 1 Building knowledge through
content-rich nonfiction 2 Reading, writing and speaking grounded in
evidence from text, both literary and informational 3 Regular
practice with complex text and its academic language
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What is the game plan? Begin With The TEXT.
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ELA/Literacy Shift 1: Balancing Informational and Literary Text
What the Student DoesWhat the Teacher DoesWhat the Principal Does
Build background knowledge to increase reading skill Exposure to
the world through reading Apply strategies to reading informational
text. Provide students equal #s of informational and literary texts
Ensure coherent instruction about content Teach strategies for
informational texts Teach through and with informational texts
Scaffold for the difficulties that informational text present to
students Ask students, What is connected here? How does this fit
together? What details tell you that? Purchase and provide equal
amounts of informational and literacy text to students Hold
teachers accountable for building student content knowledge through
text Provide PD and co-planning opportunities for teachers to
become more intimate with non fiction texts and the way they spiral
together www.engageNY.org 10
Slide 11
Informational Text Textbooks Technical manuals News articles
Speeches Legal documents Sheet music (lyrics) Blogs Scientific
reports BOTH primary & secondary sources Visual Text Photos
Paintings (other art) Cartoons Advertisements Quantitative Text
Charts & graphs
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3-2-1 Visual Literacy Activity Examine the picture or item On
an index card or sticky note (or in a journal) List 3 things you
observe List 2 things you can infer List 1 thing you want to
explore or question further or know more about Conduct a group
share How does this fit with content rich informational text? With
using evidence to support statements?
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3 observe 2 infer 1 - question
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Text Structures What format is used in the text?
Compare/contrast Cause/effect Problem/solution Describing
Sequencing http://www.adlit.org/article/39554/
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ELA/Literacy Shift 4: Text Based Answers What the Student Does
What the Teacher Does What the Principal Does Go back to text to
find evidence to support their argument in a thoughtful, careful,
precise way Develop a fascination with reading Create own judgments
and become scholars, rather than witnesses of the text Conducting
reading as a close reading of the text and engaging with the author
and what the author is trying to say Facilitate evidence based
conversations with students, dependent on the text Have discipline
about asking students where in the text to find evidence, where
they saw certain details, where the author communicated something,
why the author may believe something; show all this in the words
from the text. Plan and conduct rich conversations about the stuff
that the writer is writing about. Keep students in the text
Identify questions that are text- dependent, worth
asking/exploring, deliver richly, Provide students the opportunity
to read the text, encounter references to another text, another
event and to dig in more deeply into the text to try and figure out
what is going on. Spend much more time preparing for instruction by
reading deeply. Allow teachers the time to spend more time with
students writing about the texts they read- and to revisit the
texts to find more evidence to write stronger arguments. Provide
planning time for teachers to engage with the text to prepare and
identify appropriate text-dependent questions. Create working
groups to establish common understanding for what to expect from
student writing at different grade levels for text based answers.
Structure student work protocols for teachers to compare student
work products; particularly in the area of providing evidence to
support arguments/conclusions. www.engageNY.org 15
Slide 16
Your Curriculum & Common Core What does it look like? Where
does it fit?
Whats a Blueprint? A blueprint sample helps educators identify
what CCSS to teach and when to teach them. The term blueprint has
several synonyms including the following: Road map Scope and
sequence Curriculum map
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Blueprints http://sdccteachers.k12.sd.us/
Slide 25
Blueprint to myOER Your standards/blueprint should drive the
content coming from myOER. When What What What What/How
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Lets go to MyOER site & create an account Guided
exploration of the site
Slide 27
A Detailed Map of Learning SKILLS CONTENT ASSESSMENT
STANDARDS
