Mid-Year BT Symposium Spring 2013 WCU Brooke Mabry, Instructional Coach, McDowell County Schools
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Common Core State Standards and NC Essential Standards Mid-Year BT Symposium Spring 2013 WCU Brooke Mabry, Instructional Coach, McDowell County Schools
Mid-Year BT Symposium Spring 2013 WCU Brooke Mabry, Instructional Coach, McDowell County Schools
Mid-Year BT Symposium Spring 2013 WCU Brooke Mabry,
Instructional Coach, McDowell County Schools
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To provide students with the toolset toolset skillset skillset
mindset mindset needed for college and career readiness.
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Tree Map Classification What are the needs of your students?
What are your areas of needed improvement? What professional
development needs do you have? Which area will be hardest to
address?
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Hattie, John. (2006). Visible Learning. New York:
Routledge.
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80% of all information that comes into our brain is VISUAL 40%
of all nerve fibers connected to the brain are linked to the retina
36,000 visual messages per hour may be registered by the eyes -
Eric Jensen, Brain Based Learning
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Knowledge is stored in two forms: linguistically and
nonlinguistically. Research proves that the more we use both
systems of representation, the better we are able to think and
recall knowledge. The true discrimination that comes out of poverty
is the lack of cognitive strategies. - Ruby Payne PhD., A Framework
for Understanding Poverty - Robert Marzano, Classroom Instruction
the Works
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We believe that probably the best strategies for teaching text
structures are visual- spatial strategies. The search for meaning
is the purpose of learning; so, teaching for meaning is the purpose
of teaching. - Jacqueline G Brooks, To See Beyond the Lesson -
Peregoy & Boyle, Reading, Writing, and Learning in ESL
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Close reading Increasing complexity Gather evidence, knowledge,
and insight Text-dependent questions and tasks that require deep
critical thinking Increased attention to authors craft
Evidence-based responses
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Text Selection: Complexity Qualitative evaluation includes
levels of meaning, structure, language conventionality and clarity,
and knowledge demands. Quantitative evaluation is concerned with
readability measures and other scores of complexity. The teacher
must consider reader variables such as motivation, knowledge, and
experiences, and task variables such as purpose and complexity of
task and questions posed, to match readers with appropriate texts.
The quality of suggested texts is high--they are worth reading
closely and exhibit exceptional craft and thought or provide useful
information. Texts should be worthy of close attention and careful
re-reading for understanding. (PARCC)
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80-90% of (CCSS) reading standards require text- dependent
analysis yet over 30% of questions in major textbooks do not.
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Asking students to make connections to themselves, other texts,
and the world is a common style of questioning that guides students
away from the text. This type of questioning does not lead to a
deep understanding of the text. We often ask students simple
questions that require very literal thinking to ensure they have
read the text. Students expend too much time and energy answering
these questions rather than slowing down to consider the meaningful
text-specific questions that will bring them to a deeper
understanding.
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Text-dependent questions do not require information or evidence
from outside the text; they establish what follows and what does
not follow from the text itself. Eighty to 90 percent of the
Reading Standards in each grade require text- dependent analysis.
High-quality sequences of text- dependent questions elicit
sustained attention to the specifics of the text and their impact.
Questions and tasks require the use of textual evidence, including
supporting valid inferences from the text. Instructional design
cultivates student interest and engagement in reading rich text
carefully. Questions and tasks attend to analyzing the arguments
and information at the heart of literary nonfiction in grades 6-12.
Questions and tasks require careful comprehension of the text
before asking for further evaluation or interpretation.
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are questions that can only be answered correctly by close
reading of the text and demand careful attention to the text.
require an understanding that extends beyond recalling facts. often
require students to infer. do not depend on information from
outside sources. allow students to gather evidence and build
knowledge. provide access to increasing levels of complex text.
call for careful and thoughtful teacher preparation. require time
for students to process. are worth asking.
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The best questions will motivate students to dig in and explore
furtherjust as texts should be worth reading, so should questions
be worth answering.
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How?
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Complete an inspectional read (# all sentences and paragraphs)
What do similarities do you notice about paragraphs 2 7? How do
these paragraphs relate to paragraph 9? What effect does the author
achieve through structuring the paragraphs 2 7 as single
sentences?
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Planning from standards to instructional delivery Learning
Targets aligned to NCSCOS and written in student-friendly language
Pose questions supportive of Enduring Understanding Identify Big
Ideas Planning thoughtful, text-dependent questions
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Slow down and dig deeper into content Uncover concepts and
ideas in content vs. covering content objectives Read
closely/re-read multiple times (during instruction) Master learning
targets Have regular practice with complex texts and its academic
vocabulary (during instruction)
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Knowledge is built through content-rich nonfiction and
informational text Reading and writing is grounded in evidence from
text Academic vocabulary via text complexity is utilized Balanced
literacystudents read, write, speak, and listen equitably
Elementary Text Type Balance50 Inform/50 Lit Secondary Text Type
Balance70 Inform/30 Lit
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Learning and Innovation Skills (4 Cs) Critical thinking
(skills/processes) Collaboration (student-to-student) Communication
(student-to-student) Creativity (opportunities) Life and Career
Skills Information, Media, and Technology Skills
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Begin planning with the standards rather than the resource or
text Select appropriately complex texts for instruction Identify
Tier 2 vocabulary words prior to instruction Plan text-dependent
questions prior to instruction Assume the role of facilitator of
students learning and plan instruction accordingly
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Were not in it for the income; Were in it for the outcome.
