Standards Academy

2014

Grade Band 2 & 3

Day 3

Leslie Bertram, Shelly Harris, Susan Kagie & Christy Wagner

Review Hearts and Wishes

Discussion to address Hearts & Wishes from Wednesday

Today’s Objectives

Day 3

Power of Writing Task, Purpose,

Audience Cognitive Rigor

Bloom’s Taxonomy

Depth of Knowledge

Narrative Writing Student Samples Standards Dialogue Strategies Lesson

Power of Writing

The Power of WordsVideo

http://www.youtube.com/watch?v=xOjqifFlLBU

The Power of Words Discuss with a partner why the change in words was able to bring

about action?

The Power of Words Words are powerful and when used in the right way can…

o Make others see, feel, and laugho Promote thought o Elicit actiono Change behavior

Power of Words How can we help students to feel the power of their words through

their writing?

Power and Purpose of Writing It’s not enough to just write, but to write with a purpose and for an

audience. The writer in the video had a purpose and audience, but the writing

did not address them adequately. The revised writing was more thoughtful and better suited for the

purpose and audience.

Power and Purpose of Writing If the only purpose for writing is to please the teacher or get a

grade then students may not feel the power of writing or the need to choose words carefully.

Giving students the opportunity to write a variety of tasks, to a different or larger audience, and for a variety of purposes will engage them and inspire more thoughtful writing.

Looking at TASK*PURPOSE*AUDIENCE

AudienceWho am I writing

to?

PurposeWhy am I writing?

TaskWhat am I Writing?

What is task, purpose and audience?

POSTE

R

Looking at TASK*PURPOSE*AUDIENCE

Audience?

Purpose?

Task?

What was the task, purpose and audience of the writing in the video?

Discuss with your partnerTask: What to write…Purpose: Why to write…Audience: Who to write to…

Looking at TASK*PURPOSE*AUDIENCE

Audiences?

Purposeso Persuadeo Inform o Entertain

Tasks?

Brainstorming Activity

Level 1

Writing

Reflection & Journal Writing Write your thoughts about varying the task, purpose, and audience for student

writing. How will this knowledge effect writing in your classroom? What are some tasks and

audiences that would be appropriate and engaging to students in your classroom? Think of a writing assignment you already do and how you could change the task or audience for the upcoming year.

Share

REFLECTIONThere is one quality

above all that makes a good teacher- the ability to reflect on what, why, and how we do things

and to adapt and develop our practice.

Cognitive Rigor

Depth of KnowledgeCheck for Understanding

HANDOUT

StopI need explicit instruction on this concept

Proceed slowly I may have

questions

I’m ready to goI will be able to

share information

with the group

Looking at Knowledge and LearningBloom’s Taxonomy

Bloom’s Wheel

Verbs

Activiti

esProduct

s

DOK and Norman Webb

Norman Webb

Did his research on assessment of student knowledge

Created the DOK Levels

Depth of Knowledge What is Depth of Knowledge? Also known as DOK

Depth of Knowledge represents the comparison of the cognitive demand required by the students to complete the activities, assignments, and assessments given to them.

DOK

http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/English-Language-Arts/ELAItemSelectionGridBlueprint.aspx

Depth of Knowledge

Depth of Knowledge

Depth of Knowledge VIDEO Karin Hess explains Depth of Knowledge

https://www.schooltube.com/video/9594bf7a1d114d3999aa/Karen%20Hess%20-%20Webb's%20Depth%20of%20Knowledge

Infusing Rigor & Research into Instruction and Assessment

Session II: G/T Coordinators

Session III: Curriculum Consultants & USOE Staff

Salt Lake City, UT

February 25-26, 2014

Karin K. Hess, Ed.D.Center for Assessmentkhess@nciea.org

These slides are taken from a presentation Karen gave in February when she can to our state they are not complete and have been altered to suit our training

Reflection & Journal Writing Write your personal definition of “cognitive rigor” as it relates to

instruction, learning, and /or assessment. Share

REFLECTIONThere is one quality

above all that makes a good teacher- the ability to reflect on what, why, and how we do things

and to adapt and develop our practice.

Let’s apply your rigor definition

Your class has just read some version of the fairy tale Little Red Riding Hood.

What is a basic comprehension question you might ask?

What is a more rigorous question you might ask?

The Hess Cognitive Rigor Matrix integrates Bloom + Webb

Different states/schools/teachers use different models to describe cognitive rigor. Each addresses something different.

Bloom – What type of thinking (verbs) is needed to complete a task?

Webb – How deeply do you have to understand the content to successfully interact with it? How complex is the content?

Bloom’s Taxonomy [1956 ] & Bloom’s Cognitive Process Dimensions

[2001]Knowledge -- Define, duplicate, label, list, name, order, recognize, relate, recall

Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify

Comprehension -- Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate

Understand -- Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict…

Application -- Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write

Apply -- Carry out or use a procedure in a given situation; carry out or use

/apply to an unfamiliar task Analysis -- Analyze, appraise, explain calculate, categorize, compare, criticize, discriminate, examine

Analyze -- Break into constituent

parts, determine how parts relate Synthesis -- Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write

Evaluate -- Make judgments based on criteria, check, detect inconsistencies/fallacies, critique

Evaluation -- Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value

Create -- Put elements together to form a coherent whole, reorganize elements into new patterns/ structures

Webb’s Depth-of-Knowledge Levels

DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure

DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer or approach

DOK-4 - Extended Thinking - An original investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources

DOK is about complexity—not difficulty!

The intended student learning outcome determines the DOK level. What mental processing must occur?

While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.o Describe the information contained in graphics or data tables in

the text; or the rule for rounding a number DOK 1o Describe how the two characters are alike and different. DOK 2o Describe the data or text evidence that supports your solution,

reasoning, or conclusions DOK 3o Describe varying perspectives on global climate change using

supporting scientific evidence, and identify the most significant effects it might have on the planet in 100 yrs. DOK 4

Karen HessBloom’s Taxonomy+ Webb’s DOK=

Cognitive Rigor Matrix

Let’s practice using the Cognitive Rigor Matrix

Let’s revisit your Little Red Riding Hood questions Where do your questions fall in the CRM? Write a DOK 1-4 question or assessment for Little Red

Riding Hood

Depth + Thinking

Level 1Recall & Reproduction

Level 2Skills & Concepts

Level 3Strategic Thinking/ Reasoning

Level 4Extended Thinking

Remember Who was Red going to visit?Who is this story about?

Understand Who are the main characters?What was the story’s setting?

Retell or summarize the story in your own words.

What is the author’s message or theme?

Apply Identify words/phrases that helped you to know the sequence of events in the story.

Analyze Is this a realistic or fantasy story?

Compare the grandmother to the character of Red. How are they alike/different?

Is this a realistic or fantasy story? Justify your interpretation using text evidence.

Are all wolves (in literature) like the wolf in this story? Support your response using evidence from this and other texts.

Evaluate What is your opinion about the cleverness of the wolf? Justify your opinion using text evidence.

Which version has the most satisfying ending?

Create Write text messages between Red & her mother explaining the wolf incident.

DO

K 1

-4 L

ittl

e

Red

Rid

ing

H

ood

Depth + Thinking

Level 1Recall & Reproduction

Level 2Skills & Concepts

Level 3Strategic Thinking/ Reasoning

Level 4Extended Thinking

Remember What is slope?What is white space?

Understand Read, write, and represent these fractions.

Explain how you solved this problem.Why control variables in the investigation?

Construct an argument to show equivalence using area, set, and linear models.

Apply Convert this fraction to a decimal.Add these fractions.

Use these data to graph your solution.

Conduct the investigation, interpret results, and support conclusions with data.

Analyze What kind of graph or model is this?Which data point shows ____?

Compare these methods.

Which graph shows how the data would be displayed?

Interpret what was happening in the event? Justify your interpretation using what you know about slope..

Analyze more than one product.(same time period, medium,theme drawing from multiple contexts source materials for the analyses)

Evaluate UG - Which team is the best?

How would you rank these ___? Justify your rankings using data that supports your criteria..

Some say the NFL settlement for player brain injury is not adequate. Evaluate both sides using data to determine the validity of this claim..

Create How would you demonstrate each technique?

Create a card game using fractions.Create scenario explained by a data display.

Integrate multiple source materials with intent to develop a product

DO

K 1

-4 M

ath

Some general rules of thumb . . . .

If there is one correct answer, it is probably level DOK 1 or DOK 2o DOK 1: you either know it (can recall it, locate it, do it) or you don’t know it o DOK 2: (conceptual): apply one concept, then make a decision before going

on applying a second concept; express relationship (if-then; cause-effect) If more than one answer/approach, requiring evidence, it is

DOK 3 or 4o DOK 3: Must interpret, provide supporting evidence and reasoning (not just

HOW solved, but WHY it works– explain reasoning for each step/decision made)

o DOK 4: all of “3” + use of multiple sources/data/ texts; initiate & complete an investigation

Some other content examples . . . .

Your class will be learning about…o Matho Scienceo Social studies

Come up with a basic understanding and more rigorous question you could pose from at least one of these content areas.

Share

Open to your Utah Standards for Reading and Writing. Choose a standard and determine where you think it might fit into

the Cognitive Rigor Matrix

Rigor in the Utah Standards

Utah Standards – Reading & Writing

Depth + Thinking

Level 1Recall & Reproduction

Level 2Skills & Concepts

Level 3Strategic Thinking

Level 4Extended Thinking

Remember KEY DETAILS

Understand KEY DETAILSWORD MEANINGS- fill in

CENTRAL IDEASSUMMARIZEpredict, infer

REASONING & SUPPORT – DEVELOP theme, or point of view/ perspective topic

REASONING & SUPPORT – use multiple texts - compare or elaborate

Apply WORD STRUCTURERELATIONSHIPS

EDIT/CLARIFYUSE TECHNOLOGYCITE SOURCES

WORD MEANINGS-LANGUAGE USEUSE OF TEXT STRUCTURES & FEATURES

INTEGRATE TEXT STRUCTURES & FEATURES into Compositions

REASONING & SUPPORT

Analyze USE of TEXT STRUCTURES or FEATURESLANGUAGE USE

ANALYSIS & REASONING WITHIN TEXTS – RESEARCH for WritingDevelop reasoning

ANALYSIS & REASONING ACROSS TEXTSRESEARCH for Writing;Comparing themes

Evaluate AUTHOR’s CRAFT WITHIN A TEXTEvaluate credibility of sources

EVALUATE AUTHOR’s PURPOSE or CRAFT ACROSS TEXTS

Create WRITE/EDIT BRIEF TEXTS

COMPOSE /REVISE FULL TEXTS

COMPOSE FULL TEXTS-sources

Reflection & Journal Writing Write your thoughts about cognitive rigor and consider how the

Utah State Standards support deeper thinking. What might you implement or alter in your teaching practices next

year to ensure your students are experiencing more DOK 4 activities?

Share REFLECTIONThere is one quality

above all that makes a good teacher- the ability to reflect on what, why, and how we do things

and to adapt and develop our practice.

What does the text say?

http://www.youtube.com/watch?v=1kXG03uOJUI

Narrative Writing Standards

Grades 2-3

Narrative Writing What is Narrative Writing? Using a piece of chart paper, as tables brainstorm words that come

to mind when you think of Narrative Writing. Then come up with a definition of Narrative Writing.

Post and Share

Level 1

Writing

Narrative WritingWhat is Narrative?

Often, the word narrative is synonymous with story. A narrative is the story (fiction or non-fiction) told and the order in which it is told. Sometimes, there is a narrator, a character or series of characters, who tell the story. Sometimes, as with most non-fiction,  the author himself/herself is the narrator.  You are narrators of your own lives all the time. Something happens in class. You go to lunch; then,  you tell the details that are important to you in the order that seems right to you. The story that you tell is a narrative. A reporter who tells a human interest story for the Olympics about an athlete that fought for years to get to the Olympics. The narrative is shaped by details. These details offer clues about the author’s purpose. Clearly, the author who emphasizes the hardships of an Olympic athlete wants to show us that this person overcame adversity to succeed.  Why Write Narrative?

Narrative writing is very important in your day-to-day life. For the rest of your life, you will write texts, e-mails, cover letters, blogs, etc. about your beliefs, your ambitions, information you know, and feelings you have. What could be more important? Narrative writing in fiction and non-fiction (and even poetry) tells others the stories of our personal experiences and allows us to gain empathy and sympathy about the world around us.  

http://lps.lexingtonma.org

Utah Narrative Writing Standards

2nd GradeW.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

3nd GradeW.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

o W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

o W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

o W.3.3c Use temporal words and phrases to signal event order. o W.3.3d Provide a sense of closure.

Narrative Writing This academy we will be looking at two types of Narrative Writing.

o Personal Narrativeo Narrative writing that shows understanding of content

The Story of Drip the Raindrop

Appendix C - 2nd Grade Narrative

Appendix C - 2nd Grade Narrative Annotation

Appendix C - 3rd Grade Narrative

Appendix C - 3rd Grade Narrative Continued. . . .

Appendix C - 3rd Grade Narrative Annotation

Vermont Writing Activity

Vermont Activity: Narrative Writing

Overview: In this exercise, you will gain a better understanding

of one aspect of the standards by color coding student samples that provide concrete examples of a descriptor or set of descriptors used in the Utah standards. Many descriptors are used repeatedly in the writing standards. Attaching descriptors to actual student writing will help clarify what each means at a particular grade level.

Vermont Activity: Narrative Writing

Purpose: To refine and deepen understanding of a particular

aspect of effective writing. To become familiar with, and clarify, terminology used

in the Utah State Standards.

Vermont Activity: Narrative Writing

Protocol:1. Choose a piece in the packet and locate the grade appropriate Utah Writing Standard.2. Read the directions on the Colorful Learning sheet to find out which parts of the standard you are to focus on and what colors you will need. 3. Annotate the student writing by finding and color coding examples of the descriptors you are focusing on.4. When you have finished, check your observations against the annotated version of the same piece. Be sure to note any questions you have.5. When you have finished color coding all of the pieces, discuss your observations with a colleague using the questions at the bottom of the Colorful Language sheet.

Strategies for Teaching Narrative Writing

Teaching Dialogue

What are quotation marks and dialogue?o Stop @ 6:33 Quiz time

Commas and quotation marks Grammar Heads He said, She said

How do you teach Quotation Marks?

Narrative Writing Narrative writing is not as easy as you think. Let’s follow Henrietta

in her struggle and see if we can get some tips.

How do Henrietta’s tips help achieve the Utah Writing Standards?

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure.

Past Meets Future

Elements of Plot

How do the elements of plot meet the Utah Writing Standards?

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure.

Elements of Plot for “The Plot Chickens”

Henrietta wanted to write a book,

but she did not know how.

So she checked out a how to book and started writing.

Then she published it

herself.

Finally, Henrietta feels good about her

writing.

Introduce SWBST for summarizing

Level 1

Writing

How can the strategy SWBSTF help scaffold

students in the Utah Writing Standards ? W.2.3 Write narratives in which

they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure.

Summarizing Strategy that can be used for writing template

Level 1

Writing

Someone*Wanted*But*So*Then*Finally

SomeoneWanted

But

So

Then

Finally

Using SWBSTF to SummarizeLevel 1

Writing

Practice SWBSTFConsider the story “The Three Little Pigs”.With a partner, fill in the chart for the story.

Practice this strategy many times as a summary technique prior to using it as a writing technique.

Level 1

Writing

How do narrative story maps support the Utah Writing Standards?

W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.3.3a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. W.3.3b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. W.3.3c Use temporal words and phrases to signal event order. W.3.3d Provide a sense of closure.

How would you fill in this

template for “Plot Chickens” or “Three Little

Pigs”?

Level 1

Writing

Strategies Combined

Someone Wanted

But

So

Then

Finally

SettingCharacter

Problem

Event

Event

Event

Solution

Writing for UnderstandingNarrative Lesson Plan

Using Backward Design to Help All Students Write Effectively

Backwards by DesignWriting For Understanding– Central Idea- What is it I want students to understand and know about the content?

2nd Grade Social Studies Standard 1- Students will recognize and describe how people within their community, state, and nation are both similar and different Objective 1- Examine and identify cultural differences within the community

a. Explain the various cultural heritages within their community. b. Explain ways people respect and pass on their traditions and customs. c. Give examples of how families in the community borrow customs or traditions from other cultures.

3rd Grade Social Studies Standard 2 - Students will understand cultural factors that shape a community. Objective 1- Evaluate key factors that determine how a community develops.

d. Identify and explain the interrelationship of the environment (e.g. location, natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations).

Objective 2 - Explain how selected indigenous cultures of the Americas have changed over time. a. Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin,

Southwestern, Arctic, Incan, Aztec, Mayan). b. Identify how indigenous people maintain cultural traditions today.

2nd Grade Writing Standards W.2.3- Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure W.2.7 Participate in shared research and writing projects 3rd Grade Writing Standards W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response

of characters to situations. c. Use temporal words and phrases to signal event order. d. Provide a sense of closure.

2nd Grade Speaking & Listening Standards SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences 3rd Grade Speaking & Listening Standards SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

Focusing Essential Question-What question will I pose so that students can see how to approach this thinking and writing in a specific and appropriate way? What are some customs and traditions of the different Native American cultures? (2nd & 3rd) How is culture effected by the geography and environment? (3rd)

Necessary Foundation- What do student need to know to build upon? What can I connect the learning to? What is culture? What are tradition and customs? What is geography? (3rd grade) Who are Native Americans? What is a narrative piece of literature? What are quotation marks and when are they used? (3rd grade)

Writing For Understanding Process

* • Central Ideas

• Focusing /Essential Question

• Building & Processing Working Knowledge

• Structure

• Writing

Writing for Understanding Process

Central Ideas

What is it I want students to know and understand about the content?

2nd Grade Social Studies Standard 1- Students will recognize and describe how people within their community, state, and

nation are both similar and different Objective 1- Examine and identify cultural differences within the community

a) Explain the various cultural heritages within their community. b) Explain ways people respect and pass on their traditions and customs. c) Give examples of how families in the community borrow customs or traditions from other cultures.

3rd Grade Social Studies Standard 2 - Students will understand cultural factors that shape a community. Objective 1- Evaluate key factors that determine how a community develops.

a) Identify and explain the interrelationship of the environment (e.g. location, natural resources, climate) and community development (e.g. food, shelter, clothing, industries, markets, recreation, artistic creations).

Objective 2 - Explain how selected indigenous cultures of the Americas have changed over time. a) Describe and compare early indigenous people of the Americas (e.g. Eastern Woodlands, Plains, Great Basin, Southwestern,

Arctic,b) Identify how indigenous people maintain cultural traditions today.

Central Ideas

Central Ideas What is it I want students to know and understand about the craft?

2nd Grade Writing Standards W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of

events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure

W.2.7 Participate in shared research and writing projects 3rd Grade Writing Standards W.3.3 Write narratives to develop real or imagined experiences or events using effective

technique, descriptive details, and clear event sequences.a) Establish a situation and introduce a narrator and/or characters; organize an event sequence

that unfolds naturally.b) Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and

events or show the response of characters to situations.c) Use temporal words and phrases to signal event order.d) Provide a sense of closure.

Central Ideas

Central Ideas

What Utah Standards can I include in the learning process?

2nd Grade Speaking & Listening Standards SL.2.4 Tell a story or recount an experience with appropriate facts

and relevant, descriptive details, speaking audibly in coherent sentences

3rd Grade Speaking & Listening Standards SL.3.4 Report on a topic or text, tell a story, or recount an

experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace

Central Ideas

Writing For Understanding Process

• Central Ideas

* • Focusing /Essential Question

• Building & Processing Working Knowledge

• Structure

• Writing

Writing for Understanding Process

Focusing/Essential Question

What question will I pose so that students can see how to approach this thinking and writing in a specific, appropriate, manageable way?

o What are some customs and traditions of the different Native American cultures? (2nd & 3rd)

o How is culture affected by the geography and environment? (3rd)

Focusing/Essential Question

Writing For Understanding Process

• Central Ideas

• Focusing /Essential Question

*• Building & Processing Working Knowledge

• Structure

• Writing

Writing for Understanding Process

Building and Processing Working Knowledge

What foundation are you building on? Students should have some prior exposure to culture, traditions,

and geography. They should understand what narrative writing is and know the

use of quotation marks and dialogue.

Building and Processing Working Knowledge

Building and Processing Working Knowledge

What will they need to read and how will I help them read it?

oTeacher will read to the class “Brother Eagle, Sister Sky”oStudents will read in small groups articles about Native Americans from different regions. These groups can be teacher led.

Building and Processing Working Knowledge

Building and Processing Working Knowledge

What portions of the text(s) will be reread closely through Close Reading and Text-Dependent Questions to generate deeper meaning of the content and text?

oPortion of “Brother Eagle, Sister Sky”oNative American article reading closely for information to add to a graphic organizer

Building and Processing Working Knowledge

Building and Processing Working Knowledge

What do students need to make, do, or draw?

Students will be making a poster representing their region including the geography, customs, and tradition.

Building and Processing Working Knowledge

Building and Processing Working Knowledge

How will I engage students in purposeful conversation in order to build knowledge and understanding?o SPEAKING & LISTENING

Jigsaw Activity- Students will participate in small group discussions. They will present the information from their posters orally in a small group.

Building and Processing Working Knowledge

Building and Processing Working Knowledge

How will students capture their thinking and knowledge to access it for writing?o Annotatingo Graphic organizerso Quick Writeo Journals

Students will be annotating their articles and put information into a graphic organizer.

Building and Processing Working Knowledge

Building and Processing Working Knowledge

How will I monitor student Understanding?o Exit ticketso One Quiz Questiono Response Cards/white boardso Quick Writeo Questioningo Analogy prompt ________ is like _______ because

Quick writes and graphic organizers will be monitored for understanding.

Building and Processing Working Knowledge

Building and Processing Working Knowledge

What writing craft will I focus on and what models will I use?

The craft will be the narrative structure using the SWBSTF model. The teacher will model the process.

Building and Processing Working Knowledge

Writing for Understanding Process

• Central Ideas

• Focusing /Essential Question

• Building & Processing Working Knowledge

* • Structure

• Writing

Structure How will my students know how to construct/build

this piece of writing so that their thinking is clear, both to them as writers and to the readers of their work?

Structure

Writing for Understanding Process

• Central Ideas

• Focusing /Essential Question

• Building & Processing Working Knowledge

• Structure

* • Writing

Writing

How will students draft and revise so that their final writing is clearly focused, organized, and developed to show understanding of the central ideas?

o Students will write their draft using the graphic organizer. o Students will be given a rubric with the expected content and

narrative writing components that will be taught.o Students will do a partner check against the rubric.

Writing

Narrative Lesson on Native American Culture

Essential Question

What are some customs and traditions of the different Native American cultures? (2nd & 3rd)

How is culture affected by the geography and environment? (3rd)

Focusing/Essential Question

Culture vs Customs and Traditions

Culture

Custom / TraditionIdeas

Thinking

Beliefs

Way of life

Activities

Doing

Stories

Things

GroupsSocietiesFamiliesOver a

long timeBehavior

Culture vs Customs and Traditions

Quick Write - Personal Narrative

Write a personal narrative snapshot of a tradition you do in your family. (Level 2 Writing)

A personal narrative snapshot is writing about and sharing a event or moment in your life.

Quick Write Personal Narrative

Level 2

Writing

My Christmas Tradition It is the first weekend in December. It is time to set up the Christmas tree

and decorations. Box after box have been stacked up neatly in the basement storage area waiting patiently for eleven months to participate in the holiday festivities. I break a sweat packing them all up to the main level. There they wait all twelve totes and the tree. They will have to wait a little longer for it is not their time. First the music begins, the familiar tune swells my heart. With The Forgotten Carols playing we can now start with the unpacking. The first thing to be unpacked is the Nativity as it is every year. This is the way Christmas begins in our home as it has for many years now.

Quick Write Personal Narrative

Level 2

Writing

Brother Eagle Sister Sky

What does this text tell us about the Native American culture?Read closely to find evidence for graphic organizer.

“Brother Eagle, Sister Sky”Level 1

Writing

Native American Text There are many different Native American Tribes throughout the

United States. Some of their traditions and customs are similar, but many are different depending on the geography and where they live. You will be reading about a tribe from a certain region or area with a small “Expert Group”. You will identify their traditions and see how they are effected by where they live.

Northwest Tribes1- Plains Tribes2- Southeastern Tribes3- Southwest Tribes4- Woodland Tribes

Northwest

Southeastern

Native American Text

Native American TextNorthwest Indians - Who Are They?

Northwest Indians live along the Pacific Ocean, from southern Alaska, through coastal British Columbia, and into Washington State. This group is well known for its hand-crafted totem poles. A totem pole in front of a home shows the generations and social rank of that family. Some Northwest bands are the Chinook, Tillamook, Coast Salish and the Tlingit.

Northwest Indians - Shelter

For shelter, the Northwest Indians used what was available in their forests - red cedar trees. They built Big-Houses, which were from 20 to 60 feet wide and anywhere from 50 to 150 feet long. They didn't have metal nails to hold the logs together so they used wooden pegs instead. To keep the rain out, they overlapped wooden planks. There were no windows but a hole in the roof let air in and smoke from cooking fires out.

Northwest Indians - Food

Coastal tribes lived off the ocean. There was no sushi in their diets but plenty of seals, salmon, sea otters and whales. They had a nearly endless supply of fish from the ocean, animals to hunt and fruit from the forest. During the fall, they pulled big salmon in by the thousands - enough to feed families for the entire year.

Northwest Indians - Clothing

Tribes on the coast wore very little clothing, except when it was cold. Many items of clothing were made from cedar bark and helped shield people from the rain and wind. Necklaces made of beaver teeth, bear claws, clamshells and bits of albacore were popular and symbolized wealth.

Northwest Indians - Ceremonies

One of the most common customs was the potlatch. The ceremony was different from tribe to tribe but almost always involved dancing and gift-giving. Dancers often wore animal masks and decorated themselves from head to toe with paint and feathers. Hosts showered their guests with gifts to show how wealthy they were. They would even destroy some of their most valuable possessions - the more they could afford to destroy, the greater their wealth and importance.

Teacher Model Read passage aloud Reread annotating and

highlighting anything that has to do with culture, traditions, or activities in one color. Return to text and highlight anything that has to do with geography in a different color.

Fill in graphic organizer

Modeling Native American Text

Native American TextFill in Graphic OrganizerLevel 1

Writing

Native American TextCheck for Understanding

Check for Understanding using this sheet

Level 1

Writing

Writing for UnderstandingWriting for UnderstandingLevel 1

Writing

Native American Text Your turn - (gradual release) In expert groups, read your assigned articles Reread the article taking notes and highlighting (Level 1 Writing) Then revisit the text looking for information to fill in the graphic

organizer (Level 1 Writing)

o Reado Annotateo Discusso Fill in graphic organizer

Expert Groups Native American TextLevel 1

Writing

Writing for Understanding Use your understanding about Native Americans from the text to create a

poster. Include the following:o Region & Geographyo Tribeso Sheltero Foodo Customs & Traditionso Clothing

Each person in the group will have at least one of these topics to create and prepare for the poster. (individual accountability)

Group members will share their info and picture to their expert group Final Group Discussion:

o What were the traditions and culture of this group?o How were the traditions and cultures effected by the geography?

Writing for UnderstandingExpert Poster

Level 1

Writing

Native American Text Write a paragraph describing the relationship between the

geography and the customs and cultures of the regional tribes.o Writing Level 2o Monitoring Understandingo Keep for narrative writing piece

Native American TextLevel 2

Writing

Native American Poster PassNative AmericanExpert Poster Pass

Three minute presentation. When your poster gets to your home group them you present.

Model NarrativeModel NarrativeLevel 1

Writing

Writing RubricWriting RubricLevel 1 Writing

This rubric is also a

planning sheet to

scaffold writing

Requirements taken from the 3rd grade core You have a copy of 2nd & 3rd in your handouts

Model NarrativeNarrative Student Writing SamplesAnna’s Potlacth Ceremony

By XXXXX

Anna woke up one morning and remembered it was the potlatch ceremony. She was so happy.

After she ate breakfast, she called to her mom ‘I’m going out to practice my dance!” “OK” her

mom replied.

So she went into the meadow and started to dance and said “I’m going to be the best dancer

tonight. But right as she said that she landed wrong on her ankle so she started crying for her

mom. Her mom cam running into the meadows and said “what happened! Anna said “I was

dancing and I landed wrong.

After that her mom took her to a indian doctor and the doctor said “Looks like your daughter

sprang her ankle. Oh no she thought, I won’t be able to dance.

She tried and tried but she couldn’t. She tried and tried but she finally gave up.

Level 3

Writing

Let’s look at the rubric and

find evidence in the student

writing

Model NarrativeNarrative Student Writing Samples

One day while she was crying in her bed her mom came in and said Why aren’t you dancing for the

potlatch ceremony?

Anna said “I tried Mama, I really did, but I just can’t! she exclaimed I guess I can’t dance at the

ceremony.

“Of course you can!” said her mom. “Ya! Well, prove it!” Anna shot back. I can show you. Come to the

meadows with me.

When they got to the meadow Anna’s mother said “If you can dance on one foot you’ll be able to dance.

But how will I? Anna asked. The potlatch ceremony is tomorrow. So, if you practice all day and night you

will get it! Her mom simply said.

So she practiced all day and night and got it!

She got to dance at the ceremony and got one of her dreams.

She was the happiest girl.

Model NarrativeNarrative Student Writing Samples

For those who finish writing let them illustrate

Notice the dancing on one foot

Group Brain StormGroup BrainstormLevel 1

Writing

Write!

Use the rubric Use your notes Use your graphic

organizers Use your quick writes

Write!Level 3

Writing

Rubric Activity

Fill out your score for the me portion

Look at one of the student samples and fill out the rubric for teacher. Make sure to fill in the evidence if you see it.

Rubric ActivityLevel 1

Writing

Narrative Writing

Revisit your narrative writing brainstorming posters Add any new or important words Change definition if necessary

Level 1

Writing

Reflection & Journal Writing Consider the different narrative writing structures. (Ex. plot line, SWBSTF,

story maps) How do these structures support students in the narrative writing standards?

What are some narrative writing prompts you could give your students so they could show their understanding of the content?

ShareREFLECTION

There is one quality above all that makes a

good teacher- the ability to reflect on what, why, and how we do things

and to adapt and develop our practice.

Data Based Decisions about Teaching Writing

Looking at the student(s) sample(s) decide what writing lesson you will teach whole group.

How might you divide the students into small groups and what writing lessons would you work on with each group?

What portions of student samples could you use to model good writing?

HANDOU

TS

Hearts & Wishes