english language arts and literacy in history/social studies, science, and technical subjects
Post on 24-Feb-2016
Embed Size (px)
DESCRIPTIONEnglish Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects. College and Career Ready Standards Implementation Team Grades 6-12 Quarterly Meeting – Session 2. Today’s Outcomes. Participants will: - PowerPoint PPT Presentation
English Language Arts and Content Literacy: The Key Shifts
English Language Artsand Literacy in History/Social Studies, Science, and Technical Subjects
College and Career Ready Standards Implementation Team Grades 6-12Quarterly Meeting Session 21Todays OutcomesParticipants will:
gain a deeper understanding of the vertical alignment of the grade level standards (6-12).
gain a deeper understanding of how the key shifts support implementation of the standards (6-12).
clarify their understanding of what the standards look like in practice (6-12).
Prepared Graduate DefinedKnowledge and SkillsPossesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two or four year college, trade school, technical school, without the need for remediation.Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Ability to Apply LearningThis morning we talked about how the Ability to Apply Learning definition from the 2020 plan actually gives us a clear description of the actions we should see in all classrooms if we are equipping students to apply their learning. The Knowledge and Skills portion of the 2020 plan deals with the what of instruction or the content students must master. The Ability to Apply Learning deals with the methodology of instruction or the strategies that help students transfer content knowledge to real world situations. 3Students using note-taking organizers, question charts, prompt sheets;Teachers explicitly teaching discipline-specific as well as generic comprehension strategies;An emphasis on subject-area reading strategies for students struggling with reading;Teachers collaboratively planning and preparing text and materials;Task-based accountability built into every lesson task.
More at K-12 Teachers: Building Comprehension in the Common Core4Classroom snapshot: You would seein supporting students in analyzing the structure of informational texts (Standard 5), we might see lists of words that function as transition or signal words for particular text structures; advance organizers tailored to the structure of the specific informational text; note-taking organizers for students to use as they read; and prompt sheets that focus students attention and ask them to reflect on the function of particular sentences or paragraphs after reading the text.
4Teachers modeling generic as well as discipline-specific comprehension strategies;Teachers modeling discipline-specific reasoning by thinking out loud;Students expressing opinions with explained positions and reasoning;Students and teachers using content-specific vocabulary during text-based discussions; andStudents and teachers summarizing a discussion when it closes.
More at K-12 Teachers: Building Comprehension in the Common Core
5Classroom snapshot: You would hearExplain that this is a sampling of the classroom snapshot depicting what a visitor would hear in a classroom teaching informational text.For instance, the facilitator might say,Here is a sampling of what the classroom visitor might hear. Note the important role that teacher modeling thinking out loud plays in reading instruction. For instance, we might hear the teacher modeling how to summarize a piece of informational text (Standard 2), or modeling reasoning used to evaluate the specific claims in an argument (Standard 8).
5Purposeful Planning is the Key to Effective Instruction!
This form is a lesson planning and observation tool.
Planning with this approachconsistently will place the teacher in the applying phase of the Alabama Quality Teaching Standards(AQTS) continuum.
NEED COPIES OF THIS FORM IN THEIR HANDS!!!!
This tool was developed with several purposes in mind.It combines the languages of AMSTI, ARI, and Makes Sense Strategies.It is designed to assist teachers in planning content lessons.It is also designed to double as an observation tool for administrators and coaches. The questions at the bottom are meant to spark coaching/feedback conversations while keeping the focus on OBJECTIVE data collected during the lesson.
Lets take a closer look at each part of the tool.The top matter FIRST requires the teacher to focus on one or more COS standards, and THEN state the standard in daily student friendly outcomes.The first column helps the teacher think through how to pace the lesson. Implementing a distinct before, during, and after strategy is NOT the primary purpose of this column. Rather, the purpose is to help teachers ensure they 1) ORIENT STUDENTS TO THE CONTENT OF THE DAY, 2) ALLOW STUDENTS TO BE PURPOSEFUL AND ACTIVE WHILE ENGAGING WITH CONTENT, and 3) BRING THE LESSON TO A CLOSE SO IT DOES NOT GET CUT OFF BY THE BELL. It is important to note that assessment occurs throughout the lesson NOT only at the end. We will talk about this more in a moment.The second column is the engagement column. This is where the teacher purposefully plans to engage 100% of the students OVER THE COURSE OF THE LESSON via reading, writing, talking, listening, and investigating. This is where Ability to Apply Learning from the 2020 plan comes to life in each daily lesson.The third column is the assessment column. The purpose of this column is to help teachers focus on daily formative assessment. The assessments used in each phase of the lesson may be very subtle, but they are very powerful forces in the overall make up of the lesson. In some phases, teachers may simply listen to conversations or observe students working, and in other phases they may generate a student product. Both cases help teachers plan for subsequent instruction OR make immediate clarifications or adjustments when needed. The bottom matter is intended for individual teacher reflection and coaching and feedback from peers or administrators. The questions are designed to objectively assess the STUDENT LEARNING based on the evidence generated from the learning.
What standard am I teaching?What are my daily measurable objectives for this standard?What strategies will help me focus and pace my lesson appropriately?What strategies will require ALL (100%) of my students to engage in content through reading, writing, talking, listening, and investigating?What actions will I take to assess throughout the lesson?
Consider ThisThough we just showed you a form, THE FORMAT DOESNT MATTER!!! You may have a lesson planning template that you love or one that has been adopted and required by your school or district. The main things to consider about lesson planning are these questions. See how they apply to the form you currently use. 7Teaching the Curriculum StandardsCourse: 10th Social Studies Date:
COS Standard(s):10.3 Trace the chronology of events leading to the American Revolution, including the signing of the Declaration of Independence. 10.3.3 Summarizing major ideas of the Declaration of Independence, including theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau
Lesson Objectives With Daily Student Outcomes: Connect the Declaration of Independence with the American IdentityAdd social studies video lesson to plan in next few slides.8Lesson Phases:Before Strategy/Engage_Break up letter; journal entry______________________Activate prior knowledge; build background knowledge; generate essential questions; make predictions; discuss essential vocabulary; establish purpose for lesson;
Other ___________________Pacing and PurposeTime is our most valuable resource in learning for several reasons. We certainly want to maximize every minute of our instructional time, and in doing so, we also create a classroom that is well managed. Students respond well to structure, and they like to know the reasons behind what we ask them to do. This lesson format is designed to help teachers pace lessons so that the daily learning outcomes are met, and procedures and routines are in place resulting in few discipline problems or disturbances. From this lesson plan, the teacher draws the daily agenda and MAKES IT VISIBLE for the students AT ALL TIMES! In preparing students for college and careers, it is critical that they learn how to function with a to do list and timelines. Therefore, this format divides daily lessons into three phases. The Before/Engage phase sets the stage for the learning. This phase of the lesson should be brief, tied to the daily outcome, and include a way for the teacher to assess the current level of knowledge. 9Student EngagementStudents listen as teacher reads break up letterStudents write journal entry and share with partner-What do you know about Declaration of Independence?
Read, Write, Talk, Listen, and Investigate (100% of students) 100% Student EngagementYES! This does mean actively engaging EVERY student in the class. Every phase of the lesson must allow students to be actively engaged with the content and/or their peers. This can only be accomplished through purposeful planning. Teachers should choose strategies based on the degree to which they promote student engagement. Engagement CANNOT be confused with entertainment!!! Students may be quietly engaged reading, writing, or probing deeply into questions. The level of student engagement is evident through observation (talking & listening), and analysis of student work samples. 10Assess/EvaluateTeachers listen as students share journal entries and make anecdotal notes as needed.DAILY Formative Assessment Data
When we hear the term formative assessment, we often think of common assessments, end of week, or end of unit tests. Lets make a shift and think of formative assessment as the