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Now youve got it!. Educator Enhancement Academy ELA, Grades 2 Day 2. Ashley Gunnoe Title 1, Wirt County Carrie Cronin 2 nd Grade Teacher , Ritchie County Charles Thomas Academic Coach, Calhoun County. Book Pass. One book per student Many genres Book Pass form - PowerPoint PPT Presentation


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Now youve got it!Educator Enhancement AcademyELA, Grades 2Day 2Ashley Gunnoe Title 1, Wirt CountyCarrie Cronin 2nd Grade Teacher, Ritchie CountyCharles Thomas Academic Coach, Calhoun County

See, Think, Wonder

After doing it many times, you can have the students write questions for the wonder section.

You can have the students work collaboratively to sort the questions. 3Book Pass

One book per studentMany genresBook Pass formTimer1 minute per bookUse for referenceRead at least 10 minutes each day../../Downloads/Book%20Pass.docWe MUSTProvide opportunity for self-selected reading DAILYModel self-selected readingFind reason and purpose to share readingProtect time by avoiding activity while reading (post-its)

Without FailDaily chapter book read-aloud from the 4-5 grade bandRich languageAppendix B, a resource NOT a reading list,AAAAAFwNJhQ~,2UA9EcWU7eM5vUWp0h4s2HYedsNAzJnY&bctid=1886174600

Learning requires:AcquisitionMeaning MakingTransferBegin learning knowledge and skills

Students are given opportunity to actively construct understandings

Using the skills and knowledge to do other things with increased rigorSupport and More Study: UbD in a Nutshell by Jay McTigheRigor and Relevance FrameworkAAcquisitionBApplicationCAssimilationDAdaptationKNOWLEDGE







1CreatingEvaluatingAnalyzingApplyingUnderstandingRemembering APPLICATION MODEL1 2 3 4 5KnowledgeApply indisciplineApply acrossdisciplinesApply toreal worldpredictable situationsApply to real-worldunpredictable situations8Consider: Are you acquiring, meaning making, or transferring?Four Claims of SMARTER Balanced AssessmentStudents can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

Students can produce effective and well-grounded writing for a range of purposes and audiences.

Students can employ effective speaking and listening skills for a range of purposes and audiences.

Students can engage in research/inquiry to investigate topics and to analyze, integrate, and present information.How does what we did in our student sessions align to claims?Summative Assessment

Smarter Balanced assesses nothing in the first two columns. 18Genres of Writing

WV writes will not be used. The 5 step writing process will no longer be used. Teach them to write not only formal text, but emails and text messages. (Text Complexity, Text Dependent Questioning, Text Dependent Writing)Writing will be mostly opinion based (Deleware rubric for writing text based rubrics)New genres of writing on the elementary level = 30% persuasive, 35% to explain, 35% to convey experience.*All writing starts with a focus question, close reading, focus statement in response to the focusing question, listening and speaking skills*Inhale exhale (reading writing) leads to thinking cognitively*Good writing comes from good reading*Write and Think raises cognitive rigor

19Writing Rubrics


Narrative Writing

Tools to Help You Grow Common Core Learning

EBSCO/GrolierLog-in: WESTPassword: VIRGINIA

Additional ResourcesEdmodoEngage NY

Other Books to Consider

Learning requires:AcquisitionMeaning MakingTransferBegin learning knowledge and skills

Students are given opportunity to actively construct understandings

Using the skills and knowledge to do other things with increased rigorSupport and More Study: UbD in a Nutshell by Jay McTigheCollaboration Time!Use your basal, along with Edmodo and EBSCO.Collaborate with your table to find an anchor text and correlating text sets to use in your classroom.If time allows, begin creating text dependent questions to use with your anchor text.Contact InformationAshley-


Carrie- A Snapshot of Cognitive Rigor Matrix for ELAfrom

Smarter Balanced AssessmentRecall & ReproductionBasic Skills & ConceptsStrategic Thinking &


Extended Thinking


**Recall, locate basic facts, definitions, details, events


**Select appropriate words for use when intended meaning is clearly evident**Specify, explain relationships**Summarize

**Identify central ideas**Explain, generalize or connect ideas using supporting evidence (quote, text evidence, example)

**Explain how concepts or ideas specifically relate to other content domains or concepts


**Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

**Use context to identify word meanings**Obtain and interpret information using text features**Use concepts to solve non-routine problems**Devise an approach among many alternatives to research a novel problem


**Identify the kind of information contained in a graphic, table, visual, etc.

**Compare literary elements, facts, terms, events**Analyze format organization and text structures

**Analyze or interpret authors craft (e.g., literary devices, viewpoint, or potential bias) to critique a text**Analyze multiple sources or texts**Analyze complex/abstract themes


**Cite evidence and develop a logical argument for conjectures based on one text or problem

**Evaluate relevancy, accuracy, and completeness of information across texts/sources


**Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept**Generate conjectures or hypotheses based on observations or prior knowledge and experience**Develop a complex model for a given situation**Develop an alternative solution**Synthesize information across multiple sources or texts**Articulate a new voice, alternate theme, new knowledge or perspective

Adapted from SMARTER BalancedChart1303535353530404020

To PersuadeTo ExplainTo Convey Experience

Sheet1To PersuadeTo ExplainTo Convey ExperienceElementary303535Middle353530High404020To resize chart data range, drag lower right corner of range.


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