putting it together ncte november 2013
DESCRIPTION
Glen Ellyn District 41 presentation NCTE Boston November 2013TRANSCRIPT
Putting It Together A Modular Approach to the
Common Core NCTE November 2013
presented by Kim Barrett, Janis Pfister, Stacey
Stout, Stacy Slater and Kayla Wheeler
Glen Ellyn District 41 Ignite passion. Inspire excellence. Imagine possibilities.
Glen Ellyn, Illinois (Western Chicago Suburb)
High academic achievement (top 6% in state)
Strong sense of community
Active family involvement
3,600 children Pre K- 8
4 elementary schools
1 middle school
Average class size 23.5
About District 41 Ethnicities
White 68.2%
Hispanic 13.2%
Asian 10.8%
Black 4.1%
Mixed 3.5%
About District 41 Special Populations
Low Income 22%
Limited English 12.9%
IEP 11.5%
Homeless 1.3%
Who Are We?
★Literacy Coach - Janis Pfister
○ 5 years in self-contained LD/BD classroom
○ 11 years coaching
○ Works with diverse populations of students and teachers
○ Instructed in both OH and IL
★Literacy Coach - Stacy Slater
○ 4 years in middle school
○ 8 years coaching
○ 15 years in public relations and media
Who Are We?
★Literacy Coach - Stacey Stout
○ 4 years in elementary and middle-school
○ 8 years coaching
○ Works with diverse populations of students and teachers
○ Instructed in both IL and AZ
★Literacy Coach - Kayla Wheeler
○ 11 years in elementary and middle school
○ 6 years coaching
○ Wrote ESL literacy curriculum for ESL levels 1, 2, and 3 based on the
Common Core modules
Goals for Today
❖Share our reinvention process
❖Deconstruct a CCSS standard
❖Analyze resulting learning steps
❖Apply the PARCC modular template
❖Evaluate efficacy of our adaptations
❖Understand how Problem-Based Learning unites CCSS standards and authentic purpose
❖Share our vision for further integration
Our Foundation
Balanced literacy
Workshop model
Authentic texts
Units of study approach to writing
Reading/writing mirror each other
Literacy coaching model
Teacher resources
Professional development
Our Gurus
Katie Wood Ray
Lester Laminack
Jeff Anderson
Irene Fountas & Gay Su Pinnell
Lucy Calkins
Stephanie Harvey
Matt Glover
Cris Tovani
Frankie Sibberson
The Big Three Ideas of a PLC
Focus on Learning Do you believe all students can learn at high levels?
Do you accept responsibility to ensure that all students learn?
Build a Collaborative Culture What do we expect students to learn?
How will we know when they learn it?
How will we respond when they don’t?
How will we respond when they already know it?
Focus on Results Which students mastered specific essential standards?
Which instructional practices worked?
What Our PLCs Look Like Today
❖Meeting schedule
3 times per week
30 minutes before school
Grade-level team
Specialists and support staff rotate among teams
❖ All teachers are a part of the meetings (PE, ENL, resource, art, music, administration, etc…)
Overarching Learning Goals Critical thinking. Communication. Collaboration. Creativity.
To encourage and nurture life long learners and readers
To cultivate enthusiasm and a sense of wonder
To engage students in purposeful and authentic work
To develop the habits of mind that will allow children to thrive in a changing and global society
Workshop Approach: The
Learning Structure
Modules: The Learning
Resources Common Core ELA
Standards: The Learning Targets
Understanding the Common Core
College and Career Readiness (CCR) standards apply to all students K-12
From the CCR, the authors, working backwards, created a developmental continuum of discrete skills
Common Core State Standards
Began work in June 2010
Deconstructed the CCSS
Wrote operational definitions
Created standards-based report cards
Created learning steps
Deconstructing the Standards
Nouns product
Verbs
process
Adjectives
assessment boundaries
Bloom’s Taxonomy Revised
Bloom’s Taxonomy Revised
Old version New version
K 1 2 3 4 5 6 With
prompting
and
support,
ask and
answer
questions
about key
details in a
text.
Ask and
answer
questions
about key
details in
a text.
Ask and
answer
questions
such as who,
what, where,
when, why,
and how to
demonstrate
understand-
ing of key
details in a
text.
Ask and
answer
questions to
demonstrate
understanding
of a text,
referring
explicitly to
the text as the
basis for the
answers.
Refer to
details and
examples in
a text when
explaining
what the
text says
explicitly
and when
drawing
inferences
from the
text.
Quote
accurately
from a text
when
explaining
what the
text says
explicitly
and when
drawing
inferences
from the
text.
Cite
textual
evidence
to support
analysis of
what the
text says
explicitly
as well as
inferences
drawn
from the
text.
CCR Anchor Standard 1 for Reading Informational Text: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Learning Steps
Prior knowledge
Prerequisite skills
Vocabulary
Differentiation
Resources
Assessment
Learning Steps Reading
Literature
Standard 2 (4th grade)
Requisite Skills Academic
Vocabulary
Resources Assessment
Determine a
theme of a
story, drama,
or poem from
details in the
text;
summarize the
text.
Summarize:
*Identify key elements of
story: character, problem,
resolution
*Retell story, grouping related
ideas in order to summarize
Determine:
*Identify overarching idea (i.e.
friendship)
*Recall themes from literature
(i.e. Never give up)
*Interpret how character
responds to challenges
through thoughts, actions, and
dialogue in order to determine
theme
Details
Examples
Explicit
Inference
Text
Background
knowledge
Theme
Summarize
Drama
Character
Problem
Resolution
Overarching idea
*Comprehension
Toolkit
*Bookshop Read-
Alouds
*Interactive Read-
Alouds (pp. 47-50)
*Next Step in
Guided Reading
*Mentor Texts
*Fourth Grade
Readers (p. 57)
*Individual
conference
*Guided
reading
*Quick writes
*Journal
*Reading
response
Your Turn
Standard R I 4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem / solution) of events, ideas, concepts, or information in a text or part of a text.
Deconstruct Standard R I 4.5 Write learning steps
PARCC Framework
A
B
C
D
Literacy Modules Support the reading/writing workshops
Provide general scope and sequence for approaching CCSS
Identify CCSS to highlight during instruction
Identify social studies themes for classroom exploration
Provide appropriate texts aligned to social studies themes and concepts
Increase the quantity and quality of research
Provide formative and summative assessments to guide instruction
Essential Questions
Module A
Module B
Module C
Module D
Level 2
How can we improve
our community?
Informational:
Opinion/Persuasive
Letter
Narrative:
Launch
What does it mean
to be a citizen in a
democracy?
Informational :
Biographical Sketch
Narrative:
Poetry
How does our
economy connect us
with the world?
Informational :
List Articles
Narrative:
Graphic Narratives
How do people
around the world
live?
Informational :
Interest Magazines
Narrative:
Short Stories of
Realistic Fiction
Level 3
What was the
relationship between
exploration and
encounters in the
New World?
Informational:
Q & A Books
Narrative:
Launch
How did early
colonial life shape
America?
Informational:
Argument Essay
Narrative:
Poetry
Was the American
Revolution
inevitable?
Informational:
Biography/Essay
Narrative:
Historical Fiction
How did the
colonies become a
nation?
Informational:
Essay/Biography
Narrative:
Fantasy
The Module Documents
Planning
• Unit of Study: Graphic Stories • Primary goals: Writing habits----Editing/Revision---Crafting techniques • Secondary Goals • Projection of Possible Mini lesson topics • Immersion –teacher-led • Immersion- share out • Idea- choosing a story to tell • Text- fonts/ size for different purposes • Gutters – showing the passage of time • Organizing panels • Ways to use of color • Ways that graphic novelists demonstrate dialogue • Ways that graphic novelists demonstrate thinking • Ways that graphic novelists demonstrate action • How to draw something when you don’t know how • Using captions to narrate
Planning Templates Week Standard Reading Writing Grammar/
Vocabulary
2/04
RL. 3.5Refer to parts of stories,
dramas, and poems when
speaking about text; describe
how successive parts builds on
earlier sections
RL. 3.3Describe the characters
in the story and explain how
their actions contribute to the
sequence of events
W.3.3: Write narratives to
develop real or imagined
experiences or events using
effective technique, descriptive
details, and clear event
sequences
W.3.4: With guidance and
support from, produce writing in
which the development and
organization are appropriate to
task and purpose
W.3.10: Write routinely over
extended and short time frames
for a range of tasks, purposes,
and audiences
Understanding how to read graphic novels
Anchor (kick-off)Mini-lessons
Introducing graphic novel format
(differences between graphic novels
and book formats)
Anchor charts/mini-lessons*:
How to read a graphic novel
(conventions of graphic novel)
Infer character traits
Understanding vocabulary (page
174)
Reader’s Notebook/ Journal
Giving graphic novels a try
LLC tie-in: Exposure to graphic novels in
all genres
Unit of Study: Graphic Novels
Immersion –
Highlight features in Blackout
Provide books for student
immersion
Texts:
Anchor charts/mini-lessons**:
Noticings (divide noticings into
ideas, voice, organization,
sentence fluency, word choice)
Students share out to create
chart
Ways graphic novels
demonstrate dialogue, thinking,
action
Other features of graphic novels
–connect with reading anchor
chart
Vocabulary for graphic
novels:
panel
font
gutter
captions
Shift to standards based reporting (2009)
Ken O’Connor - How to Grade for Learning
Developed operational definitions (standards) and performance levels (A, M, P, NM)
Incorporated (wherever possible) soon-to-be released Common Core Standards
Aligned some literacy instruction to CCSS (2009)
Revised existing work; completed further work (2010)
Module A/Unit 2 At-A-Glance READING ESSENTIALS CONCEPTS TO TEACH
READING
Comprehend
Informational
Text Standards 1,
2, 3, 4, 5, 6, 10,
Research
Standards 7, 8, 9
Nonfiction Reading: Using Text Structures to Comprehend Expository, Narrative, and Hybrid Nonfiction
Reading strategies Determining
importance Synthesizing Characteristics of Expository Nonfiction Narrative Nonfiction Hybrid Nonfiction Text evidence Reading to learn
Determine purpose for reading Gather information from factual texts and use
strategies to remember it Notice and remember significant information
from illustrations and graphics Compose information in summary form from
multiple expository nonfiction texts to address a specific topic
Make connections among informational texts, historical fiction, content area study, and prior knowledge to assist comprehension
WRITING
Writes to
Communicate
Standards 2 and
10
Informational
Writing:
Nonfiction
(Exploration and
Discovery)
Writing to inform/teach readers Immerse in mentor texts to plan, emulate, and try on - published authors’ styles Entice readers to learn about a topic
Informational text structures Topic selection
Narrowed focus; focus on an angle
Analyze mentor texts for ways to recognize technique, bias, craft voice, anecdotes, analogies, vignettes
Grow topics in notebook
Choose a topic of substance, personal interest, importance, expertise
Activate prior knowledge and build knowledge through additional reading
Draft sections using text features: table of contents, boxes of facts set off from the text, diagrams, charts, glossary, and/or appendix to provide information to the reader
Incorporate listening and speaking, grammar and vocabulary standards in all phases of the unit.
I
N
F
O
R
M
A
T
I
V
E
ESL 1 ESL 2 ESL 3
Unit 1 = Emigration
Essential question: Why do people leave their country?
Summative = Personal Picture Books
Unit 1 = Traits of Good Citizens
Essential Question: What kinds
of things do “good” citizens do? Summative = Character study
using a compare and contrast of 2 historical figures.
6th
7th
8th
•What can we learn from the past? (artifacts)
•Whose story is it? (winners and losers/bias)
•Whom do we believe and why? (primary sources)
N
A
R
R
A
T
I
V
E
Unit 2 = Immigration
Essential question: Why do people come to the United States
Summative = Atlas and The Place of My Favorite Memory
Unit 2 = Responsibilities and Rules of Citizenship Essential Question: What are
the roles and responsibilities of citizens in a democratic society?
Summative =Narrative paragraph on “A Time I Broke the Rules.”
6th
7th
8th
•What makes places unique and different?
•How does where I live influence how I live?
•How and why do globes and maps change?
A
R
G
U
M
E
N
T
Unit 3 = Symbols of America Essential question: What are the
significant symbols of America? Summative = This symbol
reflects America better than any other symbol because…
Unit 3 = Freedom
Essential question: What does it mean to be free?
Summative= Using Web 2.0 Technology, create a timeline of the significant protests in American History.
6th
7th
8th
•Why do we have rules and laws? What would happen if we didn’t? •What are inalienable rights?
•Should downloading music be restricted or regulated? By whom?
Your Turn
• Please choose a piece of student work • Can you find evidence of the module work in
this student sample?
Integrating Problem-Based Learning
Third year of experimentation
Summer training (MindQuest 21)
Summer in-house training
Third-grade push-in
What’s In a Name?
The True Cost of Owning a Pet
Scope ranges from classroom to community
Public Service Campaign
Glogster Online Posters
Brochures Power Point Presentations
How Can We Improve Our Community?
Level 2 Module A
Essential question
Informational writing
Opinion/persuasive
Non-traditional research
Interviews, surveys, local sources
Big Ideas on Community
Helping Those in Need Helping the Environment Promoting Positive
Change
Donate food, clothes, toys,
books
Book drive
Toy drive
Food pantry
Shelters
Homeless animals
Recycling
Beautification
Clean up/pick up trash
Tree planting
Community garden
Walking club
Bike day
Promoting literacy
Craft projects
Bullying
Including others
Good exercise
Running errands for people
who need help
Book clubs
Buddy helpers
Welcome club
How Can We Improve Our Community?
http://www.youtube.com/watch?v=mUetOwvg-uU
Dear Community,
I want more fruit and vegetable
on my lunch tray. First of all,
fruit and vegetables are very
good for you…
Fruit and vegetables give
energy so the students will
learn better. You will probably
get the career you want
because you are smarter.
I think our village should help all the
kids, men and women who are
starving of hunger! I bet you did not
know that 7,615,360 people die every
year of hunger! 33% of the world
population is considered to be
STARVING!! One person dies every
3.6 seconds! Can you put out some
boxes in certain places around the
village so people can donate money,
food and clothing? I think you should
put a link on the village website to
donate money to buy food and clothes
to give to Feed My Starving Children.
With so many children dying, this is
why we need to help them!
Dear Community, Imagine a world of people having
nowhere to live. For some people
that’s reality. P.A.D.S. is letting
people that have been homeless
for a year or more know what its
like to live in a house. P.A.D.S is
also giving life skills to homeless.
One of the life skills are computer
skills. When P.A.D.S. find people
on the streets they let them stay at
P.A.D.S. center. This is the reason
me and my group want to make a
clothing/food drive and give the
money to charity.
We should have an Apple store in
Glen Ellyn. First of all having an
Apple store would bring more jobs
to Glen Ellyn. There are people in
Glen Ellyn that need these jobs.
Next an Apple store would bring
many people to Glen Ellyn to
shop. On opening day people
would camp out or even wake up
early just to be first in line! An
Apple store would make Glen
Ellyn popular.
Dear Community,
Moving Forward
Modules
Two-year cycle
Eight modules
First-grade “minis”
Overarching Concepts
CCSS patterns
Inclusive of all disciplines
Problem-Based Learning
For More Information
•Find our slides at NCTE or slideshare.net