Beyond the What to the how and Why

1. Beyond the What to the how and Why Darlington County In-service Presented by Josie Stratton

3. Agenda Welcome Admit Slip Read Aloud Overview of Standards Review Bloom’s Taxonomy What It All Looks Like In An Actual Classroom In The Real World

4. ADMIT SLIP Name: ___________ How do you handle standards in your classroom? I design my units of study…

19. Key Terms • Academic Standards • Statements of the most important and consensually determined expectations for student learning in a particular discipline

20. Key Terms • Indicators • The main verb in each indicator which specifies the cognitive processes described in the revised Bloom’s taxonomy • Use of the taxonomy will allow teachers to identify the kind of knowledge addressed by an indicator and enable them to teach content more effectively.

21. ELA Academic Standards There is no hierarchy in the order of the standards or indicators. All standards should be integrated throughout classroom instruction. Teachers must be familiar with the previous and future grade- level standards.

22. Grade-Level Overviews Each standard is introduced by an overview of that grade level or course.

23. Standards and Indicators There are six standards for each grade level or course supported by indicators for each standard.

24. Standards Overview Standard 1—Reading Literary Text Standard 2—Reading Informational Text Standard 3—Word Study Standard 4—Writing Process Standard 5—Writing Forms Standard 6—Research/ Oral Communication

25. Standard 1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

26. Standard 2 The student will read and comprehend a variety of informational texts in print and non-print formats.

27. Literary and Informational Text Types Students in grade three read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, picture books, folktales, legends, fables, tall tales, myths, and fantasy. In the category of literary nonfiction, they read personal essays, autobiographical and biographical sketches, and speeches. In the category of poetry,they read narrative poems, lyrical poems, humorous poems, and free verse. Listed below standards 1 and 2 Reflect what students may be asked to read on the National Assessment of Educational Progress (NAEP) Not intended to be an exhaustive list but a guide for teachers in the selection of a variety of texts

28. Standard 3 (K-1) The student will learn to read by applying appropriate skills and strategies. (Grades 2-8 and E1-E4) The student will use word analysis and vocabulary strategies to read fluently.

29. Standard 4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

30. Standard 5 The student will write for a variety of purposes and audiences.

31. Standard 6 The student will access and use information from a variety of sources.

32. First number indicates grade level Second number indicates standard number Clarifying Statement Indicator Number Indicators are the instructional objectives that support the standard. 32

33. Terminology The term including appears in parenthetical statements in indicators to introduce a list of specifics that are intended to focus teaching. The components specified in the parenthetical including statements MUST BE taught.

34. Revised Bloom’s Taxonomy It is imperative that teachers understand the thinking behind the terminology used to introduce an indicator in order to teach it effectively. Example: 5-4.2 Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing. 7-3.2 Analyze the meaning of words by using a knowledge of Greek and Latin roots and affixes.

35. Analyzing Standards and Indicators • What TEXT types are specified? (GENRES) • What PROCESSES are specified? (VERBS) • What PERFORMANCES are specified? (What will the student DO?)

36. Texts Specified

37. The new terms are defined as: • Remembering: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. • Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. • Applying: Carrying out or using a procedure through executing, or implementing. • Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. • Evaluating: Making judgments based on criteria and standards through checking and critiquing. • Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. (Anderson & Krathwohl, 2001, pp. 67-68)

38. Processes Specified Bloom’s Verbs • Analyze • Differentiate • Interpret • Distinguish • Organize • Clarify • Design • Compare/Contrast • Summarize • Use • Evaluate • Predict • Identify • Infer • Understand • Create • Select • Explain

40. Meta-Cognitive Knowledge Students achieve this level of knowledge when they internalize objectives and apply them beyond themselves to the world in which they live. Students may not achieve this level with every objective. When students do achieve this level of knowledge, they may combine several objectives.

41. Performances Specified • Read independently for pleasure • Predict events • Follow multi-step directions • Understand the characteristics of genre • Create responses to text

42. Cognitive Process There should be a progression of verbs in meeting the objective. The lesson should begin with Factual Knowledge, progress to Conceptual Knowledge, build up to Procedural Knowledge, and finally culminate with Meta-Cognitive Knowledge. So, if the indicator’s verb is “analyze,” the verb used in Before Reading should be “order,” the verb in During Reading should be “explain,” and the verb in After Reading should be “differentiate.”

43. Examples Most of the verbs in instruction were on the Remembering and Understanding levels, while most of the verbs in the indicators were on the Analyzing and Evaluating levels. For instance, the verb in the indicator was “analyze,” but students were to “collect.”

44. Essential Question This should be the Objective in student-friendly terms. It is a way for students to self-assess themselves. They should constantly keep the question in mind and ask themselves “Am I gathering information to answer this?” And then at the end of class, they should ask themselves, “Can I answer the Essential Question?” Beyond this, it is a way for students to review for formal classroom assessments. It is not a yes-or-no question.

45. Objective The level of the verb in the objective should match the level of the verb in the indicator. The objective simply restates the indicator in more specific terms. All instruction should be based on students meeting the objective.

46. Example The indicator and objective were about one thing and instruction and learning focused on something else. Indicators were about interpreting figurative language, interpreting author’s craft, and using context clues. Instruction and learning focused on point of view, tone, theme, and 20 key words.

47. Key Vocabulary These are words students need in order to master the indicator and meet the objective; these are not content vocabulary words.

48. Assessment This should take place every day. It can be formal or informal, but it should always be used to guide instruction. Level of assessment should match the level of the indicator.

49. Example Students were given comprehension quizzes on the Remembering level, but the indicator was on the analyzing level. Instruction and learning focused on foreshadowing, but students were assessed on characterization.

50. Closure This is a review for the student. Should be used by the teacher to monitor understanding. Should not be another activity.