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OCOEE MIDDLE SCHOOL RTTT – September 5, 2012

OCOEE MIDDLE SCHOOL RTTT – September 5, 2012. Common Core State Standards Tennessee one of 46 states Full implementation 2014-2015 THIS YEAR– 2012-2013 requirements: Partial implementation Math ELA Pilot Literacy in ALL areas. Key Instructional Shifts… Common Core Standards.

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OCOEE MIDDLE SCHOOL RTTT – September 5, 2012

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  1. OCOEE MIDDLE SCHOOLRTTT – September 5, 2012 Common Core State Standards Tennessee one of 46 states Full implementation 2014-2015 THIS YEAR– 2012-2013 requirements: Partial implementation Math ELA Pilot Literacy in ALL areas

  2. Key Instructional Shifts…Common Core Standards • 1-Building knowledge through content-rich nonfiction. • 2- Reading, writing, and speaking grounded in evidence from text—both literary & informational. • 3- Regular practice with complex text and its academic language. These Instructional Shifts can be carried out in ALL classes/disciplines.

  3. ELA Strands:Reading, Writing, Speaking & Listening, Language • Social Studies & Science & Technical Subjects: Same Anchor Standards in BOTH Reading & Writing Reading = Key Ideas & Details, Craft & Structure, Integration of Knowledge & Ideas, Range of Reading & Level of Text Complexity. Grades 6-8: 45% = Literary fiction / 55% Informational Text Nonfiction

  4. Writing = Text Types & Purposes, Production & Distribution of Writing, Research to Build & Present Knowledge, Range of Writing • Writing both Arguments & Informative/Explanatory texts. • Conducting Research - short & sustained projects. • Write Routinely over both short time frames & extended time frames.

  5. Pilot VIDEO: SHIFT 2: 6-12 Building Knowledge in the Disciplines • This is an 8 minute video which features a discussion between NYS Commissioner of Education John B. King Jr., David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund) addressing Shift 2 – 6-12: Building Knowledge in the Disciplines. By unpacking Shift 2, the discussion addresses the role of the content area teachers in secondary contexts as well as the benefits of giving literary non-fiction the time it deserves in the secondary ELA classroom. After watching this video, educators might ask themselves: What is Shift 2? What does it demand? What are the implications for our school/ department/ district as we implement Shift 2? What will this mean we have to change about our practice? What challenges will we face as we make this shift? A worksheet to accompany this video is available. http://engageny.org/resource/common-core-in-ela-literacy-shift-2-6-12-building-knowledge-in-the-disciplines/

  6. Handout: Shift 2: 6-12 Building Knowledge in the Disciplines With your ‘elbow partners’ discuss & write your answers to the questions. • 1-What is Shift 2? • 2-What does the Shift demand of students? • 3-What does the Shift demand of me? Of my colleagues? • 4-What are the implications for our school / department / district as we implement Shift 2? • 5- What challenges will we face as we make this shift? • 6- What task(s) could I create that would engage students’ excitement in reading non-fiction texts? • 7- How will we know this shift is successfully occurring in our classrooms? SHARE ANSWERS:

  7. Three Tiers of Words… • Tier 1 words– Everyday speech usually learned in the early grades, not considered a challenge to the average native speaker. • Tier 2 words – Refer to as general academic words. Appear in all sorts of texts.(e.g. calibrate, itemize, misfortune, dignified) Tier two words often represent subtle or precise ways to say relatively simple things-saunter for walk. *12 Powerful Words. • Tier 3 words – Refer to Domain specific words—specific to a domain or field of study. Close ties to content knowledge, more common in Info Text. Recognized as ‘new & hard’ words for most readers. Often explicitly defined by author, repeatedly used, and heavily scaffolded (glossary).

  8. Pilot VIDEO: SHIFT 6: Academic Vocabulary • This is a 6 minute video which features a discussion between NYS Commissioner of Education John B. King Jr., David Coleman (contributing author to the Common Core) and Kate Gerson (a Sr. Fellow with the Regents Research Fund) addressing Shift 6 –Academic Vocabulary. By unpacking Shift 6, the discussion addresses the “tiers” of vocabulary (see Isabel Beck’s work, for example) and the choices teachers need to make regarding the explicit teaching of “academic” vocabulary. After watching this video, educators might ask themselves: What is shift 6? What will this mean we have to change about our practice? What challenges will we face as we make this shift? Participants might also select a page (or even a paragraph) of text and explore the vocabulary within it. How many vocabulary words are there in the selection? How many of these words can be seen as useful “tools” which students will confront frequently as they read at this grade level? Which words are worth investing in? What would it look like to create three columns of words – ignore, target, and infer? What is the impact, for the author, of including the words in which you are choosing to invest? What task could you create that would get students writing using those words? A worksheet to accompany this video is available. http://engageny.org/resource/common-core-in-ela-literacy-shift-6-academic-vocabulary/

  9. Handout: Shift 6: Academic Vocabulary With your ‘elbow partners’ discuss & write your answers to the questions. • 1-What is Shift 6? • 2-What does the Shift demand of students? • 3-What does the Shift demand of me? Of my colleagues? • 4-What are the implications for our school / department / district as we implement Shift 6? • 5- What challenges will we face as we make this shift? • 6- What task(s) could I create that would help students learn academic vocabulary words while reading? • 7- How will we know this shift is successfully occurring in our classrooms? SHARE ANSWERS:

  10. COMMON CORE STATE STANDARDS…. • Support is required by ALL for the Literacy components—Reading, Writing, Speaking & Listening-- insisting on ‘deeper thinking’ skills. • Read – Informational Text—citing evidence • Write – Routinely—Argument & Informative / Explanatory • Require Research – School-wide plan &/or grade level plans put into place “Coming together is a beginning. Keeping together is progress. Working together is success.”

  11. Remainder of the day… Four Department meetings: • ELA – C.Morrow’s classroom Plus RelArts:Johnson, McCluskey, Calfee, Keller, Williams, Frazier, Smith, & Guidance-Stansberry & Wilson. • Math – K.Bagley’s classroom Plus RelArts: Duncan, Gallaher, Burroughs, McPherson, Tapke, Spencer, Sausville, Brown, & Guidance- German. • Science – N. Carver’s classroom • Social Studies – S. Green’s classroom • Special Services – *Attend dept. with which you work closely. Be sure you have signed in & please return RTTT Evaluation before you leave today. Thanks! Have a great day!

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