Collaboration & The Common Core: Day One

1. Collaboration &The Common Core: Day One Whittier City School District Summer 2013

2. Teambuilding • Share one of your best practices or successes from your classroom this past year.

3. Envisioning Our Students • What knowledge, skills, and dispositions do you want your students to have before they graduate?

4. Objectives • Explore the Instructional Shifts for English Language Arts • Plan for instruction using strategies that support the Instructional Shifts • Become familiar with Smarter Balanced Assessment (SBAC) and Webb’s Depth of Knowledge

5. Norms • Respect for all perspectives • Active listening and participation • Maintain a positive outlook and attitude • Proactive problem solving • Assumption of positive intent

6. Shifts in ELA/Literacy

7. Video: ELA Instructional Shifts

8. Jigsaw Reading • Read your assigned shift • You will create one chart to synthesize your group’s understanding. Include: • Key points • Visual representation • Be prepared to present to your colleagues

10. Morning Break

11. Experience the Common Core Standards for Reading Literature

12. Grade Level Reading Literature Standards Power Words Activity • Actively read and think aloud about your grade level reading literature standards with your small group. • Collaboratively create a list of 5 Power Words for your group’s set of standards. • Write your 5 words on a post it. • Present your words to the entire group.

13. Interactive Read-Aloud Let’s Read! Stop and Jot: How does Interactive Read-Aloud serve as an instructional strategy to address the ELA Instructional Shifts?

15. Interactive Read-Aloud

16. Speaking and Listening • Look at your grade level standards. • During Interactive Read Aloud, what Speaking and Listening Standards are addressed?

17. Planning for Interactive Read Aloud Planning Guide

18. EnvisioningMaking a movie in your mind • Use your 5 senses (literal) • I’m hearing...I’m seeing...I’m smelling.....I’m feeling .....I’m tasting..... • Use your 5 senses + (inferential) add on... • ....and this makes me think.... • Use your 5 senses + (theories/ideas about characters) add on.... • ....this makes me think the character is... • Use your 5 senses + Citing evidence add on... • I know this because...For example in the text.... • Asking clarifying questions • I’m wondering..... • Beginning to make conclusions • I’m noticing....

19. Identify Resources Identify Resources

20. Assessment “Smarter Balanced sample items illustrate the rigor and complexity of the English language arts/literacy items and performance tasks students will encounter on the Consortium’s next-generation assessments.”

21. Smarter Balanced Assessment Consortium (SBAC) • 27 states representing 43% of K-12 students • 21 governing, 6 advisory states • 2014-2015 will be the first school year of full implementation of the new assessments.

22. ELA Claims • Reading – Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. • Writing – Students can produce effective and well-grounded writing for a range of purposes and audiences. • Speaking/Listening – Students can employ effective speaking and listening skills for a range of purposes and audiences. • Research and Inquiry – Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information

23. SBAC Item Types • Selected-response • Constructed-response Complex thinking skills, comparison and contrast, cause and effect, patterns, conflicting points of view, categorizing, summarizing, interpreting information • Performance Tasks Each performance task will take place across more than one sitting of 45-60 minutes each and includes reading and writing • Technology-enhanced Requires productive use of technology

24. Webb’s Depth Of Knowledge (D.O.K) • Level One – Recall • Recall of a fact, information, or procedure • Level Two – Skills and Concepts • Use information or conceptual knowledge • Level Three – Strategic Thinking • Reasoning, developing a plan • Level Four – Extended Thinking • Requires an investigation, collection of data and analysis of results

25. Bloom vs. Webb

26. Same Verb – Three Different Levels • DOK 1 - Describe three characteristics of metamorphic rocks. • DOK 2 – Describe the difference between metamorphic and igneous rocks. • DOK 3 – Describe a model you might use to represent the relationship that exists within the rock cycle.

27. D.O.K. is not about difficulty… • Same DOK, Different Level of Difficulty • Level 1 DOK - Who is the current President of the United States? • Level 1 DOK – Who was the 19th President of the United States?

28. D.O.K. is about complexity… The assessment question determines the level of cognitive demand, not the student work.

29. DOK Level 1: 3rd grade ELA Example: This is in reference to a passage “How Laws Are Made”. Read this sentence from Paragraph 1. Which phrase would replace the words “really do some damage” with more specific language? • You could really do some damage if you didn’t know that law and started driving on the wrong side of the road! • A. Drive poorly • B. create confusion • C. injure people • D. get in the way

30. DOK Level 1:4th grade ELA Example • Students read a fable titled, The Fox and the Goat and answer the question that follows. • Why did the Fox tell the Goat to come into the well for water? A. to use the Goat to get out B. to talk to the Goat while stuck C. to play with the Goat in the well D. to share the water with the Goat

31. DOK Level 17th grade ELA Example: This is in reference to reading a nonfiction article What are Hurricanes? • The passage says that hurricanes form over warm ocean water. Which sentence from the text reveals that hurricanes sometimes move across land? • A. That’s faster than a cheetah, the fastest animal on land. • B. Winds from a hurricane can damage buildings and trees. • C. Bands of clouds and rain go far out from a hurricane’s eye wall. • D. Winds that change a lot with height can rip storms apart.

32. DOK Level 1: Recall and Reproduction • Emphasis is on facts and simple recall of previously taught information. • This also means following simple steps, recipes, or directions. • At DOK1, students find the “right answer,” and there is no debating the “correctness,” it’s either right or wrong.

33. Grade 3 ELA (DOK 2) Stimulus Text:Read the paragraph and complete the task that follows it. • Children should choose their own bedtime. There are things to do, and most have homework. Some people need more sleep, but children like talking to friends. The time to go to bed should be children’s decision when they are tired they go to bed earlier. There are activities to go to, so children learn to be responsible. Item Prompt: • Rewrite the paragraph by organizing it correctly and adding ideas that support the opinion that is given.

34. Let’s Practice

35. TRY IT! • Count off by 4 • Get into 3 teams made up of 4 people each • Select a Facilitator to lead the discussion TASK: Answer the SBAC sample question as a team and note: What do students need to know and be able to do to answer this question? What are the implications for teaching? • Select a Scribe to write your answer to the sample SBAC question and the question above. • Select a Reporter to explain the answer to the 2 questions that were part of the TASK

36. DOK Level 2:5th grade ELA Example • Students read a poem titled, The Golden Keys and answer the prompt that follows. • The central theme of the poem is that manners are important. Write a paragraph explaining the key points that support this theme. Use details from the poem to support your response.

37. DOK Level 2ELA 8th grade Example: Students will read an excerpt from White Fang by Jack London and select the sentence that most clearly supports an inference made about the feelings of one of the main characters in the text. Which sentence from the passage BEST supports the idea that White Fang felt a sense of relief. A. The log cabins he had known were replaced by towering buildings B. The car had been to him no more than a room in a house, and when he had entered it the city had been all around him. C. As never before, he felt his dependence on the master, close at whose heels he followed, no matter what happened never losing sight of him. D. Before him was smiling country, streaming with sunshine, lazy with quietude.

38. DOK Level 2:Skills/Concepts • Requires comparison of two or more concepts, finding similarities and differences, applying factual learning at the basic level. • Main ideas – requires deeper knowledge than just the definition. Students must explain “how” or “why” and often estimate or interpret to respond.

39. Debrief • How do the instructional strategies support student success on the SBAC assessment?

40. Debrief • How do the sample items connect with what we have learned today? • What are the implications for instruction?

41. Review Objectives • Explore the Instructional Shifts for English Language Arts • Plan for instruction using strategies that support the Instructional Shifts • Become familiar with Smarter Balanced Assessment (SBAC) and Webb’s Depth of Knowledge

42. Reflection 3-2-1 • 3 New Ideas for Student Learning • 2 Connections to Current Practice • 1 Question I Still Have