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Preparing for Instructional Units that Meet the CCSS: An Integrated Model of Literacy

Preparing for Instructional Units that Meet the CCSS: An Integrated Model of Literacy. Training Modules Brought to you by the Idaho State Department of Education and Rachel Bear, Jess Westhoff, Ramey Uriarte, Paula Uriarte, and Chris Butts, Boise State Writing Project Teacher Consultants.

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Preparing for Instructional Units that Meet the CCSS: An Integrated Model of Literacy

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  1. Preparing for Instructional Units that Meet the CCSS:An Integrated Model of Literacy Training Modules Brought to you by the Idaho State Department of Education and Rachel Bear, Jess Westhoff, Ramey Uriarte, Paula Uriarte, and Chris Butts, Boise State Writing Project Teacher Consultants

  2. WritingAnchor Standards 1. … 10. ReadingAnchor Standards 1. … 10. LanguageAnchor Standards 1. … 6. Speaking and ListeningAnchor Standards 1. … 6. Standards for Mathematical Practice 1. … 8. Document Organization “The K-12 grade specific standards define end-of-year expectations and a cumulative progression…” from grade level to grade level (4). • “A particular standard was included in the document only when the best available evidence indicated that its mastery was essential for college and career readiness in a twenty-first-century, globally competitive society” (3). Boise State Writing Project Common Core Team

  3. Understanding Grade-Level Standards • Reading Anchor Standard #2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Boise State Writing Project Common Core Team

  4. Anchor Standard #2: Applied Across Grade Level and Content Area R.S.9-10.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary Of the source distinct from prior knowledge or opinions. 9-10: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 7: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of a text. 2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. K: With prompting and support, identify the main topic and retell key details of a text. R.S.6-8.2: Determine the central ideas or conclusions Of a text; provide an accurate summary of the text Distinct from prior knowledge or experiences. 6: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. . 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 1:Identify the main topic and retell key details of a text. 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of a text. 3: Determine the main idea of a text; recount the key details and explain how they support the main idea. 5: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. R.S.11-12.2: Determine the central ideas or conclusions of a text; summarize the complex concepts, processes or information presented in a text by paraphrasing them in simpler but accurate terms. R.H.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. R.H.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. Created by Cecilia Pattee, BSWP CCSS Leadership Team

  5. K: With prompting and support, identify the main topic and retell key details of a text. 1: Identify the main topic and retell key details of a text. 2: Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 11-12: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of a text. 3: Determine the main idea of a text; recount the key details and explain how they support the main idea. 9-10: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 4: Determine the main idea of a text and explain how it is supported by key details; summarize the text. 5: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. 8: Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of a text. 6: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 7: Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. Boise State Writing Project Common Core Team

  6. Understanding “Coding”of the Grade-Specific Standards • English Language Arts: RI.9-10.1=Reading Informational.grades 9-10.standard #1 RL.6.2=Reading Literature.grade 6.standard #2 W.11-12.9=Writing.grades 11-12.standard #9 SL.7.6=Speaking and Listening.grade 7.standard #6 L.8.4=Language.grade 8.standard #4 • History/Social Studies: • R.H.6-8.1=Reading.History/Social Studies.grades 6-8.standard #1 • W.H.9-10.10= • SL.11-12.4= • Science/Technical Subjects: • R.S.9-10.2=Reading.Science/Technical Subjects.grades 9-10.standard #2 • W.S.6-8.3= • SL.9-10.5= Boise State Writing Project Common Core Team

  7. From the Introduction to the Common Core State Standards • A Key Design Consideration: An Integrated Model of Literacy: • “Although the standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected through this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research.” Boise State Writing Project Common Core Team

  8. Planning a Unit Step One: Articulating Goals • “Though considerations about what to teach and how to teach it may dominate our thinking as a matter of habit, the challenge is to focus first on the desired learnings from which appropriate teaching will logically follow. . .Our lessons, units and courses should be logically inferred from the results sought, not the methods, books, and activities with which we are most comfortable.” • (Wiggins & McTighe, 2005) Boise State Writing Project Common Core Team

  9. From Understanding by Design by Wiggins and McTighe Boise State Writing Project Common Core Team

  10. Think-Pair-Share • What is your “go-to” Entry Point for Unit Planning? • Established goals or content standards • An important topic or content • An important skill or process • A significant test • A key text or resource • A favorite activity or familiar unit Boise State Writing Project Common Core Team

  11. Standards Grouping Activity • Purpose: • To become more familiar with grade and content-specific standards • To explore how standards from different strands (Reading, Writing, Speaking & Listening and Language) can be integrated and grouped together • To articulate goals for unit plans aligned to the Common Core Boise State Writing Project Common Core Team

  12. Standards Grouping (cont.) • Step One: Place cards out on table by strands. Click here for an image of what this looks like. Start with a card that represents an important, core goal for a unit • Step Two: In groups of 2,3 or 4, decide which standards most logically fit together as goals for an instructional unit and pull the corresponding cards—remember to try and pull from each of the strands. Start with one really rich, complex standard that could be the central focus of a unit. • Step Three: Use the note-catcher to record the set of standards you have identified in the “Standards for Group #1” box. Return the cards and repeat the process for three more “Groups” • REMEMBER: the cyclical nature of instruction. Many standards will be repeated/reviewed throughout the year; however, only those standards that will be the focus of instruction/mastery should be included in each group • Deliverable: Note-catcher with four “groups” of standards, ideally including each of the standards at least once. • CLICK HERE FOR A VIDEO CLIP OF A BSWP TEACHER CONSULTANT MODELING THIS PROCESS Boise State Writing Project Common Core Team

  13. Central Standard: (RL11-12.7) Analyze Multiple Interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist) Related Focus Standards: Boise State Writing Project Common Core Team

  14. EXAMPLE: An Integrated Model of Literacy: Grouping the CCSS Reading, Writing, Speaking/Listening and Language Standards Boise State Writing Project Common Core Team

  15. Math Unit Planning • Pick a rich, Complex, “Central” Grade Level Content Standard. • Brainstorm places where this concept is used in the real world. • Select one real world application to explore. • What other standards from my grade level can I connect to this idea? • What Standards for Mathematical Practice will students need to apply to understand these concepts? • CLICK HERE TO SEE A VIDEO OF THIS ACTIVITY Boise State Writing Project Common Core Team

  16. Understanding “Coding”of the Grade-Specific Standards • English Language Arts: RI.9-10.1=Reading Informational.grades 9-10.standard #1 RL.6.2=Reading Literature.grade 6.standard #2 W.11-12.9=Writing.grades 11-12.standard #9 SL.7.6=Speaking and Listening.grade 7.standard #6 L.8.4=Language.grade 8.standard #4 • History/Social Studies: • R.H.6-8.1=Reading.History/Social Studies.grades 6-8.standard #1 • W.H.9-10.10= • SL.11-12.4= • Science/Technical Subjects: • R.S.9-10.2=Reading.Science/Technical Subjects.grades 9-10.standard #2 • W.S.6-8.3= • SL.9-10.5= Boise State Writing Project Common Core Team

  17. Standards Grouping:Next Steps • Decide on title or unifying theme for each grouping • Brainstorm texts (literary and informational) that could be taught with each grouping—write the possible texts for each group in the blank box below each group • Begin planning units—culminating projects, frontloading, sequencing, etc • Decide on pacing for each unit and repeat process for other units you will teach with remaining instructional time and to meet any standards you have missed Boise State Writing Project Common Core Team

  18. EXAMPLE: An Integrated Model of Literacy: Grouping the CCSS Reading, Writing, Speaking/Listening and Language Standards Boise State Writing Project Common Core Team

  19. Exit Ticket : RAFT Role: YOU the teacher Audience: Your students Format: Letter Task: Explain to your students how instruction will look the same or different this year based on what you have gathered from this workshop. Boise State Writing Project Common Core Team

  20. Grouping Cards Laid Out by Strand Boise State Writing Project Common Core Team CLICK HERE TO GO BACK

  21. Themes/Big Ideas Central Standard: (RL11-12.7) Analyze Multiple Interpretations of a story, drama, or poem (e.g. recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist) Big Ideas: perspective, art reflecting life debate, reality, truth, stories Back Boise State Writing Project Common Core Team

  22. Possible Texts (my example) BACK • Hamlet • Images Hamlet inspired art work • Kenneth Branagh, Mel Gibson, Ethan Hawke films • Poems: “The Night Watch,”“They All Want to Play Hamlet” • Essays: “Gertrude Talks Back” • Informational Documents: critical responses to the films and play • Frankenstein • images and pop culture versions • Films inspired by the novel • Poems alluded to in Frank. • Informational summaries of longer works of literature alluded to in Frankenstein Boise State Writing Project Common Core Team

  23. References Common core state standards initiative. (2012). Retrieved from www.corestandards.org. Planning and pacing process k-8. (2011). Retrieved from http:// education.ky.gov/school/documentsplanning andpacingprocess.pdf. Wiggins, G. P., & McTighe, J. (2005). Understanding by design. (2nd ed.). Alexandria, VA: Association for Supervision & Curriculum Development.

  24. Acknowledgements • Boise State Writing Project Teacher Consultants involved in developing activities in this module: • Paula Uriarte • Ramey Uriarte • Rachel Bear Boise State Writing Project Common Core Team

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