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Beyond the What to the how and WhyDarlington County In-servicePresented by Josie Stratton

AgendaWelcomeAdmit SlipRead AloudOverview of StandardsReview Blooms Taxonomy What It All Looks Like In An Actual Classroom In The Real World

ADMIT SLIP Name: ___________How do you handle standards in your classroom?I design my units of study

Key TermsAcademic StandardsStatements of the most important and consensually determined expectations for student learning in a particular discipline

Key TermsIndicators The main verb in each indicator which specifies the cognitive processes described in the revised Blooms 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.

ELA Academic StandardsThere 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.

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

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

Standards OverviewStandard 1Reading Literary TextStandard 2Reading Informational TextStandard 3Word StudyStandard 4Writing ProcessStandard 5Writing FormsStandard 6Research/ Oral Communication

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

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

Literary and Informational Text TypesListed 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

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.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.

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.

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

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

32Indicator NumberIndicators are the instructional objectives that support the standard.

First number indicates grade levelSecond number indicates standard numberClarifying StatementTerminologyThe 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.

Revised Blooms TaxonomyIt is imperative that teachers understand the thinking behind the terminology used to introduce an indicator in order to teach it effectively.

Example:5-4.2Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing.7-3.2Analyze the meaning of words by using a knowledge of Greek and Latin roots and affixes.

Analyzing Standards and IndicatorsWhat TEXT types are specified? (GENRES)

What PROCESSES are specified? (VERBS)

What PERFORMANCES are specified? (What will the student DO?)

Texts Specified PoetryInformational TextsDictionariesThesaurusesFictionForms MythsReportsApplicationsChartsPicturesCompositionsSpeechesLettersBusiness LettersEssaysArticlesReportsGraphs

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)

Processes Specified Blooms VerbsAnalyzeDifferentiate Interpret Distinguish Organize Clarify Design Compare/ContrastSummarize

UseEvaluatePredictIdentifyInferUnderstandCreateSelectExplain

Bloom's TaxonomyThe Cognitive Process DimensionThe KnowledgeDimensionRemember Understand Apply Analyze Evaluate Create Factual Knowledge ListSummarizeClassifyOrderRank CombineConceptualKnowledge DescribeInterpretExperimentExplainAssessPlanProceduralKnowledge Tabulate Predict CalculateDifferentiateConcludeCompose Meta-CognitiveKnowledge Appropriate Use ExecuteConstructAchieveActionActualizeMeta-Cognitive KnowledgeStudents 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.

Performances Specified Read independently for pleasurePredict eventsFollow multi-step directionsUnderstand the characteristics of genreCreate responses to text

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 indicators 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.

ExamplesMost 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.

Essential QuestionThis 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.

ObjectiveThe 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.

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

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

AssessmentThis 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.

ExampleStudents 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.

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

RememberingList: Identify unfamiliar words in a text.Describe: Describe Georgies relationship with his mother.Tabulate: Demonstrate knowledge of each element of a plots development.Appropriate Use: Use terms relating to authors craft to discuss theme.

UnderstandingSummarize: Summarize chapter 7 in your own words.Interpret: Consider the connection between authors craft and the development of the theme.Predict: Predict what will happen later in the story, based on what you know about the characters in chapter one.Execute: Demonstrate to your classmates the use of and purpose for the aesthetics of a text.

ApplyClassify: Understand flashback and imagery as elements of authors craft and apply their effects to the development of the theme.Experiment: Use the elements of authors craft to explain how they develop the theme.Calculate: Devise and put to use strategies to help students who have trouble with reading.Construct: Write a poem, song, or narrative, using sensory details.

Analyzing Order: Place important events from the story in the order in which they happened.Explain: Explain why different point of views are important.Differentiate: Differentiate between the connotation and denotation of a word.Achieve: Achieve understanding of how the environment (setting) in which they live and socialize impacts conflicts in your personal life and how the choices you make in your life impacts your environment (setting).

EvaluateRank: Rank conditions that develop Georgies character on how you feel emphasis should be placed. Assess: Assess an outcome, given a set of events.Conclude: Draw conclusions based on your knowledge of how an author uses tone to develop a theme.Action: Apply concepts learned in class to (implement, organize) a (program, event) for families of poverty.

CreatingCombine: Combine elements of a sonnet into an original poem.Plan: Make personal decisions regarding the choices you make and how these choices influence your behaviors at school.Compose: Compose a personal journal entry, which follows the constraints set out in a set of given guidelines.Actualize: Engage in activism on behalf of children of poverty.

Providing Scaffolding for Standards-Based Literary Analysis and DiscussionPoetic Devices, such as metaphor, simile, personification, alliteration, onomatopoeia, and rhyme are mechanisms that create poetic experiences in the reader. Identifying poetic devices, however, is secondary to gaining an understanding of how the devices operate in conveying the effect and meaning of the poem. In other words, knowledge of poetic devices empowers students to become interpreters of the poetic experience.

--The College Boards A Guide for AP English Vertical Teams

Grade 6

READING

Building Vocabulary

Standard 6-3The student will use word analysis and vocabulary strategies to read fluently.Indicators

The teacher should continue to address earlier indicators as they apply to more difficult texts.6-3.1Use context clues such as those that provide an example, a definition, or a restatement to generate the meanings of unfamiliar and multiple-meaning words.

6-3.2Analyze the meaning of words by using a knowledge of Greek and Latin roots and affixes.

6-3.3Interpret the meaning of idioms and euphemisms encountered in texts.6-3.4Distinguish between the denotation and the connotation of a given word.