Why are we here?

Data on DisplayTake a small sticky-note and put your initials on it. Place it on the continuum on the wall to mark where you think you are (from novice to expert) on teaching the new standards. Make a vertical bar graph.

1 Share a strategy or activity you used from last summers Standard Awareness Workshop.

2Why are we here?3 To create schools that are:Student centeredActiveExperientialAuthenticDemocraticCollaborativeRigorousChallenging4WHY CHANGE?5In 2007-2010, the Governor and the legislature will expect:

Higher standards for proficiency and academic performance

True accountability for students, teachers, local school systems, and higher education

Proficient -- whether on a state assessment or a national assessment.

6READING STANDARDSThe reading standards are incorporated in the eight concept standards. They are also pulled out and collated into single reading standards document at each grade level.

Continue to use TN. ACADEMIC VOCABULARY. It is not going away!7TheThe elementary standards are divided into three broad bands: K-3, 4-5, and 6-8.K-3: The most basic and fundamentally important of the grade bands. All the concept strands are included at this level, but the language arts emphasis is on reading. Formal state testing occurs for the first time at the end of grade 3.84-5: Standards move to more complex and complicated topics. Students apply learned reading skills to the other language arts, and writing assumes a place of greater importance.The first formal TCAP writing assessment (narration) occurs at Grade 5.96-8: Pulls on previously learned skills in all language arts areas. By the end of this band, students should be equipped with a solid range of skills in reading, writing, reasoning, and communication necessary to manage successfully the rigors of English language arts at the secondary level.The second formal TCAP writing assessment (exposition) occurs in Grade 8.10Upper grades no longer completely focus on building incremental knowledge and skills.The focus becomes ensuring that the material included is comprehensive enough to prepare students for life outside the classroom.

119-10: The performance indicators are the same. The higher grade will include more challenging and complex concepts and illustrations.

11-12: Instructors at this level are allowed more leeway in choosing strategies and materials that their students will require after they graduate.

The third and final formal TCAP writing assessment (persuasion) occurs at Grade 11.12New ? TerminologyStandard / strand major content topicsGLE/CLE Grade/Course Level Expectations/ Represent the fundamental goals for student learning and are used by teachers as the principal guide for instructional planning.Checks for understanding are suggestions for assessing student learning. Formative assessments are typically embedded within a lesson. Summative assessments provide information about whether a student has met a particular GLE or CLE (course level expectation). Teach to these. SPI Student Performance Indicators are the basis for student accountability and are used by the state to prepare standardized test items aligned with the corresponding GLE or CLE.

13Unique Identifiers are the numbers immediately following every GLE/CLE, Check for Understanding, & SPI to ensure specificity when referencing a section of the Framework. These numbers correspond to the state assigned course code number, followed by the standard number, and finally followed by the placement in the series. 3002.1.114Standard(Concept Strand)Course Learning ExpectationsSPIChecks forUnderstandingStandard Language8 StandardsGrade/Course Learning Expectationsset forth the expected outcomes for that strandChecks for Understandingdelineate the classroom behaviors to be focused on at each gradeState Performance Indicatorsindicate the assessment criteria for that specific grade level15Page 281 green pagesComparing:OLD&NEW16 Old New K-8 ReadingWritingElements of Language

9-12WritingReadingViewing & RepresentingSpeaking & Listening K-121 Language2 Communication3 Writing4 Research5 Logic6 Informational Text7 Media8 Literature17Look in notebook to see description of each.The controlling concepts continue all the way through Grade 12 allowing you to track the progression of skills and knowledge through the grade spectrum.

18KindergartenLanguageFifth GradeLanguage10th GradeLanguageGLE 0001.1.1 Demonstrate an emerging understanding of basic English usage, mechanics, spelling, and sentence structureGLE 0001.1.2 Employ a variety of strategies to decode words and expand vocabularyGLE 0001.1.3 Develop and maintain phonological awarenessGLE 0001.1.4 Begin to explore alphabetic principleGLE 0501.1.1 Demonstrate knowledge of Standard English usage, mechanics, and spelling.GLE 0501.1.2 Demonstrate knowledge of strategies and resources to determine definition, pronunciation, and usage of words and phrases,GLE 0501.1.3 Demonstrate knowledge of Standard English sentence structureCLE 3002.1.1 Demonstrate control of Standard English through the use of grammar, usage, and mechanics (punctuation, capitalization, and spelling).CLE 3002.1.2 Employ a variety of strategies and resources to determine the definition, pronunciation, etymology, spelling, and usage of words and phrases.CLE 3002.1.3 Understand and use correctly a variety of sentence structures.19This standard covers grammar, mechanics, vocabulary and sentence structure.Language20This standard builds speaking and listening skills in both formal and informal situations. Beginning in middle grades, skills of group and team participation are included.COMMUNICATION21This standard includes instruction in generating, drafting, organizing, and proofreading writing in a variety of modes and for a variety of audiences.WRITING22This standard instructs in conducting research, attributing sources appropriately, and evaluating the reliability of resources.RESEARCH23This standard trains students to think reasonably, follow logical trains of thought, avoid faulty reasoning, and weigh evidence.LOGIC24This standard emphasizes the methods necessary to comprehend the organizational structures and graphics employed in informational text.Informational Text25This standard focuses on the ways in which the functions and techniques of a variety of media contribute the message they attempt to convey.

MEDIA26This standard acquaints students with a wide range of literary types and diverse content, including both the conventions of the literary genres and the themes and concepts reflecting the human condition.Literature

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http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htmCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining

RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding

29Inductive Deductive (Indian-Tepee) Specific Details (Generalizations)

Details (General) SpecificLaw and Order To Kill a Mockingbird (trial)

30Inductive ReasoningExamplesTake a character (Scout from To Kill a Mockingbird) and give examples of her behavior. Next generalize character traits.After several cakes baked in the same cake pan came out burned. Carl concluded that if he bakes a cake in that particular cake pan, it will probably come out burned.If a child puts his or her hand into a bag of candy and withdraws three pieces, all of which are red, he or she may conclude that all the candy is red.A person drives down a particular road at rush hour several times and finds the traffic terrible each time. Therefore, this is a good road to avoid at rush hour.31Deductive ReasoningThe process of drawing a conclusion from available information or generalizations Deductive reasoning allows you to apply what you have learned. 32Deductive Reasoning ExamplesGive students Scouts character trait of headstrong and ask for behavioral examples in the story.The baseball coach knows the opposing batter hits fast-balls well, so she instructs her pitcher not to throw a fast-ball.All cars have tires, therefore your car has tires.Dobermans are dogs. Max is a Doberman. Max is a dog.33What kind of reasoning?Sherlock says to Dr. Watson: It is elementary my dear Watson. The killer always left a silk glove at the scene of the murder. That was his calling card. Our investigations showed that only three people have purchased such gloves in the past year. Of these, Professor Doolally and Reverend Fisheye have iron-clad alibis, so the murderer must have been Sergeant Heavyset. When he tried to murder us with that umbrella, we knew we had our man.34This is inductive reasoning!In a crime, you have the evidence, the goal is to use inductive reasoning to determine how the evidence came to be as it is.

35A Few Good Men & House: A Guide to Deductive and Inductive Reasoning

36Original SentenceI have neither the time nor inclination to explain myself to a man who rises and sleeps under the blanket of the very freedom I provide and then questions the manner in which I provide it.

37Bulls Eye and Give 1 Get 1

38Jimmy WrightListening Story

39From Books to Movies

40Tomorrow:We are going to have FUN,Bring magazines or pictures!and Learn!

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Ticket Out the Door3 things you learned2 things you can use1 thing you dont understand

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