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Putting the Pieces Together. Resources for Implementing the Common Core State Standards for English Language Arts. Objectives. Know the layout of state resources for building Common Core-aligned curriculum and instruction Understand the ways these various resources can interact in a classroom - PowerPoint PPT Presentation

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Putting the Pieces TogetherResources for Implementing the Common Core State Standards for English Language Arts1ObjectivesKnow the layout of state resources for building Common Core-aligned curriculum and instructionUnderstand the ways these various resources can interact in a classroomExperience sample resources as models of instructionBegin a planning process for aligning district curriculum to the Common Core2Todays agendaWelcome and introduction Overview of K-3 ELA resourcesOverview of 4-12 ELA resources(Break #1)Walkthrough of sample K-3 resourcesWalkthrough of sample 4-12 resources(Break #2)Collaborative planning around next steps3Three instructional shiftsBuilding knowledge through content-rich nonfictionReading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

4ELA/Literacy guidance documentsReleased in May 2013 and posted to tncore.org: K-12 ELA: http://www.tncore.org/english_language_arts/curricular_resources.aspx6-12 Literacy: http://tncore.org/literacy_in_social_studies/standards_and_shifts/focus_standards.aspxOptional guidance to help districts incorporate the instructional shifts and turn over curriculum during this years transition to new standards Implementing the instructional shifts and focusing on the following three priorities will provide students with the best preparation for PARCC assessments in 2014-15 and the TCAP Writing Assessment in 2013-14: Stop teaching the dropped SPIs Prioritize readings of rich, complex text multiple times and for varying purposes Give students sequenced, text-dependent questions and writing tasks that require them to cite evidence, simultaneously developing students reading, writing, speaking, listening, and thinking skills

5Overview of K-3 resourcesGrade 3 Sample Assessments:http://tncore.org/english_language_arts/assessment/sample_assessments/2013-14sampleassessments.aspx

K-3 Curricular Resources:http://www.tncore.org/english_language_arts/curricular_resources/k-3.aspx Reading unitsClose reading tasksOn-line learning series6Overview of 4-12 resourcesGrade 4-12 Sample Assessments:http://tncore.org/english_language_arts/assessment/sample_assessments/2013-14sampleassessments.aspx

4-12 Curricular Resources:http://www.tncore.org/english_language_arts/curricular_resources.aspx (click on appropriate grade band)ELA unitsClose reading tasks

7Where we are headedPARCC PBA PARCC EOY PARCC Model Content Frameworks8Where we are nowPARCC Model Content FrameworksPARCC PBA PARCC EOY TDOE Units (with close reads and culminating assessments)Close reading taskWriting tasks (instructional, diagnostic, or benchmark)TCAP Writing Assessment TCAP ACH/EOC 9Grade 3: Putting the pieces together (example)Standards focus:CCSS.ELA-Literacy.RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.CCSS.ELA-Literacy.W.3.2Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

10Grade 3 example: relevant resourcesTCAP ELA Phase 1 Writing Task: Grade 3: http://tncore.org/english_language_arts/assessment/sample_assessments/grade3.aspxGrades 2-3 Reading Unit: Storms: http://tncore.org/english_language_arts/curricular_resources/k-3/readingunits.aspxGrade 2-3 Me First Close Reading Task: http://tncore.org/english_language_arts/curricular_resources/k-3/tasksk3.aspx11Grade 3: Assessment of student learning sequenceDiagnostic: Close Reading TaskFormative: Reading UnitSummative: TCAP Phase 1 Writing Task

12Grade 3 Inf/Exp Rubric

13Grade 3: Alignment with Model Content Frameworks and PARCC

14PARCC Grade 3 Sample Itemhttp://www.parcconline.org/samples/english-language-artsliteracy/grade-3-elaliteracy

Main idea and details providing evidence from the textLife cycle of a butterfly15Grade 9-10: Putting the pieces together (example)Essential question: How do speakers build effective arguments, and how can we make arguments about an arguments effectiveness? (meta-argumentation)Standards focus:CCSS.ELA-Literacy.RI.9-10.8Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.CCSS.ELA-Literacy.W.9-10.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

16Grade 9-10 example: relevant resources9-10 Phase I writing task (coral reefs): http://tncore.org/english_language_arts/assessment/sample_assessments/grades9-10.aspx9-10 arguments and methods unit: http://tncore.org/english_language_arts/curricular_resources/9-12/text_unit_9-12.aspx9-10 Antigone task: http://tncore.org/english_language_arts/curricular_resources/9-12/tasks912.aspx

17Demonstration of 9-10 unit close reading taskRead King excerpt as an individual, annotating for:In margin: P (for hints of purpose) In margin: A (for hints of audience)Underline his key argument(s)Circle metaphorsFill out graphic organizer as an individual (just first row)With a partner, discuss your responses and select one to share out that you find the most compellingShare out

189-10 unit task 1.4

199-10 Example: assessment of student learning sequenceDiagnostic: coral reefs task Formative: revised Antigone prompt: After reading and analyzing Ismenes and Antigones argument in the prologue, write an essay in which you evaluate which sister makes the most compelling argument and why. Explain your evaluation using details from the text, focusing on each characters rhetorical methods.Summative: culminating assessment in arguments and methods unitRubrics can be found at http://tncore.org/english_language_arts/assessment/scoring_resources/2013-14scoringresources.aspx209-12 Argument Rubric

21Grades 9-10: Alignment with Model Content Frameworks and PARCC

22PARCC sample item: grade 7 RSThttp://www.parcconline.org/samples/english-language-artsliteracy/grade-7-elaliteracy

You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person.[]Consider the argument each author uses to demonstrate Earharts bravery. Write an essay that analyzes the strength of the arguments about Earharts bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

23Collaborative planningHow might you use this resource?What results might you expect from using this resource?How will you communicate about this resource?

24Conclusion Questions and answers

Contact info:Mia HydeCoordinator of Reading Content and ResourcesTennessee Department of [email protected] KlirsCoordinator of English Language Arts Content and ResourcesTennessee Department of [email protected]

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25Thank you!

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