Now you’ve got it!
Educator Enhancement AcademyELA, Grades 2
Day 2
Ashley Gunnoe – Title 1, Wirt CountyCarrie Cronin – 2nd Grade Teacher, Ritchie County
Charles Thomas – Academic Coach, Calhoun County
Book Pass
• One book per student• Many genres• Book Pass form• Timer—1 minute per
book• Use for reference• Read at least 10
minutes each day• ../../Downloads/Book%
20Pass.doc
We MUST…
• Provide opportunity for self-selected reading DAILY
• Model self-selected reading
• Find reason and purpose to share reading
• Protect time by avoiding “activity” while reading (post-its)
Without Fail…
• Daily chapter book read-aloud from the 4-5 grade band
• Rich language• Appendix B, a resource
NOT a reading list• http://link.brightcove.c
om/services/player/bcpid6716709001?bckey=AQ~~,AAAAAFwNJhQ~,2UA9EcWU7eM5vUWp0h4s2HYedsNAzJnY&bctid=1886174600
Learning requires:Acquisition Meaning Making Transfer
Begin learning knowledge and skills
Students are given opportunity to actively
construct understandings
Using the skills and knowledge to do other
things with increased rigor
Support and More Study: UbD in a Nutshell by Jay McTighe
Rigor and Relevance Framework
AAcquisition
BApplication
CAssimilation
DAdaptation
KNOWLEDGE
TAXONOMY
6
5
4
3
2
1
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
APPLICATION MODEL
1 2 3 4 5Knowledge Apply in
discipline
Apply acrossdisciplines
Apply toreal worldpredictable situations
Apply to real-worldunpredictable situations
• Consider: Are you acquiring, meaning making, or transferring?
Four Claims of SMARTER Balanced Assessment
1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
2. Students can produce effective and well-grounded writing for a range of purposes and audiences.
3. Students can employ effective speaking and listening skills for a range of purposes and audiences.
4. Students can engage in research/inquiry to investigate topics and to analyze, integrate, and present information.
How does what we did in our “student” sessions align to claims?
Summative Assessment
http://www.smarterbalanced.org
A Snapshot of Cognitive
Rigor Matrix for ELA from
Smarter Balanced Assessment
Recall & Reproduction
Basic Skills & Concepts
Strategic Thinking & Reasoning
Extended Thinking
Remember
**Recall, locate
basic facts, definitions, details,
events
Understand
**Select appropriate words for use when intended meaning is
clearly evident
**Specify, explain
relationships **Summarize
**Identify central ideas
**Explain,
generalize or connect ideas using supporting evidence
(quote, text evidence,
example…)
**Explain how
concepts or ideas specifically relate to
other content domains or concepts
Apply
**Use language
structure (pre/suffix) or word
relationships (synonym/antonym)
to determine meaning
**Use context to
identify word meanings
**Obtain and interpret
information using text features
**Use concepts to solve non-routine
problems
**Devise an
approach among many alternatives to
research a novel problem
Analyze
**Identify the kind
of information contained in a graphic, table,
visual, etc.
**Compare literary
elements, facts, terms, events
**Analyze format organization and text structures
**Analyze or
interpret author’s craft (e.g., literary
devices, viewpoint, or potential bias) to
critique a text
**Analyze multiple
sources or texts **Analyze
complex/abstract themes
Evaluate
**Cite evidence and
develop a logical argument for
conjectures based on one text or
problem
**Evaluate
relevancy, accuracy, and completeness of information across
texts/sources
Create
**Brainstorm ideas, concepts, problems,
or perspectives related to a topic or
concept
**Generate
conjectures or hypotheses based on observations or
prior knowledge and experience
**Develop a
complex model for a given situation **Develop an
alternative solution
**Synthesize information across multiple sources or
texts **Articulate a new
voice, alternate theme, new
knowledge or perspective
Adapted from SMARTER Balanced
Genres of Writing
Writing Rubrics
• http://www.doe.k12.de.us/aab/English_Language_Arts/writing_rubrics.shtml
Narrative Writing
Tools to Help You Grow Common Core
Learning
http://wvde.state.wv.us
EBSCO/Grolier
Log-in: WESTPassword: VIRGINIA
Additional Resources
• Edmodo• Engage NY
Learning requires:Acquisition Meaning Making Transfer
Begin learning knowledge and skills
Students are given opportunity to actively
construct understandings
Using the skills and knowledge to do other
things with increased rigor
Support and More Study: UbD in a Nutshell by Jay McTighe
Collaboration Time!
• Use your basal, along with Edmodo and EBSCO.
• Collaborate with your table to find an anchor text and correlating text sets to use in your classroom.
• If time allows, begin creating text dependent questions to use with your anchor text.
Contact Information
• Ashley- [email protected]
• Charles- [email protected]
• Carrie- [email protected]