November NTI Dana Fulmer & Pat Krizan SCDN: December 14, 2012.
EXPEDITIONARY LEARNING & COMMON CORE STANDARDS ~ Grades 3-5 ELA Modules Charlene Jordan, Dana Fulmer...
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EXPEDITIONARY LEARNING & COMMON CORE STANDARDS ~ Grades 3-5 ELA Modules Charlene Jordan, Dana Fulmer & Pat Krizan SCDN September 6, 2012
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Transcript of EXPEDITIONARY LEARNING & COMMON CORE STANDARDS ~ Grades 3-5 ELA Modules Charlene Jordan, Dana Fulmer...
EXPEDITIONARY LEARNING &
COMMON CORE STANDARDS~
Grades 3-5 ELA Modules
Charlene Jordan, Dana Fulmer & Pat Krizan
SCDNSeptember 6, 2012
A Model of Content-Rich Curriculum
LT 2a. I can describe the impact of content-rich curriculum on students’ college and career success.
What you’ll find:• Research: Dworkin, Liben, Stiggins, ACT study, etc.
• Protocols: http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela-curriculum-appendix-1-teaching-practices-and-protocols-august-13-17-2012
• Modules & Curriculum Outline:
http://engageny.org/wp-content/uploads/2012/08/curriculum-plan-grades-3-5.pdf
• Assessments
How Modules Are Organized
• Introduction (aka rationale & goals)
• Guiding Questions
• Performance Tasks/Assessments
• Content Connections (S.S. and science)
• Description of CCLSs & Learning Targets
• Central Texts
• Calendared Curriculum Map
EL’s Learning Targets
• Goals for lessons, projects, units, courses
• Derived from standards
• Used to assess growth & achievement
• Written in concrete, student –friendly language: “I can” statements!
• Shared & tracked carefully by teachers & students
A Sampling of Performance Assessments
Grade 3 Grade 4 Grade 5
2a
Informative Writing: Audio Report about a country – using Voice Thread
Narrative Writing: Historically accurate first person account
Informative & Narrative Writing: graphic novel style:
Frames about an inventor
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Opinion Writing & Speaking: Importance of water public service announcement
Opinion Writing: How a minority selected group helped to win the revolutionary war
Opinion Writing: A famous athlete’s impact!
Appendix A:Research SupportingKey Elements of the Standards
Why Text Complexity Matters
Why focus on text complexity?
What is text complexity?
How do we help students understand more complex texts?
Tools: Day 4 Materials
• Gradients in Complexity: Informational Texts
• Gradients in Complexity: Literary Texts
• Helping Students Read Closely
• Examining Models to Determine Criteria
• Text Complexity Recording Form
• Scaffolding Complex Text
http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela-curriculum-august-13-17-2012/
COMMON CORE “MOVES”
• Short chunks of text• Multiple reads• Cycle of reading, thinking, talking, writing• Making meaning through structured conversation• Then . . . text dependent questions (make
students return to text)• Writing from sources• Writing and reading are integrated
Remember:
Assess for LEARNING!
When teachers assess “for learning,” they use the continuous flow of information about
student achievement to check on and advance learning. The result is that students keep learning and remain confident – they do
not give up in frustration or hopelessness! (Stiggins, 2002)
How do teachers assess “for” learning?
Establish learning goals – use language students understand
Provide frequent and descriptive feedback Continuously adjust instruction based on
classroom assessments Engage students in regular self-assessment Actively involve students in communicating
with teachers and families about their progress
Become assessment literate!
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Resources
• Engage NY: http://engageny.org
http://engageny.org/resource/network-team-institute-materials-grades-3-5-ela-curriculum-august-13-17-2012/
• Expeditionary Learning:[email protected]
