K-5 STANDARDSWelcome Lead Teachers

MEDIA AND TECHNOLOGY

Pencils

INFORMATION TECHNOLOGY ESSENTIAL STANDARDS

5 Strands of ITES: Sources of

Information Informational Text Technology as a Tool Research Process Safety and Ethical

use

ITES – KEY POINTS

understand the 5 strands understand it is to be implemented by ALL

classroom teachers in collaboration with SLMC & ITF

integration of 21st Century information AND technology tools AND content

technology is a tool (it should not drive instruction)

A DEEPER DIVE INTO ITES…

http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

http://www.livebinders.com/play/play/163455

http://blog.learningtoday.com/Portals/60233/docs/BloomingOrangev1.pdf

http://www.schrockguide.net/bloomin-apps.html

http://www.byrdseed.com/differentiator/ http://coolcatteacher.visibli.com/share/6A9aN

q

DIGITAL LITERACYBeing "digitally literate" requires development of cognitive and social processes along a continuum from consumption to production.  These processes are:

1.  locating and consuming digital content, 

2.  creating digital content, and  

3.  communicating digital content.

Spires, H., Bartlett, M., & Garry, A. (2012). Digital Literacies and Learning: Designing a Path Forward.

White paper funded by the Friday Institute for Educational Innovation. 

GOALS OF DIGITAL LITERACY

searching & findingsorting & organizingevaluatingmanagingcreating & sharingsafe and constructive social networking

SCIENCE

SESSION 1: GUIDING QUESTIONS

Focus:Preparing for Classroom Instruction

What do we want students to learn? (2009) Raising the Bar and Closing the Gap: Whatever it Takes

Where did we start?

What have

we done

(process

and

product)

so far?I, III, IV, V

HOW DOES THIS PICTURE RELATE TO MANY PEOPLE’S IDEA OF SCIENCE TEACHING?

and

REMEMBER

Retrieving relevant knowledge from long-term memoryRecognizing—identifying

Recalling—retrieving

UNDERSTANDConstruct meaning Interpreting—clarifying, paraphrasing, representing, translatingExemplifying— illustrating, instantiatingClassifying—categorizing, subsumingSummarizing— abstracting, generalizingInferring—concluding, extrapolating, interpolating, predictingComparing—contrasting, mapping, matchingExplaining—constructing models

APPLY

Carry out or use a procedure in a given situation Executing—carrying out Implementing—using

ANALYZEBreak material into its constituent parts and determine how the parts relate to one another and to an overall structure or purposeDifferentiating—discriminating,

distinguishing, focusing, selectingOrganizing—finding coherence,

integrating, outlining, parsing, structuring

Attributing—deconstructing

EVALUATEMake judgments based on criteria and standardsChecking—coordinating, detecting, monitoring, testingCritiquing—judging

CREATEPut elements together to form a coherent or functional whole; reorganize elements into a new pattern or structureGenerating—hypothesizingPlanning—designingProducing—constructing

**Must go through all parts

SESSION 2: GUIDING QUESTIONS

Focus:Preparing for Classroom Instruction How will we know if they learned it? How will we respond when they don’t learn it? How will we respond when they already know it? (2009) Raising the Bar and Closing the Gap: Whatever it Takes

How do we design data-driven

instruction to meet the needs of all

learners?

I, II, III, IV, V

HERE’S POLLY………….

SOCIAL STUDIES

EFFECTIVE CURRICULUM & INSTRUCTION

Effective Social Studies curriculum & instructional design should include these four key components:

Integrated ThinkingConceptual FocusInquiryActive Engagement

EFFECTIVE CURRICULUM & INSTRUCTION

Effective Social Studies curriculum & instructional design should include these four key components:

Integrated Thinking Conceptual Focus Inquiry Active Engagement

INTEGRATED THINKING

CONCEPTUAL FOCUS

INQUIRY

ACTIVE ENGAGEMENT Students become active participants in

the learning process by engaging in authentic experiences that allow for students to gain a deeper understanding of content and to demonstrate that understanding. Some strategies include:

Cooperative learning Experiential learning experiences Research Role-play Simulations

THE STRANDSEconomicsCivics & GovernanceHistoryCultureGeography

ENGLISH LANGUAGE ARTS

Building Knowledge through Content-Rich Nonfiction and Informational Text

What the Student Does…What the Teacher Does…

Builds content knowledge through text Finds evidence Gains exposure to the world through reading Handles primary source documents

Balances informational & literary text Scaffolds for informational texts Teaches “through” and “with” informational

texts by allowing students to read the text instead of summarizing

Principal’s Role: Purchases and provides equal amounts of informational and literary texts for each classroom and

supports teachers’ transition to this balance Provides PD and co-planning opportunities for teachers to become more familiar with informational

texts and how to use them side by side with literary texts Supports the role of all teachers (all disciplines) in advancing students’ literacy

ELA/LITERACY SHIFT 1:

SHIFT 2Reading and Writing Grounded in Evidence from the Text

What the Student Does… What the Teacher Does…

Finds evidence to support their argument and writes using evidenceForms own judgments and creates informational textsReads texts closelyEngages with the author and his/her choicesCompares multiple sources

Facilitates evidence based conversations and presents opportunities to write about multiple textsKeeps students in the text and gives them opportunities to analyze, synthesize ideasIdentifies questions that are text-dependent, worth asking/exploring, delivers richlyDevelops students’ voice so that they can argue a point and articulate their own conclusions using evidenceSpends much more time preparing for instruction by reading deeply

Principal’s Role:Provides planning time for teachers to engage with the text to prepare and identify appropriate text-dependent questionsSupports teachers as they spend more time with students writing about the texts they read ― building strong arguments using evidence from the textEncourage teachers to foster evidence based conversations about texts with and amongst students

SHIFT 3Regular Practice with Complex Text and its Academic Vocabulary

What the Student Does…What the Teacher Does…

RereadsTolerates frustration when engaged with challenging textUses high utility words across content areasBuilds “language of power” database

Spends more time on more complex texts at every grade levelGives students less to read, lets them rereadProvides scaffolding & strategiesDevelops students’ ability to use and access wordsIs strategic about the new vocabulary wordsTeaches fewer words more deeply

Principal’s Role:Supports teachers as they work through and experience their students’ frustration with complex texts and learn to chunk and scaffold that textEnsures that texts are appropriately complex at every grade and that complexity of text builds from grade to gradeSupports teachers as they scaffold so that students can move to more complex textsProvides training to teachers on the shift for teaching vocabulary in a more meaningful, effective manner

FINDING RICH & WORTHY TEXT ONLINE

NC Wise Owl is the best online resource for your students to use for research and you to use to find documents relating to the topic you are teaching.

It is for all ages.Text is appropriate and you can

find many primary source documents.

Password is: wiseowlhttp://ncwiseowl.org

TEXT DEPENDENT QUESTIONS

A text-dependent question forces students to go back to the text.  It is a question they could not answer if they did not read, and even if they did read, they will still need to refer back to the text to answer the question.  In his research in both Texas and Vermont, David Coleman found that 80% of the questions students in grades kindergarten through twelve were asked to answer did not require them to go back to the text.

To help teachers understand text-dependent questions, achievethecore.org, created by the Student Achievement Partners, has created exemplar lesson plans and has published its “Guide to Creating Questions for Close Analytic Reading.”  Good text-dependent questions, according to the guide, cause students to do at least one of the following tasks:

Analyze paragraphs on a sentence by sentence basis and sentences on a word by word basis to determine the role played by individual paragraphs, sentences, phrases, or words

Investigate how meaning can be altered by changing key words and why an author may have chosen one word over another

Prove each argument in persuasive text, each idea in informational text, each key detail in literary text, and observe how these build to a whole

Examine how shifts in the direction of an argument or explanation are achieved and the impact of those shifts

Question why authors choose to begin and end when they do

Note and assess patterns of writing and what they achieve Consider what the text leaves uncertain or unstated

For a student to complete any of these tasks, he or she would have to read and comprehend the text and revisit the text to analyze it.  While asking these kinds of questions requires planning in advance–I know I would have a challenging time making them up on the spot!–it is a different kind of planning than we are used to because instead of preparing to give away all the information, we are planning to ask probing questions that guide students in uncovering the information.

ACADEMIC VOCABULARYTier Two words (what the Standards refer to

as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly).

Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example. Because Tier Two words are found across many types of texts, they are highly generalizable. (CCSS, Appendix A, pg. 33)

Tier 2 Words Criteria to determine which words to teach:

InstructionNot addressTellWorthy

Students are likely to see the word often in other texts and across domains.

The word will be useful in students’ writing.

The word relates to other words or ideas that the students know or have been learning.

Word choice has significance in the text.

The context does not provide enough information for students to infer the meaning of the word.

RUBRIC FOR ACADEMIC VOCABULARY

MATH

MATH PROBLEM

A zoo has several ostriches and several giraffes. They have 30 eyes and 44 legs. How many ostriches and how many giraffes are in the zoo?

PROBLEM SOLUTION

15 ANIMALS WITH 44 LEGS

10 GIRAFFES AND 5 OSTRICHES HAVE 40 +10 = 50 LEGS 9 GIRAFFES AND 6 OSTRICHES HAVE 36 +12 = 48 LEGS

8 GIRAFFES AND 7 OSTRICHES HAVE 32 +14 = 46 LEGS

7 GIRAFFES AND 8 OSTRICHES HAVE 28 +16 = 44 LEGS

Standards for Mathematical Practices

1.Make sense of problems and persevere in solving them.2.Reason abstractly and quantitatively.3.Construct viable arguments and critique the reasoning of others.4.Model with mathematics. 5.Use appropriate tools strategically 6.Attend to precision.7.Look for and make use of structure.8.Look for and express regularity in repeated reasoning.

Insanity: doing the same thing over and over again and expecting different results.Albert Einstein

OUR GOALS Understand how the three shifts address these four questions:1. What do we want students to

know and be able to do?2. How can we ensure that all

children have the opportunity to learn?

3. What do you do if they don’t know it?

4. What do you do if they know it?

EDUCATING THE WHOLE CHILD

1. How does Common Core mathematics prepare students to be future ready?

2. How does Common Core mathematics connect to other content areas?

3. What are the implications for meeting the needs of all learners as related to Common Core mathematics?

THREE MATHEMATICAL SHIFTS

CoherenceHow will we know when they know it?

What will we do when they don’t know it?

FocusWhat do we want students to know and be able

to do?

RigorWhat will we do when they know it?

Coleman & Zimba (2012) www.achievethecore.org

FOCUS

Rather than racing to cover everything in today’s mile-wide, inch-deep curriculum, teachers use the power of the eraser and significantly narrow and deepen the way time and energy is spent in the math classroom.

HONG KONG/ U.S. DATA Hong Kong had the

highest scores in the most recent TIMSS.

Hong Kong students were taught 45% of objectives tested.

Hong Kong students outperformed US students on US content that they were not taught.

US students ranked near the bottom.

US students ‘covered’ 80% of TIMSS content.

US students were outperformed by students not taught the same objectives.

nces.ed.gov/timss/

POINTS TO PONDER

After reading sample CCSSM standards for their grade, ~80% of educators say CCSSM is “pretty much the same” as their former standards.

If CCSSM places a standard they currently teach in a different grade only about ¼ of the teachers would drop it.

Bill Schmidt, Achieve

POINTS TO PONDER

85% of teachers say the textbook is main resource to determine what to teach- rather than the standards.

Barbara Reyes

EFFECTIVE INSTRUCTIONAL TASKS

“Tasks that demand engagement with concepts and that stimulate students to make purposeful connections to meaning or relevant mathematical ideas which lead to a different set of opportunities for student thinking.”

Stein, Smith, Henningsen, & Silver, 2000, p. 11

WHAT ARE FEATURES OF A GOOD TASK?

It challenges the learners to think for themselves.

It offers different levels of challenge. It encourages collaboration and

discussion. It has the potential for revealing

patterns or leading to generalizations. It invites children to make decisions.

nrich.maths.org

WHAT ARE FEATURES OF A GOOD TASK?

It begins where the students are; accessible to wide range of learners.

It is seen as something to make sense of.

It requires justifications and explanations for answers and methods.

The focus is on making sense of the mathematics involved and thereby increasing understanding.Van de Walle & Lovin,

2004

THREE MATHEMATICAL SHIFTS

FocusWhat do we want students to know and be able to

do?

CoherenceHow will we know when they know it? What will we do when they don’t know it?

RigorWhat will we do when they know it?

Coleman & Zimba (2012) www.achievethecore.org

FRACTION COHERENCE DOCUMENT

THREE MATHEMATICAL SHIFTS

CoherenceHow will we know when they know it?

What will we do when they don’t know it?

RigorWhat will we do when they know it?

FocusWhat do we want students to know and be able to do?

SHIFT THREE: RIGOR

RIGOR

ConceptualUnderstanding

Application

Skills and Procedure

s

WHAT IS RIGOR?Conceptual Understanding:

Beyond mnemonics or discrete procedures

Problem-BasedApply math in new situationsSpeak/Write about their understanding

Procedural Skill & Fluency:Opportunities to practice core functions

to increase speed & accuracy in calculations

Application:Use math in “real world” situationsChoose the appropriate concept for

application

“SUMMING” IT UP

FocusWhat do we want students to know and be able to do?

CoherenceHow will we know when they know it?

What will we do when they don’t know it?

RigorWhat will we do when they know it?

HEALTHFUL LIVING

HEALTHFUL LIVINGhlnces.ncdpi.wikispaces.net

TH

E A

RTS

Click icon to add picture

THE ARTS AND UDL: ACTION AND EXPRESSION

Silverstein, L. The John F. Kennedy Center for the Performing Arts (2012)

DANCE

MUSIC

THEATRE ARTS

VISUAL ARTS