Begin at 8:30Welcome to Day 1 of Core Academy 2013

Here is our Objectives for the day. If you want you could even post them on the board.

This video shows the power of words and how word choice can make a difference of how powerful they can be. Show the clip to participants.

After they discuss with a partner, share whole group. Task- Write a sign Purpose- Persuade Audience- Strangers passing by

How would having students write about habitats in a report to be read by the teacher be different if they were to write about habitats for the local zoo. The zoo might even be willing to showcase the students work

How does knowing the task, purpose and audience help students to create a more powerful piece?

Create three large posters to hang with the titles Task, Purpose, and Audience. Fill in the purpose with the 3 types. Teachers will then brainstorm and take notes in small groups how they could alter the task to be different from just writing an essay to and for the teacher. They will then share out- ask to share ONE example so the first group doesn’t take all the ideas then continue around until all are shared and added to the poster TASK EXAMPLES-Letter, Email, Pamphlet, Poster, Script, Advertisement, Song, Rap, Poem. Ask participants, “Could you assess understanding and learning from these tasks?” Then brainstorm various audiences and share out the same way. AUDIENCE EXAMPLES: Principal, author, friend, next years class or another class in the school, pen pal, another class in the district, parents, business, character in the story…

Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning). Lorin Anderson, a former student of Bloom, revisited the cognitive domain in the learning taxonomy in the mid-nineties and made some changes, with perhaps the two most prominent ones being, 1) changing the names in the six categories from noun to verb forms, and 2) slightly rearranging them. This new taxonomy reflects a more active form of thinking

This wheel was created with the verbs in the center, activities in the middle ring, and products in the outer ring

The concept of depth of knowledge was developed through research by Norman L. Webb in the late 1990’s. Webb identified four distinct depth of knowledge levels.

This is the DOK blueprint for the SAGE assessment. Participants have a copy in their handouts. Who in the group has seen this? It is available on the state website. DOK means Depth of Knowledge (several teachers do not even know this concept). The higher the number the greater the thinking that is required. In the past CRT tests, 90% of the test was DOK 1. With multiple choice questions, can we truly know what students know? Sometimes they are just guessing or clicking on buttons. The new SAGE assessment requires deeper thinking. Notice where the DOK 4 is and the percentage related to the task.

Click on the picture to start video link is also shared below

These slides are taken from a presentation Karen gave in February when she can to our state they are not complete and have been altered to suit our training

Set questions aside for now. Which type of question was easier to write? What kind of thinking was required by you to come up with it?

The next few slides provide background of the CRM development.

REVISIT BLOOMS- Karen Hess Saw Bloom’s was still lacking….A little history of how Bloom has been revised. Notice how some verbs in 1956 version are at multiple levels and how some verbs have shifted to different levels in the 2001 taxonomy, now called cognitive process dimensions. There are still some issues with using Bloom, alone…

Revisit and Overview of WebbSome examples of each of these: “right there questions” /defining a concept or term/routine math skills – add, measure (DOK 1); “think and search”/ using or organizing information/making observations/summarizing (DOK 2); “author and me”/author’s craft with justification for reasoning/science conclusions supported by data/proposition with support for reasoning; (DOK3 3) analyzing and synthesizing multiple sources or concepts/designing your own science investigation and conducting it/ research paper DOK 4)

Karen realized and that both Bloom and Webb were lacking. Look at the example. Bloom’s verb describe can be all three DOK levels. The first is DOK 1, then DOK 2, DOK 3 and DOK 4 – have participants discuss why the verb “describe” is not enough to determine complexity.

Karen combined the two and came up with the Cognitive Rigor Matrix

Handout: Cognitive Rigor Template/CRM template – where do your questions fall? Creative, but not deep, for example? No evidence required?

Here are some examples of Questions for the story Little Red Riding Hood and how they would fit into the matrix

Let’s look at some math… how does it look in the Matrix?

After all that deep thinking we want to lighten up for just a bit. Remember with the new standards we want students to focus on what the text says click on the book for a fun parody called what does the text say. This was done by the 3rd grade team at H. Guy Child Elementary in Weber School District Also remember that each time we do close reading we are not just learning about that text, but strategies that apply to any text.

What you do you can say, what you say you can write, what you write you can read!

Have participants take out their writing standards. Today we will be looking at Narrative writing. Lets look closely at the standards. Unpack them. Highlight verbs. Make grade level posters/rubrics for the narrative standards

All 3 writing samples are in Appendix C. Using your 2nd grade standards evaluate this writing sample.

How did you do compared with the annotations in Appendix c?Notice how you could create a rubric just from the standards.

Let’s do the third grade one now. Once again look at the standards .

How did you do compare to the annotations in appendix C

We are going to be doing an activity from the Vermont group with Narrative writing.

Our third grade standards ask for dialogue in student writing. How do you teach dialogue? Choose a few videos to share and have teachers share their ideas

How do Henrietta’s Tips help achieve the Core Standards? Compare the two of them. GIVE TEACHERS THEIR PLOT CHICKENS BOOK

Previous story maps may have been a little too simple with a beginning, middle, and end. Here we see a narrative plot line.

This shows us exactly what those plot elements mean.

How to does the plot line meet the core standards?

Once your plot line has been introduced, take all of your narrative pieces and ask students to put it in the plot line to practice.

This is a summarizing strategy that we can use to write!

Participants have this handout

How do the Plot line and SWBSTF Strategy fit together?????

Let’s fill in the SWBSTF using the story line of plot chickens-Do this whole group

Participants have this handout

Fill it in for three little pigs or Plot Chickens

Click so that each strategy appears and participants can see how and where they fit together Click so that each strategy appears and participants can see how and where they fit together These narrative structures will support students in narrative writing. They will plan with a purpose!

Participant should take out their Native American Lesson plan to follow along as we show our backwards design and planning

Participants can follow along with the lesson plan. Take note that this is a plan that would take multiple days in the classroom and we will actually do this with you in one day

How this Narrative Writing for Understanding Lesson was created using the Writing for Understanding model and backwards design.

Notice the essential questions come from the standards

Post these on the board to refer to throughout the lesson. In a classroom keep it posted until the writing happens. Refer to it often.

Unpacking the prompt. What do these words mean?

This is a quick write assignment participants will use the snapshot writing worksheet/template. They will sketch a picture of them or their family participating in a tradition. They will then write it as a personal narrative/personal story of the event. Example on next page

This is a level 2 writing and it is to check for understanding of traditions.

Read entire passage to the class. Then introduce the writing template. Participants have it in their packets. The template and the questions will take students back into the text to read closely. Participants ihave a portion of the text in their packet to read closely fill in the graphic organizer. Do this together whole class.

Facilitator will model using the Northwest Native American Article. When teaching in the classroom this is a VERY important part. MODEL, MODEL, MODEL!!!! Read passage aloudReread annotating and highlighting anything that has to do with culture, traditions, or activities in one color. Return to text and highlight anything that has to do with geography in a different color.Fill in graphic organizer

This sheet helps to answer the essential question and connect the info from the graphic organizer- also used to check for understanding

Students will then be put into Expert groups of 4 and given their Native American article to read. Articles will be read, annotated, discussed, and fill in graphic organizer. Depending on the students ability these expert groups can be student led or teacher led.

Participants should have crayons, glue, extra paper, to do this activity with.

Expert groups will discuss the relationship between the geography and the customs and cultures. Then individuals will write their own paragraph about the relationship between the geography and traditions and customs. They may choose one relationship or multiple to write about.

All participants in the Expert groups should be an “Expert” on their article. Each expert will be given a number that puts them into a “Home” group that they will present their information and group poster to.CAN MAKE AN ACCOUNTABLILITY SHEET WHERE STUDENTS HAVE TO WRITE SOMETHING THEY LEARN FROM EACH PRESENTER.

We will model writing a narrative piece using the SWBSTF model to develop the story from. Use the info from the Article used prior to model. WE brainstormed several ideas for each SWBSTF and then let them choose or circle one of each to fill in for their story.SOMEONE- chinook, Tillamook, boy, girlWANTED- to dance at the ceremony, make a mask, go hunting, make jewelry..BUT- they didn’t know how, they needed material, they got lost…SO-they asked, they built a fireTHEN- they practiced, worked hardFINALLY- They accomplished their goal, they felt good about themselves, they learned a lesson

As an “expert” group brainstorm your SWBSTF for your narrative outline, then each person add the details to make their narrative piece. Refer to the rubric for requirements

Now that we have built background knowledge about the Native American culture and geography. We are going to do a narrative writing to check for understanding of the native American culture. Sometimes our narrative writing is strictly done and scored on the narrative writing standards, but this time we are including the social studies content as well!

Writing for understanding prompts- You are a rock going through the weathering process write a story about your journey…

Will see if we can make copies of the student samples or email them to participants…..They are in day 3 file of Utah Standards Academy.

Please write three things you enjoyed today, and one wish for something you’d like to know more about. Please do not ask for things we can do nothing about such as, “I wish this building was air conditioned.” Turn in your Hearts & Wishes before you leave today. We appreciate your feedback.