1 / 25

Wiki

Wiki. http://pugetsoundesdccss-ela.wikispaces.com Wireless Access Open Air Password: summer10. Give One, Get One. Consider the six shifts, s hare one implication for your current ELA initiatives or other responsibilities?

ebony
Download Presentation

Wiki

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Wiki http://pugetsoundesdccss-ela.wikispaces.com Wireless Access Open Air Password: summer10

  2. Give One, Get One • Consider the six shifts, share one implication for your current ELA initiatives or other responsibilities? • Continue sharing one idea with three people (or 10 minutes, whichever comes first)

  3. Common Core State StandardsOur goals for today… Participants will… • Understand the vertical articulation of the standards • Deconstruct a standard and evaluate rigor as defined by Hess’s Cognitive Rigor matrix • Discuss implications for our work • Identify resources to support implementation

  4. Rigor – Quick Write • What makes reading hard? • How is rigorous reading different from hard reading? • For me, rigor is…

  5. Protocol for Processing Articles • Read an article individually and highlight important points, including the author’s definition of rigor. • Round 1: Each person shares and important point the author makes. Discuss implications for our work. • Round 2: Each person shares their definition of rigor. Discuss how the definitions are alike and different. • Round 3: (If time permits) share another important point and discuss implications.

  6. Reflect • Look back at your definition of rigor • Mark any aspects of your definition that were confirmed by the reading. • Add to or revise your definition if your thinking has changed.

  7. Common Core State Standards in English Language Arts Vertical Articulation at a Glance

  8. What is Vertical Articulation Vertical alignment asks: • How are the content standards/objectives related from one year/grade to the next? • Knowledge or skills extend to a wider range of content • Deeper understanding of the (cognitive process) for same content • New content or skills

  9. Back-mapping the ELA CCSS • Starting with college and career readiness • Standards for each grade level are identified • Working backward from grade 11-12 to 9-10 to 8 etc. • Establishes a clear, aligned K-12 pathway, linking elementary, middle, high school, and end-of-high school college and career readiness

  10. Bloom’s Taxonomy

  11. A ComparisonOriginal Revised • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

  12. Analyzing the Standards

  13. Your turn… • With a partner, select a different anchor standard • Highlight the additions of the grade level standard as it progresses toward College and Career Readiness • Circle the verbs describing the skills required of students R.I.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.)

  14. Cognitive Rigor Matrix by Karin Hess • Combines Bloom’s Taxonomy with Webb’s Depth of Knowledge framework. • A tool for: • Designing units of study that have a range of cognitive demand. • Assessing tasks for the thinking they require of a student

  15. The Cognitive Rigor Matrix

  16. Your turn again… • Record the level of Bloom’s or Webb’s Depth of Knowledge for each component of the standard. R.I.8.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

  17. Next steps?

  18. Standard to Practice • Begin with the Common Core State Standards, then consider what you already have and do. • Determine whether you address: • all or part of the standards in your curriculum, • whether your practice occurs at the same grade level as the standard, • and whether you currently have any data to evaluate effectiveness of instruction relative to that practice

  19. Implications • What are some of the key ideas related to vertical articulation? • How might you use the cognitive rigor matrix? • What are the similarities and differences current levels of rigor for students and the the level of rigor called for in the Common Core State Standards (CCSS)? • As you think about vertical articulation, what might be some next steps for your grade level, building and district?

  20. Resources

  21. Grade Level One-Pagers created by teachers in Washington State See the Resource page for the link to these documents.

  22. Resources for Implementation • ELA overview documents (one-pagers) as connected with WA standards: http://k12.wa.us/CoreStandards/Transition.aspx#ELAGradeLevel • Publisher’s Criteria in ELA and Literacy: http://k12.wa.us/CoreStandards/Resources.aspx • Alignments cross-walk documents: http://k12.wa.us/CoreStandards/Transition.aspx#Analyses • Parent Resource Guides: http://www.pta.org/4446.htm

  23. For More Information • Common Core Website: http://www.corestandards.org/the-standards • Common Core Questions: • Email: corestandards@k12.wa.usOR • Greta Bornemann, OSPI CCSS Project Director, E-mail: Greta.Bornemann@k12.wa.us • Hunt Institute Videos • http://www.youtube.com/watch?v=9IGD9oLofks&feature=player_detailpage (overview) • http://www.youtube.com/watch?v=Jt_2jI010WU&feature=related (writing) • http://pugetsoundesd.ccss-ela.wikispaces.com

  24. Thank you. corestandards@k12.wa.us

More Related