Building a Culture of Literacy in the 21 st Century 5-8 Classroom

1. Building a Culture of Literacy in the 21st Century 5-8 Classroom Title I School Improvement Technical Assistance Workshop June 18, 2009 Roger Bennett, Melissa Given, Carrie Marcum

2. “Why?” Establishing the Need • After viewing the movie “Why”, what impacted you the most. • Turn to your neighbor and share your responses.

3. Name Tag Glyph

4. Activating Prior Knowledge • Think about “A Classroom Culture of Literacy” • Use the post it notes to jot down building blocks that you feel are important • Arrange them on the paper • Feel free to add, delete, or re-arrange the Post It Notes as the session progresses

5. What do we want to accomplish today? • Essential Questions • Know • Understand • Do

6. Importance of Vocabulary • “Research shows that vocabulary knowledge is the single most important factor contributing to reading comprehension. The Strategy Bank contains a wealth of graphic organizers, word learning strategies, and tips for teachers to ensure that their students acquire the necessary vocabulary.” • Teach21 Website

7. Building Vocabulary • Vocabulary knowledge grows in the following ways: • Elaborating conceptual knowledge underlying a known word. • Relating new words to existing words. • Relating new concepts to existing words. • Learning both new words and new concepts.

8. A Vocabulary Review Activity Teach 21- Strategy Bank

9. Setup Directions: • One participant stands with back to this presentation. • The audience gives the student clues to the vocabulary word onscreen as a clock keeps time. • The participant tries to guess the word before the buzzer.

10. Ready to play?

11. Literacy is… The

12. Differentiated Instruction (DI) is… The

13. Writing Roadmap is… The

14. TechSteps is… The

15. Collaboration is… The

16. Today’s Vocabulary

17. www.studystack.com

18. West Virginia 21st Century CSO’s Building a Culture of Literacy in the 21st Century 5-8 Classroom

19. How do we access the WV CSO’s ?

20. Policy 2510 Policy 2510 13.27 Definition of Curriculum The content standards, objectives and performance descriptors for all required and elective content areas and 21st century learning skills and technology tools at each programmatic level

21. What is Depth of Knowledge? • The degree of depth or complexity of knowledge reflected in the content standards and assessments • How deeply a student needs to understand the content for a given response/assessment

22. Depth of Knowledge • Level 1 – Recall, recognition. Skill, a behavior or sequence of behaviors learned through practice and easily performed • Level 2 – Application of skills, concepts; conceptual understanding; procedural understanding • Level 3 – More sophisticated reasoning and analysis; students required to solve problems, draw conclusions given data, arguments, situations and other information; construct mental models translating among different representations; justifying from evidence; summarizing a body of text • Level 4 – Extended thinking; requires integration of knowledge from multiple sources and ability to represent knowledge in a variety of ways; usually requires work over a period of time

23. The Rigor/Relevance Framework K N O W L E D G E T A X O N O M Y 6 5 4 3 2 1 Evaluation C Assimilation D Adaptation Synthesis Analysis Application A Acquisition B Application Understanding Awareness 1 2 3 4 5 Apply across disciplines Apply to real world predictable situations Apply to real-world unpredictable situations Knowledge Apply in discipline APPLICATION MODEL

24. RLA CSO Comparison Previous Policy Revised Policy RLA.5.1.5 use comprehension skills (e.g., draw conclusions; predict; use context clues; summarize) • RLA.O.5.1.08 • differentiate and apply comprehension strategies in literary and informational texts to • draw conclusions • predict • use context clues • summarize • judge text critically

25. The Learning Targets What basic knowledge will my students need to master this objective? What reasoning skills will students need? What performances/skills must students have if they master the objective? What products must students produce with mastery?

26. Knowledge Targets Mastery of subject content where mastery includes both knowing and understanding it. Examples • Identify sight words • Identify similes and metaphors • Know defining characteristics of various literary genres

27. Reasoning Targets The ability to use knowledge and understanding to figure things out and to solve problems. Examples • Make a prediction based on evidence • Examine data/results and propose a meaningful interpretation • Distinguish between fact and opinion • Evaluate information from a variety of resources

28. Performance/Skills Targets The development of proficiency in doing something where the process is most important. Examples • Read aloud with fluency and expression • Practice appropriate sight words and content vocabulary • Use self-correction strategies

29. Product Targets The development of proficiency in creating something where the final product is most important. Examples • Produce a grammatically correct sentence • Develop a proper paragraph form in a written composition • Compose a written composition using the five-step writing process

30. Learning Targets and Assessments • DOK of target needs to be assessed with a • matching DOK assessment • Assessment of What? • Knowledge Required • Patterns of Reasoning • Performance Skills • Product Development • Assess How? • Selected Response • Constructed Response • Extended Written Response • Performance/Product (demonstrated and observed) • Personal Communication – Finding out what students have learned through interacting with them

32. Your Turn! Collaborate with a partner Use the Activity Sheet in your packet Identify the different learning targets of the Objective using the guiding questions Determine the DOK level of the Objective and assessment method(s) Discuss the results at your table

33. West Virginia 21st Century CSO’s Classroom Assessment of & for Learning Building a Culture of Literacy in the 21st Century 5-8 Classroom

34. Classroom Assessment For Learning • For teachers and students • During Learning • Ongoing • Descriptive feedback • Student responsibility

35. Classroom Assessment For Learning A Process During Learning What are the typical uses? What is being assessed? What methods are being used? When do we assess?

36. What is the Student Involvement Component? Assessments become part of the learning process by keeping students aware of their progress and confident to continue learning. Students become consumers of assessment information to set learning goals.

37. What is the Student Involvement Component? Students and teachers work as a team. Students are provided continuous descriptive (rather than evaluative) feedback.

38. “When consistently carried out as a matter of routine within and across classrooms, this set of practices has been linked to profound gains in student achievement, especially for low achievers.” Benjamin Bloom, "The Search for Methods of Group Instruction as Effective as One-on-One Tutoring," Educational Leadership, May 1984 Paul Black and Dylan William, "Inside the Black Box: Raising Standards Through Classroom Assessment," Phi Delta Kappan, October 1998

39. Snowball Fight

40. The K-8 Technology Literacy Curriculum

41. Digital Storytelling is an 8th grade project.

44. Main Menu Options

45. Clickable table of contents

46. Directions for project with clickable links for further details.

47. Digital Storytelling • The essence of this lesson is narrative writing.