Evidence Based Claims Middle Level March 15, 2013 Michelle Helmer Marcy Sweetman Staff Development Specialists Integrated Education Specialist Erie 2-Chautauqua-Cattaraugus.

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Presentation transcript:

Evidence Based Claims Middle Level March 15, 2013 Michelle Helmer Marcy Sweetman Staff Development Specialists Integrated Education Specialist Erie 2-Chautauqua-Cattaraugus BOCES

Targets I can identify the practices, resources and materials used for Evidence Based Claim I can discuss the connections between the implementation of Odell Education’s model curriculum and my District’s teacher practice rubric.

Skill based unit plans aligned to CCLS Strong alignment - RI.1, W.9b Moderate alignment - RI.3, RI.6, RI.9,W.4, SL.1

2.5 - Has a set of learning skills (e.g., how to study, how to conduct research, how to read for understanding, how to take notes, etc.) that are common across all grades and subject areas and taught and reinforced in each grade and subject area.

2.6 - Emphasizes reading, writing, and mathematics (literacy and numeracy) across the subject areas with expectations for performance that are consistent across and within the disciplines and commonly understood by teachers, students, and parents.

RI – Cite textual evidence to support the analysis of a text….

Why Evidence-based Claims? Foundational to literacy and critical thinking. At the center of many fields of study and productive civic life Education and personal growth require real exposure to new information from a variety of media. “One thing that 140 characters does not leave room for is nuance.” - Mike Greenberg (ESPN sports analyst)

Evidence-based Claims Focus Skills – Ability to extract detailed information and grasp how it is conveyed by the author of the text. – Make valid claims about new information or a new insight into prior knowledge.

What is a claim?

Exploring the Possibilities A Claim can be.. A thesis statement Your position based on evidence A conclusion of understanding A literal comprehension of the text

Overview of Lesson

Reading text closely Teacher preparation: Choose a complex piece of text that is worthy of reading. Read it Determine the major understandings Develop text dependent questions

Reading Closely Read the whole thing slowly and think about the central message or main idea. Get the GIST Re-read passage one sentence at a time. Underline things that you know about. Circle or underline words that you do not know. Re-revisit text in order to find answers to clarifying or text-dependent questions. Interact with text.

I pledge allegiance to the flag of the United States of America And to the Republic for which it stands One nation, under God, indivisible, With liberty and justice for all.

First time reading Pledge of Allegiance Think about the gist… What is this? What’s going on? Who is the speaker? What do you already know?

Second Reading In this text what does the flag represent? In the third line, what does the “it” refer to? What does indivisible mean in this context? Why might the author have chosen this word?

Connections to Practice Rubric

Evaluating a Claim

Connections to Practice Rubric

Questions?