Setting The Stage: Placemat Activity At your tables, get in groups of four and assign one box per person Take a moment and independently brainstorm important elements of ELA Standards and write your ideas in your box Share ideas in your group Agree on one interpretation of the ELA’s or something significant that was learned Day 1 and write it in the center circle Be prepared to share

The English Language Arts Alignment Document and Cognitive Demand 2010 Arizona English Language Arts Standards

The English Language Arts Alignment Document Goal: Participants connect and apply The 2010 Arizona English Language Arts Standards to curriculum and instruction through their understanding of the interrelationships between:  AZ Articulated Standards (the ‘old’ standards)  2010 Arizona English Language Arts Standards.

Entering the Crosswalk!

The English Language Arts Alignment Document and Cognitive Demand Questions: Why is the design of the alignment document important? How much has changed? Are some AZ POs more strongly aligned than others to the 2010 Arizona ELA Standards? What is Cognitive Demand and why is it important?

The English Language Arts Alignment Document and Cognitive Demand The alignment document is an integrated document consisting of: The 2010 Arizona English Language Arts Standards Explanations and Examples illustrating the 2010 standards. The Arizona Articulated Standards

Coding 1.RL.1 Grade Level Strand: Reading Literature Standard 1

Grade 2 Alignment Document ENGLISH LANGUAGE ARTS ALIGNMENT OF 2010 STANDARDS TO ARIZONA 1996, 2003 and 2004 STANDARDS Examples and Explanations from ELA Committee and Common Core.org Grade Reading Standards for Informational Text K-5 ClusterExplanation and Examples 1996, 2003, and 2004 Standards Reading, Writing, Listening & Speaking, and Viewing & Presenting Key Ideas and DetailsStrands, Concepts, and Performance Objectives 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Source: ADE/ELA Committee Teacher posts the question words (who, what, where, when, why, and how) and s/he says, “Let’s review what we just read. Turn to your elbow buddy and take turns asking your buddy questions beginning with the words on the board.” Teacher provides opportunities for students to practice formulating questions by providing question stems for students to use with a partner. Connections: SS02.S1C10.02, SS02.S2C9.01 Source: commoncore.org Class Discussion / Informational Text Grade 2 Unit 2 Bill Pickett: Rodeo-Ridin’ Cowboy (Andrea Davis Pinkney) is a true story of an African- American cowboy. After the story is read, display the same kind of chart from the unit one segment on fiction (see below). Again, remind the students that these are only question stems and must be amplified to focus on the story. Ask students to choose two questions to answer and write on their white boards. Share the responses from the students and add to the class chart. (RI.2.1, SL.2.2) R02.S1C6.03 Ask relevant questions in order to comprehend text. R02.S3C1.02 Locate facts in response to questions about expository text. R01.S3C1.02 Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.

The First Column: 2010 English Language Arts Standards 2010 Reading Standards for Informational Text Cluster Key Ideas and Details 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Strand: RI Cluster: Relates to CCR Standard: Grade Level Specific

The Middle Column: Explanations and Examples 2010 Reading Standards for Literature Explanation and Examples Source: ADE/ELA Committee Teacher posts the question words (who, what, where, when, why, and how) and s/he says, “Let’s review what we just read. Turn to your elbow buddy and take turns asking your buddy questions beginning with the words on the board.” Teacher provides opportunities for students to practice formulating questions by providing question stems for students to use with a partner. Connections: SS02.S1C10.02, SS02.S2C9.01 Source: commoncore.org Class Discussion / Informational Text Grade 2 Unit 2 Bill Pickett: Rodeo-Ridin’ Cowboy (Andrea Davis Pinkney) is a true story of an African-American cowboy. After the story is read, display the same kind of chart from the unit one segment on fiction (see below). Again, remind the students that these are only question stems and must be amplified to focus on the story. Ask students to choose two questions to answer and write on their white boards. Share the responses from the students and add to the class chart.

2010 Reading Standards for Literature 1996, 2003, and 2004 Standards Reading, Writing, Listening & Speaking, and Viewing & Presenting STRANDS, CONCEPTS AND PERFORMANCE OBJECTIVES R02.S1C6.03 Ask relevant questions in order to comprehend text. R02.S3C1.02 Locate facts in response to questions about expository text. R01.S3C1.02 Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read. Second Grade PO First Grade PO Third Column: 1996 – 2004 Arizona Articulated Standards 2.RI.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Checking Point Using your grade level Alignment Document, highlight and discuss any Aha’s or Oh-oh’s with your grade level group

Food for Thought… 1. What do we mean by rigor? 2. What does it have to do with our expectations for student performance? 3. What should students be able to do under the 2010 English Language Arts Standards? 4.How will teachers design appropriate instruction to match the increased rigor?

Cognitive Demand: Expectations for Student Performance What students should be able to do

Depth of Knowledge Recall Skill & Concept Strategic Thinking Extended Thinking Degree of understanding “Cognitive Demand” Bloom’s Taxonomy Knowledge Comprehension Application Analysis Evaluate & Create Progression of the development of cognitive skills

What’s In A Verb? The verb does not dictate the level of rigor. It is the context in which the verb is used that dictates the level of rigor.

DOK Level 1 - Recall  Recall of a fact, definition, information, or performance of a simple process or procedure. Example: Solve a linear expression 5(4x+9)

DOK Level 2 – Skill & Concept  Use information or conceptual knowledge; two or more steps; make decisions about how to approach Example: Predict a logical outcome based on information in a reading selection

DOK Level 3 – Strategic Thinking  Requires reasoning, developing plan, some complexity, more than one possible answer; generates discussion; requires student to justify answer Example: Solve a multi-step problem & provide a mathematical explanation to justifying answer

DOK Level 4 – Extended Thinking  Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem Example: Analyze & explain multiple perspectives across time periods, events, or cultures

LET’S PRACTICE!

DOK Wheel Activity 1.With a partner, read and discuss the descriptor cards in the baggie. Which level does this task represent? 2.Place your cards over the level you think the description might fit best 3.Use your handout as a guide

Depth Of Knowledge DOK 1 – Recall DOK 2 - Skill & Concept DOK 3 - Strategic Thinking DOK 4 - Extended Thinking Recall of a fact, definition, information, or performance of a simple process or procedure. Use information or conceptual knowledge; two or more steps; you do something; make decisions how to approach Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer; generates discussion; requires student to justify answer Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem

Exploring Cognitive Demand: 1.What do you notice about the placement of the cards? Are some categories “covered” with cards and others have very few? What does this reveal? Talk at your tables. 2.Identify areas of agreement such as 2 cards with the same descriptors on the same category. 3. Is there agreement? Where there is disagreement, talk it through…

LET’S CHECK!

Cognitive Demand Categories For ELA DOK 1DOK 2DOK 3DOK 4 Reproduce sounds or words Provide facts, terms, definitions, conventions Locate literal answers in text Identify relevant information Describe Follow instructions Identify purpose, main ideas, organizational patterns Summarize Gather information Give examples Check consistency Create/develop connections among text, self, world Recognize relationships Order, group, outline, organize ideas Compare and Contrast Categorize/schematize information Distinguish fact and opinion Express new ideas (or express ideas newly) Develop reasonable alternatives Make inferences, draw conclusions Predict probable consequences Generalize Test conclusions, hypothesis Assess adequacy, appropriateness, credibility Identify with another’s point of view Dramatize Determine relevance, coherence, internal consistency, logic Synthesize content and ideas from several sources Integrate with other topics and subjects Critique

Resources Common Core State Standards: Center for K-12 Assessment & Performance Management at ETS Assessment Article Achieve-Information about PARCC Surveys of Enacted Curriculum 28Source: