Early Release Professional Development February 15, 2012 Do we Drive or Navigate Classroom Discussion?

As we “grow” our processes, we must continue to apply what we already know about good teaching and learning.

Learning Targets for Today  I can understand that this year’s focus is to transform thinking and instructional practice, not implement Common Core Standards (with the exception of K-2 math)  I can plan purposeful and meaningful questions for my students  I can understand the ACE strategy for student responses  I can understand Math Practice #3

What does common core look like?  What do you think we need to do?  n-core-state-standards-elementary-school-- 2?fd=1 n-core-state-standards-elementary-school-- 2?fd=1 n-core-state-standards-elementary-school-- 2?fd=1  Blog Blog

Where have we been? Where are we going? Shifts that need to be made before next year:  8 practices: conceptual to abstract; focus on problem solving and explaining thinking; decomposing and composing numbers;  Balancing Informational and Literary Texts  Emphasize literacy experiences across content areas  Attention to text complexity  Rich questioning and providing answers with evidence based on text  Writing from sources  Focus on academic vocabulary

Today’s Theme

Video Clip  Keeping this in mind, that we want to become scholars of the text, not just witnesses…   As a group, complete the synthesis strategy you have in front of you.

Text-based Answers  Discussion as a group, what did you interpret? It is a necessary skill for our students to be successful…  The new CCSS ask students to support their reasons over and over.

Key Connections in Shift 4: Text-based Answers  “Careful planning; There is a real shift here. [This requires] spending much more time in preparing for instruction by reading carefully yourself.”  What are “questions worth asking”?  “We talk in terms of pre-reading, during reading and post reading, but in many ways there’s just reading.”  “Where did the author say that? Why do you think the author believes that? Show me the words in the text.”  How do “Students become scholars, not just witnesses of the text”?

 Password override Username- ISSTeacher Username- ISSTeacher Password- Password-  Highlight using Microsoft Word  Diigo overview Technology

Break 10 minute break

Mrs. York’s visualization model

Mrs. Taylor and writing

Wouldn’t it be great if we had a tool to help the kids with that? Wouldn’t it be great if we had a tool to help the kids with TRC? Wouldn’t it be great if we had one tool that we could use in every subject?

 There is a practice problem that you can do specific to your grade level. Complete the ACE document to solve the problem.  Share your answers with your table.  Read Math practice 3.

Remember: It’s about making choices that meet learners where they are! where they are! Use ACE with textbook Use ACE with a passage ACE at the student’s lexile level ACE with multiple levels of text Continuum of Implementation

Math Practice Math Practice 3: Construct viable arguments and critique the reasoning of others. - Handout is grade level specific - What does this mean?

Update on Assessments! MEMO: Re: SMARTER Balanced Item Specifications review and feedback opportunity Date: January 31, 2012 To: LEA, teachers, vendors CC: Kevin King, Nikki Elliott-Schumann, Viji Somasundaram, Kathleen Vanderwall, Shelbi Cole, Dianna Carrizales- Engelmann, Deb Matthews, Tony Alpert

PD Modules from DPI  Available at:  Log on with NC FALCON password.  Topics: The Call for Change The Call for Change The Summer Institute 2011 The Summer Institute 2011 Revised Bloom’s Taxonomy Revised Bloom’s Taxonomy Local Curricula Local Curricula

Bloom’s Taxonomy

 Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state  Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase  Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.  Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.  Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate appraise, argue, defend, judge, select, support, value, evaluate  Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write assemble, construct, create, design, develop, formulate, write

Collaborative Planning Kindergarten- Retelling with details/ ordering from least to greatest 1 st Grade- Problem ending and solutions/ Time (Clock) 2 nd Grade- Main Idea / Estimate lengths using units of inches, feet, centimeters and meters 3 rd Grade- Fact and opinion/ Numerical Patterns 4 th Grade- Summarizing and Figurative Language / Probability 5 th Grade- Comprehension with a focus on vocabulary/ Volume (new next year)