1. Modesto Common Core Reading October 11, 2012

2. Todays agenda Focus for the day – Reading AM Session 1. Understanding Rigor/Relevance Framework 2. Exploring the Reading strand in the CCSS 3. Practice with Text Complexity 4. Text Based Questions.

3. Todays agenda PM Session –Create a literacy unit using the R/R Framework Incorporate text you identified in the Text Complexity exercise Incorporate Text based Questions Design a Quad D assessment January – Reflection/sharing

4. Rigor/Relevance Framework® and Instructional Strategies

5. Resources 5

6. Introduction to Rigor, Relevance, and Relationships Why are these 3Rs so powerful? How do the 3Rs help with diverse learners? Lets get started with Relationships, Relevance, and Rigor

7. Brain friendly Memorable Their future Student centered Relationship dependent Why are Relationships, Relevance, and Rigor critical for the achievement of all learners?

8. Rule One: Relationships Make Learning Possible

9. Diverse Learners respond well to relevant and contextual learning This improves memory, both short term and long term Students need practice to improve critical thinking using research-based strategies such as: –structured dialogue –graphic organizers –responding to and developing great questions –plenty of hands-on relevant learning. Relevance must be student based: the students life, the students family and friends, the students community, the world today, current events, etc. Relevance Makes Rigor Possible

10. Comparing Learning to… Students life Familys life Students community and friends Our world, nation, state World of Work World of Service World of Business and Commerce that we interact with Use the Real World Moral, ethical, political, cultural points of view, and dilemmas Real world materials Internet resources Video and other media Scenarios, real life stories News - periodicals, media Adding Relevance to Any Lesson or Unit

11. Rigor Makes the Future Possible Common Core State Standards Fewer, clearer, higher Common Core State Standards Fewer, clearer, higher

12. Rigor/Relevance Framework

14. Focusing on Rigor

15. How would you define rigor? What makes a lesson rigorous for students?

16. KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION RIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.

17. Rigor and Relevance Framework to Guide Thinking See page 4 of Using R/R for definition of rigor

18. Verbs by Quadrant p. 5 Using R/R Handbook

19. Activity: High or Low?

20. Examining the Level of Knowledge H or L 1. Look up definition of word of the day 2. Write a creative story, such as surviving in the wilderness. 3. Discuss role of media in a democracy. 4. Make observations of similarities and differences of fish heads and predict food sources. 5. Measure angles with a protractor 6. On a model label the layers of Earths atmosphere. 7. Research communication innovations and predict innovations in the next 20 years.

21. Examining the Level of Knowledge H or L 1. Look up definition of word of the day L 2. Write a creative story, such as surviving in the wilderness. H 3. Discuss role of media in a democracy. H 4. Make observations of similarities and differences of fish heads and predict food sources. H 5. Measure angles with a protractor L 6. On a model label the layers of Earths atmosphere. L 7. Research communication innovations and predict innovations in the next 20 years. H

22. Rigorous Lessons ask Students to: EXAMINEPRODUCE CLASSIFYDEDUCE GENERATEASSESS CREATE PRIORITIZE SCRUTINIZEDECIDE

23. Rigor is… Scaffolding thinking Planning for thinking Assessing thinking about content Recognizing the level of thinking students demonstrate Managing the teaching/learning level for the desired thinking level Rigor is not… More or harder worksheets AP or honors courses The higher level book in reading More work More homework

24. Focusing on Relevance

26. RELEVANCE IS THE PURPOSE OF THE LEARNING: ACQUIRE KNOWLEDGE APPLY KNOWLEDGE INTERDISCIPLINARY REAL WORLD PREDICTABLE REAL WORLD UNPREDICTABLE

27. A Relevant Lesson asks Students to: USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD PROBLEMS THAT HAVE MORE THAN ONE SOLUTION

28. Application Model Decision Tree

29. Application Model Decision Tree p. 10-11 Using Rigor and Relevance to Create Effective Instruction

30. Application Model Decision Tree Is it Application? – If NO If YES Is it real world? – If NO and one discipline – If NO and interdisciplinary If YES Is it unpredictable? – If NO – If YES Level 1 Level 2 Level 3 Level 4 Level 5

31. Topic: Basic Nutrition Examine success in achieving nutritional goal Label food by nutritional groups Develop personal nutrition goals Explain nutritional value of individual foods Appraise results of personal eating habits over time Use nutritional guidelines in planning meals Activity: With a Partner, Rank Order Levels of Relevance

32. 1.Label food by nutritional groups 2.Explain nutritional value of individual foods 3.Use nutritional guidelines in planning meals 4.Examine success in achieving nutritional goal 5.Develop personal nutrition goals 6.Appraise results of personal eating habits over time Answers: Basic Nutrition

33. Three Questions to Ask: Two Actions to Take: Which Quadrant does your lesson plan reflect? Which Quadrant did student performance reflect when you delivered the lesson? How do you know and what will you do as a result? End all lessons at higher rigor levels (analysis, synthesis, evaluation) Make certain students act upon or apply relevance in lessons frequently Making Rigor and Relevance Part of Everyday

34. Takeaways on Rigor and Relevance 1. Think about the Rigor/Relevance Framework. 2. Note two major takeaways. 3. Add one idea or suggestion. 4. Share! Two to Note, One We Wrote Takeaways about _____: 1. 2. One idea to add is… Two to Note, One We Wrote Takeaways about _____: 1. 2. One idea to add is… 34

35. Activity 1.Pick a topic that you usually teach within the first month of school. Write a question or task at the Quadrant A level for the topic. 2.In your group, pass to another and bump to a Quadrant B question or performance task. 3.Pass and bump the question or task to Quadrant C. 4.Pass and bump the question or performance task to Quadrant D. 35

36. Creating a High-Quality Next Generation Assessment

38. read inference analyze summarize analyze