1. Now you’ve got it!

2. Educator Enhancement Academy ELA, Grades 2 Day 2
Ashley Gunnoe – Title 1, Wirt County
Carrie Cronin – 2nd Grade Teacher, Ritchie County
Charles Thomas – Academic Coach, Calhoun County

3. See, Think, Wonder
After doing it many times, you can have the students write questions for the wonder section.
You can have the students work collaboratively to sort the questions.

4. Book Pass One book per student Many genres Book Pass form
Timer—1 minute per book
Use for reference
Read at least 10 minutes each day
../../Downloads/Book%20Pass.doc

5. We MUST… Provide opportunity for self-selected reading DAILY
Model self-selected reading
Find reason and purpose to share reading
Protect time by avoiding “activity” while reading (post-its)

6. Without Fail… Daily chapter book read-aloud from the 4-5 grade band
Rich language
Appendix B, a resource NOT a reading list

7. Learning requires: Acquisition Meaning Making Transfer
Begin learning knowledge and skills
Students are given opportunity to actively construct understandings
Using the skills and knowledge to do other things with increased rigor
Support and More Study: UbD in a Nutshell by Jay McTighe

8. Rigor and Relevance FrameworkT A X O N M Y
Creating 6 5 4 3 2 1 C
Assimilation D
Adaptation
Evaluating
Analyzing
Applying A
Acquisition B
Application
Understanding
Remembering
Apply
across
disciplines
Apply to
real world
predictable
situations
Apply to real-world
unpredictable
situations
Knowledge
Apply in
discipline
APPLICATION MODEL

9. Consider: Are you acquiring, meaning making, or transferring?

10. Four Claims of SMARTER Balanced Assessment
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Students can produce effective and well-grounded writing for a range of purposes and audiences.
Students can employ effective speaking and listening skills for a range of purposes and audiences.
Students can engage in research/inquiry to investigate topics and to analyze, integrate, and present information.

11. How does what we did in our “student” sessions align to claims?

12. Summative Assessment

18. Smarter Balanced assesses nothing in the first two columns.

19. Genres of Writing
WV writes will not be used. The 5 step writing process will no longer be used. Teach them to write not only formal text, but s and text messages. (Text Complexity, Text Dependent Questioning, Text Dependent Writing)
Writing will be mostly opinion based (Deleware rubric for writing – text based rubrics)
New genres of writing on the elementary level = 30% persuasive, 35% to explain, 35% to convey experience.
*All writing starts with a focus question, close reading, focus statement in response to the focusing question, listening and speaking skills
*Inhale exhale (reading writing) leads to thinking cognitively
*Good writing comes from good reading
*Write and Think raises cognitive rigor

20. Writing Rubrics

22. Narrative Writing

24. Tools to Help You Grow
Common Core
Learning

31. EBSCO/Grolier
Log-in: WEST
Password: VIRGINIA

35. Additional Resources
Edmodo
Engage NY

36. Other Books to Consider

38. Learning requires: Acquisition Meaning Making Transfer
Begin learning knowledge and skills
Students are given opportunity to actively construct understandings
Using the skills and knowledge to do other things with increased rigor
Support and More Study: UbD in a Nutshell by Jay McTighe

39. Collaboration Time! Use your basal, along with Edmodo and EBSCO.
Collaborate with your table to find an anchor text and correlating text sets to use in your classroom.
If time allows, begin creating text dependent questions to use with your anchor text.

40. Contact Information
Ashley-
Charles-
Carrie-