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Common Core State Standards. Session 7 6-12 Social Studies, Science, & CTE . Day 2 – Session 7 11:15-4:30. OUTCOMES Participants will increase their knowledge of: Formative assessment & CPALMS tools;

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slide1

Common Core State Standards

Session 7

6-12 Social Studies, Science, & CTE

day 2 session 7 11 15 4 30
Day 2 – Session 711:15-4:30

OUTCOMES

Participants will increase their knowledge of:

  • Formative assessment & CPALMS tools;
  • The Comprehension Instructional Sequence as a way to teach thorough comprehension of complex texts;
  • Differentiated instruction and the Common Core Literacy Standards;
  • Incorporating Problem Solving/Response to Intervention to Maximize Student Outcomes;
  • The clarity and purpose of Learning Goals, scales, and learning activities; and
  • Addressing the needs of all learners – working with English language learners.
cpalms florida teachers standards instructional tool and formative assessments
CPALMS – Florida Teachers’ Standards Instructional Tool and Formative Assessments

by Rabieh Razzouk and FCR-STEM

parking lot questions
Parking Lot Questions
  • A question you need to park (save) until the end of a presentation.
  • It\'s a fancy way of saying, "Please hold all questions until the end of the presentation."
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Day 2 – Session 7Comprehension Instructional SequenceContent Area Lesson:What Thawed the Last Ice Age?

topic question
Topic Question

Before reading:

What are our responsibilities as citizens regarding mankind’s impact on the environment?

predictive writing
Predictive Writing

Before text reading: Use the Complex Text-Based Question Handout to record your answer to this question:

Predict which primary factorsmay cause global warming to occur.

Base your response on your current background knowledge.

vocabulary front loading
Vocabulary Front Loading

Words for Vocabulary Word Wall:

  • Words introduced in this article:

Circumpolar, Deglaciation, Paleoclimatologist

  • Word introduced previously in text-reading:

Sediment, Proxies, Albeit

text marking
Text Marking
  • Listen as the facilitator reads the first few paragraphs of the following text:

What Thawed the Last Ice Age?

  • Mark the text with the following codes:
    • F – this section of text shows a finding from research
    • O – this section of text shows a research observation
    • H – this section of text shows a scientific hypothesis
text marking1
Text Marking

After text marking:

  • In small groups, compare and discuss differences in text coding.
  • Support your suggested answers from the text.
first writing response after reading
First Writing Response After Reading

After the initial reading, answer the following question on your handout:

According to the text, what are the primary factors that may cause global warming to occur?

parking lot questions1
Parking Lot Questions
  • A question you need to park (save) until the end of a presentation.
  • It\'s a fancy way of saying, "Please hold all questions until the end of the presentation."
directed note taking
Directed Note-taking

Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?

  • Natural CO2 increase
  • Orbital change
  • Human Activity
  • Ocean Current Shifts

Be sure to utilize the text features such as statistics, charts, graphs, photographs, and illustrations as you take notes.

after directed note taking
After Directed Note-taking

Compare notes in pairs or small groups.

Place a star next to the most significant note in each category:

  • Natural CO2 increase
  • Orbital change
  • Human Activity
  • Ocean Current Shifts
after directed note taking1
After Directed Note-taking

Based on the information from the article and your notes, take positions and discuss which of the following factors has had the most significant impact on global warming. Use the text to justify all positions.

  • Natural CO2 increase
  • Orbital change
  • Human Activity
  • Ocean Current Shifts

As part of whole class discussion, record responses in multiple choice format.

differentiated instruction and the common core literacy standards
Differentiated Instruction and the Common Core Literacy Standards

by Florida’s Inclusion Network (FIN) and

Florida Diagnostic and Learning Resource System (FDLRS)

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Differentiated Instruction and the Common Core Literacy Standards

Presented by:

The Florida Inclusion Network (FIN)

and

The Florida Diagnostic & Learning Resources System (FDLRS)

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“The fact that students differ may be inconvenient, but it is inescapable. Adapting to that diversity is the inevitable price of productivity, high standards, and fairness to kids.”

Theodore Sizer, Brown University

differentiated instruction is
Differentiated instruction is…

...the recognition of and commitment to plan for student differences. A differentiated classroom provides different avenues to acquire content, to process or make sense of information and ideas, and to develop products.

the goals
The goals...

... of a differentiated classroom are to maximize student growth and to promote the success of each student.

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D.I. = Complex Decision-making

Through a variety of instructional strategies such as:

RAFTS…Graphic Organizers…Scaffolding …Cubing…Tic-Tac-Toe…Learning Contracts….Tiering…Learning/Interest Centers…Independent Studies…Multiple Intelligence Preferences…Orbitals...Complex Instruction…etc.

responsive learning environment
Responsive Learning Environment
  • Key ingredient is the “mood”
  • Lighting: natural is best
  • Temperature: 68°–74°
  • Color
  • Music: 60–80 beats per minute
  • Humor
  • The operation and tone of the classroom
  • Rules, furniture arrangement, procedures, visuals, etc.
clarity about the learning goal
Clarity about the Learning Goal
  • Common Core State Standards
  • Common Core Connectors
continuous assessment and adjustment
Continuous Assessment and Adjustment

“The goal is no longer to teach a unit and then see who got it, but rather to understand student progressions toward learning goals throughout a unit and adjust teaching as necessary to guide each student to success.

The Differentiated School , by Tomlinson, Brimijoin, & Narvaez

assessment
“Assessment is today’s means of understanding how to modify tomorrow’s instruction.”

“Assessment should always have more to do with helping students grow than cataloging their mistakes.”

Assessment

Carol Ann Tomlinson

flexible grouping and respectful work
Flexible Grouping and Respectful Work
  • Concrete, representational, and abstract experiences
  • Interesting and engaging tasks related to the curriculum
  • Variety of grouping strategies
what thawed the last ice age
What Thawed the Last Ice Age?

The teacher…

  • Prompts discussion: What are our responsibilities as citizens regarding mankind’s impact on the environment?
      • This discussion could be a pre-assessment.
      • Some students may need assistive, augmentative communication.
  • Reads aloud to students as they mark text
      • Some students may need digital content and highlight electronically.
      • Some students may benefit from previewing the text, their notes page, and a graphic organizer.
what thawed the last ice age1
What Thawed the Last Ice Age?

The students…

  • Read and/or listen to the text
    • Some students will need digital content with a screen reader and to highlight electronically.
  • Participate in directed note-taking
    • Instead of doing this as an independent activity, break students into small, mixed-readiness groups (or pairs). Students may use whichever note-taking device that works best for them and students who are at a higher readiness level could coach their peers if needed.
    • Some students will need cloze notes, some a structured note-taking form, some talk-to-text software.
tiered assignments
Tiered Assignments:

Predict which primary factors may cause global warming to occur.

  • Tier 1–List possible primary factors
  • Tier 2–Depict possible primary factors through drawing or diorama
  • Tier 3–Create a story from the perspective of someone impacted by global warming predicting possible primary factors
  • Tier 4–Create a word map showing the interconnecting factors that may lead to global warming and its impact
four corners
Four Corners:

Predict which primary factors may cause global warming to occur.

  • One different cause of global warming will be posted in each corner of the classroom.
  • Prior to reading passage #2, students will identify which of four causes they believe has the greatest impact on global warming by moving to the corresponding corner of the classroom.
  • After reading/listening to the passage, the students will once again identify which of the four causes they believe has the greatest impact on global warming.
  • Each group will identify passages from the text that provide support for their position.
vocabulary instruction
Vocabulary Instruction:
  • Direct students to locate words introduced in the text by paragraph number.
    • Use matching colored highlighter tape or electronically highlight.
  • Model for students how to derive word meaning(s) from word parts and/or context. Record meanings of word parts and words on chart paper.
    • Use lower level examples for some students, use graphic representations.
    • Display common prefixes, roots, and suffixes around the room.
text marking2
Text-marking:

F - this section of text shows a finding from research

  • What did they find?

O - this section of text shows a research observation

  • What did they see?

H - this section of text shows a scientific hypothesis

  • What did they think?
slide37

Model for students by reading the text aloud and coding a portion of the text. Students follow along (some with a screen reader) and mark their copy (some using removable tabs). Students proceed to code the rest of the text independently or in their groups/pairs.

    • Use MS Word AutoSummarize.
  • Students share text markings with table group or partner.
directed note taking1
Directed Note-Taking
  • Directed Note-Taking - Record notes containing the most important information relevant to the guiding question
    • Guiding Question: Using evidence from the article, what are the primary factors that may cause global warming to occur?
        • Use highlight tape or electronic highlighting
          • Natural CO2 Increase
          • Orbital Change
          • Human Activity
          • Ocean Current Shifts
  • Students may prefer a color-coded word map and/or graphic depiction.
slide39

Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text.

    • Some students may need assistive, augmentative communication.
  • Students create a first draft written response to the essential question:According to the text, what are the primary factors that may cause global warming to occur?
    • Variations for the written response: Use sticky notes quick writes, collaborative partners (use a peer scribe), written conversations, choose from a list, depict graphically
reading 3 question generation
Reading #3: Question generation
  • Teacher models re-reading a portion of the text and generates one or two questions.
  • Students continue to review/scan the text and use their recorded notes to generate questions about information in the text collaboratively or independently.
    • Some students will need a model showing how to turn a simple question into a complex question.
    • A Bloom’s flip book or Webb’s Depth of Knowledge chart may be helpful.
    • Some will need assistance through the use of probing questions.
final written response to complex text based question
Final Written Response to Complex Text-Based Question

According to the text and extended text discussion, which factor is most likely the primary cause for global warming to occur?

  • Students create a dialogue among the listed factors, each stating their case as to why they should be the primary cause.
  • Students demonstrate graphically the various factors and show primary by size or position
  • Students compose a RAFT activity stating the case for the primary cause.
  • Student groups design and debate the case for each of the causes.
things to keep in mind while planning and teaching
Things to keep in mind while planning and teaching…
  • There is a time for choice and a time for teacher directed activities.
    • When students are given choices in all situations, “their strengths become stronger, and their weaknesses become weaker.” (Chapman, 2005)
  • Students should be engaged in activity during all lessons.
  • Lessons should emphasize critical and creative thinking to increase the rigor of the lesson.
  • Be clear on key concepts and “big ideas” to help students form a framework for their new information.
what about when people say we aren t preparing them for the real world
What about when people say: “We aren’t preparing them for the real world!”
  • Differentiated instruction (done right)…
    • Guides students to think on their own
    • Helps students accept significant responsibility for learning
    • Develop a sense of pride in what they do
    • Makes learners an active participant in their evaluations
    • Prepares students for a better quality of life
more di resources for teachers
More DI Resources for Teachers

And Targeted Workshops on Differentiating Instruction, Accommodations, Cooperative Learning, Formative Assessment for Differentiating Instruction, and others.

slide47

For more information about differentiating instruction contact:

The Florida Inclusion Network (FIN)

www.FloridaInclusionNetwork.com

and

The Florida Diagnostic & Learning Resources System (FDLRS)

www.FDLRS.org

parking lot questions2
Parking Lot Questions
  • A question you need to park (save) until the end of a presentation.
  • It\'s a fancy way of saying, "Please hold all questions until the end of the presentation."
incorporating problem solving response to intervention to maximize student outcomes
Incorporating Problem Solving/Response to Intervention to Maximize Student Outcomes

by Rebecca Sarlo, University of South Florida

slide50

1. Set a Goal and ID How to Measure that Goal

Define

What do we want students to know and be able to do?

8. Evaluate if Goal in #1 was Achieved

7. Evaluate if Barriers were Eliminated or Reduced

2. ID Resources & Barriers

3. Prioritize Barriers

Evaluate

Is it working?

Analyze

Why is this not occurring?

6. Develop Follow-up Plan

4. ID Strategies to Eliminate or Reduce Barriers

Implement

What are we going to do about it?

5. Develop Action Plan

expected level of performance
Expected Level of Performance

Learning Objective

Students will:

  • Utilize text craft and structure to figure out the key ideas and details of grade-level text
  • Understand how the writer connects text structure and idea development to concisely express the meaning of the article
  • Recognize the ways a writer weaves together the mutually dependent elements of form and idea in the expression of meaning
goal level of performance
Goal Level of Performance
  • All students will demonstrate mastery of all components of the learning objective as measured by:
  • Informal formative assessment (e.g., teacher questioning and observation, classroom discussions)
  • Formal formative assessment (i.e., performance on writing assignment measured with structured rubric)
understanding barriers to learning
Understanding Barriers to Learning
  • Understand the barriers which preclude students from mastering the learning objective with initial instruction is a prerequisite to developing effective supplemental instruction
  • Anticipating barriers to mastery (e.g., student engagement) and building in supports to remove the barriers will increase the likelihood that initial instruction will be effective
instructional intervention design
Instructional/Intervention Design

A comprehensive understand of barriers to mastery of learning objectives allows for development of effective instruction and interventions.

For example:

  • If student understanding of key vocabulary is a barrier then explicit pre-teaching of vocabulary should be included within the instructional design.
  • If content area text is significantly above students’ independent reading level (e.g., 2 or more years), previewing and pre-teaching content and allowing the student to practice close reading strategy with independent level text within reading intervention course prior to instruction may be effective.
response to instruction
Response to Instruction
  • Learning objectives were measured by analyzing student writing samples utilizing a structured rubric.
  • Students whose current level does not reflect mastery of the learning objectives should be re-taught.
  • If more than 20% of the students have not mastered the learning objective, the initial instruction was ineffective and the large group should be re-taught.
learning goals scales and learning activities clarity and purpose
Learning Goals, Scales, and Learning Activities – Clarity and Purpose

by Shane Fairbairn, Northeast Florida Educational Consortium

central message
Central Message

What will I do to establish and communicate

learning goals to my students, track student

progress on those goals, and celebrate success

in meeting or making progress on those learning

goals?

content
Content

The content of this module has been reviewed by the Florida Department of Education and found to be:

  • Consistent with contemporary research on instructional practices that, done correctly and in appropriate circumstance, have a significant probability of a positive impact on student learning.
  • Appropriate content for Florida teachers at all grades and in all subjects.
content1
Content
  • Aligned with Florida’s plan of action for implementing standards-based instruction.
  • Consistent with all district classroom teacher evaluation systems with indicators focused on proficient use of learning goals with scales.
module objectives
Module Objectives

At the conclusion of this course, the teacher will

be able to:

  • create clear learning goals aligned to course standards.
  • develop a scale for each learning goal that guides progress toward mastery.
module objectives1
Module Objectives

At the conclusion of this course, the teacher will

be able to:

  • align learning activities with the purpose of the learning goal.
  • communicate expectations to learners regarding purposeful learning activities.
module objectives2
Module Objectives

The teacher will understand how to:

  • distinguish between learning goals and learning activities.
  • identify clear learning goals.
course structure
Course Structure
  • Divided into seven mini-modules.
  • Focused on enabling teachers to create, apply, communicate, and monitor learning goals, scales, and learning activities.
  • Culminates in a finished product for the Learning Goals Repository on CPALMS.
sections
Sections
  • Introduction
  • Clear Learning Goals
  • Scales
  • Purposeful Learning Activities
  • Communicating Expectations and Tracking Progress
  • Module Activities
  • Review
addressing the needs of all learners working with english language learners
Addressing the Needs of All Learners – Working with English Language Learners

by Diane StaehrFenner

slide71

Day 2 – Session 7ContinuedComprehension Instructional SequenceContent Area Lesson:What Thawed the Last Ice Age?

question generation
Question Generation
  • What was the source of CO2 in the Southern Ocean?
  • 2. How much of an impact could global warming have on agriculture?

Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups.

question generation1
Question Generation
  • Share questions with the whole group to identify which are common, and which questions are most relevant to the topic and/or significant to learning
  • Record/post common and relevant/significant questions on the Question Generation Poster for future use in:
  • extended text discussion
  • seeking answers in text-reading throughout the remainder of the chapter/unit
  • focusing on unanswered questions in collaborative inquiry.
text based essential questions
Text Based Essential Questions

According to the text and extended text discussion, which factor is most likely the primary cause for global warming to occur?

Use information from notes to help write final response on the Essential Question Handout.

Share answers in small groups.

the comprehension instructional sequence facilitates students
The Comprehension Instructional Sequence Facilitates Students:
  • Using background knowledge, i.e., predicting, inferring
  • Identifying key ideas from text
  • Learning and using text structures
  • Monitoring comprehension and employing fix-up strategies
  • Using a variety of reading strategies effectively
  • Paraphrasing, explaining, and summarizing information to construct conclusions
  • Engaging in question generation
  • Extended text discussion and writing
parking lot questions3
Parking Lot Questions
  • A question you need to park (save) until the end of a presentation.
  • It\'s a fancy way of saying, "Please hold all questions until the end of the presentation."
reflective journal
Reflective Journal

Please take a moment to reflect on the instructional implications of the Comprehension Instructional Sequence.

What are the instructional implications of the Comprehension Instructional Sequence for your course(s)?

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