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SBAC Skills K-2. Christina Marinelli RISE Educational Services. Why?. Why should I care about this when my students will not have to take the assessment?.

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Sbac skills k 2

SBAC SkillsK-2

Christina Marinelli

RISE Educational Services


Why?

  • Why should I care about this when my students will not have to take the assessment?


“The highest performing school systems in the world prepare their students to apply rigorous academic content knowledge to real life situations. The end goal is to foster each student’s ability to create innovating solutions to complex problems…” (emphasis added)

Draft ELA/ELD Framework for California Public Schools: Transitional Kindergarten Through Grade twelve for second public review May-June 2014

Chapter 10: Page 13 of 39


Smarter Balanced represents the academic and reasoning concept and skill sets that we want students to acquire as a result of being in a school system.


Teaching to the test is acceptable if the test measures attributes or skill sets that you want the test taker to have acquired…..

whether those skill sets are academic or real life


Sbac question types
SBAC Question Types attributes or skill sets that you want the test taker to have acquired…..

  • Selected-response items

  • Technology-enhanced items

  • Constructed-response items

  • Performance tasks


Selected response math
Selected Response: Math attributes or skill sets that you want the test taker to have acquired…..


Selected response ela
Selected Response: ELA attributes or skill sets that you want the test taker to have acquired…..


Constructed response math
Constructed Response: Math attributes or skill sets that you want the test taker to have acquired…..


Constructed response ela
Constructed Response: ELA attributes or skill sets that you want the test taker to have acquired…..


Technology enhanced math
Technology Enhanced: Math attributes or skill sets that you want the test taker to have acquired…..


Technology enhanced ela
Technology Enhanced: ELA attributes or skill sets that you want the test taker to have acquired…..


Performance tasks
Performance Tasks attributes or skill sets that you want the test taker to have acquired…..

  • www.cde.ca.gov

  • What overarching skills are present in the SBAC (not content related)?

  • What implications do you see for your classroom?



Check for understanding
Check for Understanding goal of college and career readiness

  • What surprises you about the SBAC?

  • What are you comfortable with?

  • What are you concerned about?


Sbac skills
SBAC Skills goal of college and career readiness

  • Un-layer a complex task/problem

  • Collaborate

  • Technology skills

  • Justify/explain thinking/reasoning

  • Explanations in writing (short and long compositions)

  • Determine the goals of the problem

  • Decide on entry points and pathways to solutions /responses

  • Work on discrete pieces

  • Weave it back together

  • React comfortably to short expository text pieces on a variety of subjects, possibly unfamiliar


What can we do now in k 2
What can we do now in K-2? goal of college and career readiness


Standards across the grade levels
Standards Across the Grade Levels goal of college and career readiness

  • Standards build from one grade level to the next

  • Reliant on the previous grade level to have mastered the necessary skills


Standards across the grade levels1
Standards Across the Grade Levels goal of college and career readiness

K

1st

2nd

3rd

4th

5th


What can we do now in k 21
What can we do now in K-2? goal of college and career readiness


Ri and rl standards
RI and RL Standards goal of college and career readiness

  • “The early grades should not focus on decoding alone, nor should the later grades pay attention only to building reading comprehension.”

    Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects, Appendix A pg. 27

  • The Reading for Literature and Informational Text standards must be thoughtfully planned and purposefully taught according to the standard.


Sample plan
Sample Plan: goal of college and career readiness


What can we do now in k 22
What can we do now in K-2? goal of college and career readiness


Technology
Technology goal of college and career readiness

  • Writing Standard 6 and Speaking and Listening Standard 5 give specific expectations for student use of technology.


Writing standard 6

What can we start doing in K-2 to start working towards keyboarding skills adequate to produce on page in 4th grade? What seems manageable?

Writing Standard 6

K

1st

2nd

3rd

4th

5th


Speaking and listening standard 5

What visual displays could we incorporate into K-2 that would be technologically based and geared toward 21st century skills?

Speaking and Listening Standard 5

K

1st

2nd

3rd

4th

5th


What can we do now in k 23
What can we do now in K-2? would be technologically based and geared toward 21


Speaking and listening standards
Speaking and Listening Standards would be technologically based and geared toward 21

  • The speaking and listening standards teach students how to equitably collaborate with each other, which is a 21st century skill necessary for success in college and career.


Think about a time when you needed to get someone’s attention when they were busy. Share with your partner how you got that person’s attention.

  • There are many different ways to talk with people and get attention, so we need to all follow the same rules in our class. We will be learning those rules today.


Objective
Objective attention when they were busy. Share with your partner how you got that person’s attention.

  • Follow discussion rules


Reminder
Reminder attention when they were busy. Share with your partner how you got that person’s attention.

  • Discussion: Two or more people talking in a polite way about a certain topic.


Big idea
Big Idea attention when they were busy. Share with your partner how you got that person’s attention.

Speaker Rules

Stay on topic

Wait your turn, raise your hand to speak next

Speak clearly and in complete sentences

Only share helpful, positive things

Listener Rules

Look at the speaker and stay focused

Sit nicely and quietly

Think about what the speaker is saying

During a discussion, sometimes you will be the speaker and sometimes you will be the listener. There are rules we have to follow as a speaker and a listener to keep the discussion going. We have discussions so we can learn from each other.


Let me show you
Let me show you attention when they were busy. Share with your partner how you got that person’s attention.

  • Topic: Why are you happy to be back in school?


Steps
Steps attention when they were busy. Share with your partner how you got that person’s attention.

  • Think about the topic

    2. Decide what you want to say

    I _________________________.

    My favorite_________________.

    3. Decide who speaks first.

    4. Share following the speaker rules.

    5. Listen following the listener rules.


Let me show you one
Let me show you one attention when they were busy. Share with your partner how you got that person’s attention.

  • Topic: Favorite animal

  • Think about the topic

    2. Decide what you want to say

    I _________________________.

    My favorite_________________.

    3. Decide who speaks first.

    4. Share following the speaker rules.

    5. Listen following the listener rules.


Your turn
Your Turn attention when they were busy. Share with your partner how you got that person’s attention.

  • Topic: Favorite summer memory

  • Step 1-check

  • Step 2-check

  • Step 3-check

  • Step 4-check

  • Step 5-check

  • Think about the topic

    2. Decide what you want to say

    I _________________________.

    My favorite_________________.

    3. Decide who speaks first.

    4. Share following the speaker rules.

    5. Listen following the listener rules.


Your turn1
Your Turn attention when they were busy. Share with your partner how you got that person’s attention.

  • Topic: The best t.v. show or movie

  • Steps 1-2- check

  • Step 3-check

  • Steps 4 and 5 – check

  • Think about the topic

    2. Decide what you want to say

    I _________________________.

    My favorite_________________.

    3. Decide who speaks first.

    4. Share following the speaker rules.

    5. Listen following the listener rules.


Your turn2
Your Turn attention when they were busy. Share with your partner how you got that person’s attention.

  • Topic: Best subject in school

  • Steps 1-5-check

  • Think about the topic

    2. Decide what you want to say

    I _________________________.

    My favorite_________________.

    3. Decide who speaks first.

    4. Share following the speaker rules.

    5. Listen following the listener rules.


Closure
Closure attention when they were busy. Share with your partner how you got that person’s attention.

  • What did we learn to do today?

  • Why do we have discussions?

  • What are the rules for a speaker? What are the rules for a listener?

  • How do we have a discussion?


Closure1
Closure attention when they were busy. Share with your partner how you got that person’s attention.

  • Using our steps and rules for a discussion, discuss what rules the people in the picture are following? Which rules are not being followed?


Independent practice
Independent Practice attention when they were busy. Share with your partner how you got that person’s attention.

  • Give two topics for discussion. Students have a discussion with two different partners. Teacher has a rubric to observe and collect data.


What can we do now in k 24
What can we do now in K-2? attention when they were busy. Share with your partner how you got that person’s attention.


Standards for math practice
Standards for Math Practice attention when they were busy. Share with your partner how you got that person’s attention.

  • These standards allow the students to practice communicating in math and apply the skills they have learned in a deeper way. The MPs will be tested on the SBAC during the performance tasks.

  • The Math Practices are the same kindergarten through 12th grade. We need to help them apply the same skills/processes to grade level appropriate content.


“Just because” or “Because I said so” is not a reason you would want to hear from your teacher, or your parents.

In the same way, your math teacher does not want to hear “just because” when they ask you to explain how you found your answer.

So today, we are going to learn how to ……


Objective1
Objective reason you would want to hear from your teacher, or your parents.

Explain your reasoning after solving a problem


Big idea1
Big Idea reason you would want to hear from your teacher, or your parents.

What: When you are asked to explain your reasoning, it means one of two things:

  • Explain your process (how you did the problem- what operations you chose, what order)

  • Justify your response (why do you think the process is correct? Why does your answer make sense?)


Big idea2
Big Idea reason you would want to hear from your teacher, or your parents.

Why: You will frequently be asked to either explain your process or justify your response. This is because your teacher wants to make sure that you have thought through what you’re doing, and that you’ve stopped and asked yourself whether it makes sense.

Good mathematicians are able to explain their process and reasoning.


Model
Model reason you would want to hear from your teacher, or your parents.

Bobby found 8 seashells on Monday, 2 seashells on Tuesday, and 4 seashells on Friday. How many shells did he find altogether?

Justify your response


Steps1
Steps reason you would want to hear from your teacher, or your parents.

  • Analyze problem and determine solution pathway

  • Solve and check for reasonableness as you are going

  • Determine if you are being asked to explain process or justify reasoning.

  • Use appropriate sentence frame:

    First, I ____________, then I ………

    The reason that I believe I am correct is…….


Model1
Model reason you would want to hear from your teacher, or your parents.

Sally read 5 pages of her book in the morning, 7 pages after school, and 1 page before bed. How many pages did she read that day?

Explain your process


Your turn3
Your turn… reason you would want to hear from your teacher, or your parents.

Tim has 3 crayons, Sue has 4 crayons, and Carl has 2 crayons. How many crayons do they have together?

Justify your response


Your turn4
Your turn… reason you would want to hear from your teacher, or your parents.

I ate 6 grapes at lunch, 10 grapes after school, and 3 grapes after dinner. How many grapes did I eat today?

Explain your process


Your turn5
Your turn… reason you would want to hear from your teacher, or your parents.

There are 4 black whiteboard markers, 8 green whiteboard markers, and 1 blue whiteboard marker. How many whiteboard markers in all?

Justify your response


Closure questions
Closure Questions reason you would want to hear from your teacher, or your parents.

  • What did we learn to do today?

    2. What does it mean to explain your process?

    How is that different than justifying your response?

    3. What are the steps in explaining or justifying?


Independent practice1
Independent Practice reason you would want to hear from your teacher, or your parents.

  • 6-8 word problems


Standards for math practice1
Standards for Math Practice reason you would want to hear from your teacher, or your parents.

  • Learning Objective: Analyze givens, constraints, relationships, and goals in a problem

  • What might this look like in your particular grade? What vocabulary would you use?


What can we do now in k 25
What can we do now in K-2? reason you would want to hear from your teacher, or your parents.


Writing standards
Writing Standards reason you would want to hear from your teacher, or your parents.

  • The three writing genres are consistent kindergarten through 12th grade.

Informative/Explanatory

Narrative

Opinion/Argumentative

  • Each grade level has specific items they will be focusing on to prepare students for the following grade level. Working together with your grade level teachers and your school to help develop common language around each genre will ensure consistency.

  • paragraphs/pages in each grade level

  • topic sentence/thesis


What can we do now in k 26
What can we do now in K-2? reason you would want to hear from your teacher, or your parents.


Layered activities
Layered Activities reason you would want to hear from your teacher, or your parents.

  • We need to provide students with opportunities to tackle complex real life problems (with multiple skills woven together) throughout the year to prepare them for Performance Tasks on the SBAC.

  • We can support them in completing these activities at the beginning of the year, by the end of the year the students should be able to tackle these problems as independently as possible.


Layered activities defined
Layered Activities Defined reason you would want to hear from your teacher, or your parents.


Wrap up
Wrap-up reason you would want to hear from your teacher, or your parents.

  • With a partner, share one thing you will start doing this year in two of the categories.


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