Standards Academy 2014 Day 3 Grade Band 2 & 3 Leslie Bertram, Shelly Harris, Susan Kagie & Christy Wagner
Review Hearts and Wishes • Discussion to address Hearts & Wishes from Wednesday
Today’s Objectives Day 3 • Power of Writing • Task, Purpose, Audience • Cognitive Rigor • Bloom’s Taxonomy • Depth of Knowledge • Narrative Writing • Student Samples • Standards • Dialogue • Strategies • Lesson
The Power of Words Video http://www.youtube.com/watch?v=xOjqifFlLBU
The Power of Words • Discuss with a partner why the change in words was able to bring about action?
The Power of Words • Words are powerful and when used in the right way can… • Make others see, feel, and laugh • Promote thought • Elicit action • Change behavior
Power of Words • How can we help students to feel the power of their words through their writing?
Power and Purpose of Writing • It’s not enough to just write, but to write with a purpose and for an audience. • The writer in the video had a purpose and audience, but the writing did not address them adequately. • The revised writing was more thoughtful and better suited for the purpose and audience.
Power and Purpose of Writing • If the only purpose for writing is to please the teacher or get a grade then students may not feel the power of writing or the need to choose words carefully. • Giving students the opportunity to write a variety of tasks, to a different or larger audience, and for a variety of purposes will engage them and inspire more thoughtful writing.
Looking at TASK*PURPOSE*AUDIENCE POSTER Audience Who am I writing to? What is task, purpose and audience? Purpose Why am I writing? Task What am I Writing?
Looking at TASK*PURPOSE*AUDIENCE Audience ? • What was the task, purpose and audience of the writing in the video? • Discuss with your partner • Task: What to write… • Purpose: Why to write… • Audience: Who to write to… Task ? Purpose ?
Looking at TASK*PURPOSE*AUDIENCE Level 1 Writing Audiences ? Brainstorming Activity Tasks ? Purposes • Persuade • Inform • Entertain
Reflection & Journal Writing • Write your thoughts about varying the task, purpose, and audience for student writing. • How will this knowledge effect writing in your classroom? What are some tasks and audiences that would be appropriate and engaging to students in your classroom? Think of a writing assignment you already do and how you could change the task or audience for the upcoming year. • Share REFLECTION There is one quality above all that makes a good teacher- the ability to reflect on what, why, and how we do things and to adapt and develop our practice.
Depth of KnowledgeCheck for Understanding HANDOUT I’m ready to go I will be able to share information with the group Stop I need explicit instruction on this concept Proceed slowly I may have questions
Bloom’s Wheel Verbs Activities Products
DOK and Norman Webb • Norman Webb • Did his research on assessment of student knowledge • Created the DOK Levels
Depth of Knowledge • What is Depth of Knowledge? Also known as DOK • Depth of Knowledge represents the comparison of the cognitive demand required by the students to complete the activities, assignments, and assessments given to them.
Depth of Knowledge VIDEO • Karin Hess explains Depth of Knowledge https://www.schooltube.com/video/9594bf7a1d114d3999aa/Karen%20Hess%20-%20Webb's%20Depth%20of%20Knowledge
Session II: G/T Coordinators Session III: Curriculum Consultants & USOE Staff Salt Lake City, UT February 25-26, 2014 Karin K. Hess, Ed.D. Center for Assessment email@example.com Infusing Rigor & Research into Instruction and Assessment These slides are taken from a presentation Karen gave in February when she can to our state they are not complete and have been altered to suit our training
Reflection & Journal Writing • Write your personal definition of “cognitive rigor” as it relates to instruction, learning, and /or assessment. • Share REFLECTION There is one quality above all that makes a good teacher- the ability to reflect on what, why, and how we do things and to adapt and develop our practice.
Let’s apply your rigor definition Your class has just read some version of the fairy tale Little Red Riding Hood. • What is a basic comprehension question you might ask? • What is a more rigorous question you might ask?
The Hess Cognitive Rigor Matrix integrates Bloom + Webb Different states/schools/teachers use different models to describe cognitive rigor. Each addresses something different. • Bloom – What type of thinking (verbs) is needed to complete a task? • Webb – How deeply do you have to understand the content to successfully interact with it? How complex is the content?
Bloom’s Taxonomy [1956 ] & Bloom’s Cognitive Process Dimensions 
Webb’s Depth-of-Knowledge Levels • DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure • DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs • DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer or approach • DOK-4 - Extended Thinking - An originalinvestigation or application to real world; requires time to research, problem solve, and process multiple conditionsof the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources
DOK is about complexity—not difficulty! • The intended student learning outcome determines the DOK level. What mental processing must occur? • While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level. • Describe the information contained in graphics or data tables in the text; or the rule for rounding a number DOK 1 • Describe how the two characters are alike and different. DOK 2 • Describe the data or text evidence that supports your solution, reasoning, or conclusions DOK 3 • Describe varying perspectives on global climate change using supporting scientific evidence, and identify the most significant effects it might have on the planet in 100 yrs. DOK 4
Let’s practice using the Cognitive Rigor Matrix • Let’s revisit your Little Red Riding Hood questions • Where do your questions fall in the CRM? • Write a DOK 1-4 question or assessment for Little Red Riding Hood
Some general rules of thumb . . . . • If there is one correct answer, it is probably level DOK 1 or DOK 2 • DOK 1: you either know it (can recall it, locate it, do it) or you don’t know it • DOK 2:(conceptual): apply one concept, then make a decision before going on applying a second concept; express relationship (if-then; cause-effect) • If more than one answer/approach, requiring evidence, it is DOK 3 or 4 • DOK 3: Must interpret, provide supporting evidence and reasoning (not just HOW solved, but WHY it works– explain reasoning for each step/decision made) • DOK 4: all of “3” + use of multiplesources/data/ texts; initiate & complete an investigation
Some other content examples . . . . • Your class will be learning about… • Math • Science • Social studies • Come up with a basicunderstanding and morerigorousquestion you could pose from at least one of these content areas. • Share
Rigor in the Utah Standards • Open to your Utah Standards for Reading and Writing. • Choose a standard and determine where you think it might fit into the Cognitive Rigor Matrix
Reflection & Journal Writing • Write your thoughts about cognitive rigor and consider how the Utah State Standards support deeper thinking. • What might you implement or alter in your teaching practices next year to ensure your students are experiencing more DOK 4 activities? • Share REFLECTION There is one quality above all that makes a good teacher- the ability to reflect on what, why, and how we do things and to adapt and develop our practice.
What does the text say? http://www.youtube.com/watch?v=1kXG03uOJUI
Narrative Writing Standards Grades 2-3
Narrative Writing Level 1 Writing • What is Narrative Writing? • Using a piece of chart paper, as tables brainstorm words that come to mind when you think of Narrative Writing. Then come up with a definition of Narrative Writing. • Post and Share
Narrative Writing What is Narrative? Often, the word narrative is synonymous with story. A narrative is the story (fiction or non-fiction) told and the order in which it is told. Sometimes, there is a narrator, a character or series of characters, who tell the story. Sometimes, as with most non-fiction, the author himself/herself is the narrator. You are narrators of your own lives all the time. Something happens in class. You go to lunch; then, you tell the details that are important to you in the order that seems right to you. The story that you tell is a narrative. A reporter who tells a human interest story for the Olympics about an athlete that fought for years to get to the Olympics. The narrative is shaped by details. These details offer clues about the author’s purpose. Clearly, the author who emphasizes the hardships of an Olympic athlete wants to show us that this person overcame adversity to succeed. Why Write Narrative? Narrative writing is very important in your day-to-day life. For the rest of your life, you will write texts, e-mails, cover letters, blogs, etc. about your beliefs, your ambitions, information you know, and feelings you have. What could be more important? Narrative writing in fiction and non-fiction (and even poetry) tells others the stories of our personal experiences and allows us to gain empathy and sympathy about the world around us. http://lps.lexingtonma.org
Utah Narrative Writing Standards 2nd Grade W.2.3Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 3nd Grade W.3.3Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. • W.3.3aEstablish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally. • W.3.3bUse dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. • W.3.3cUse temporal words and phrases to signal event order. • W.3.3dProvide a sense of closure.
Narrative Writing • This academy we will be looking at two types of Narrative Writing. • Personal Narrative • Narrative writing that shows understanding of content The Story of Drip the Raindrop