Learning Targets: The Key to Effective Scaffolding & Differentiation

1. Learning Targets: The Key to Effective Scaffolding & Differentiation Durham Public Schools English Language Arts 6-8 Carrington Middle School

2. Housekeeping • Sign In Sheets – by school • Be sure to indicate your Summer Institute dates. • All handouts & resources are available on the wiki http://dps68ela.wikispaces.com/ • Holt Online Resources • ELA Department Survey

3. Mission Possible Your mission, should you choose to accept it, involves the recovery of stolen object, designated CCR. This item, stolen years ago by NCLB and the multiple choice tests that plague our nation, is vital to our national security. You have until the first day of school to ready yourself for this mission. You will not be able to complete this mission alone; enlist the help of other professionals in your field. As always, should any student in your class fall short of these expectations, use all resources available to you before aborting the mission.

4. This mission will never self-destruct. It will never go away. It will never change.

5. Common Core DOES NOT change our mission.

6. Yeah…Right! Common Core expects our students to be able to grapple with complex texts. What about our students that can’t handle the simple texts we use now?

7. What DOES Common Core Change? • Accountability • In your classroom • In your PLC • In your department • In your school • In the district • In the state • In the nation

8. Our Focus: Accountability in your classroom

9. KUDos I KNOW- knowledge & content vocabulary of which students have basic knowledge I UNDERSTAND THAT- ideas or concepts with which students grapple I CAN DO- skills that students will perform to display standard mastery

10. RL & RI.7.1 Cite several pieces of textual evidence to supportanalysis of what the textsays explicitly as well as inferencesdrawn from the text.

11. RL & RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I KNOW… • Cite • Textual • Evidence • Analysis • Explicit • Inference • Claim

12. RL & RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Understand that: • Different kinds of text have different structures and parts that make them work • Arguments, claims, or ideas about a text are stronger when supported by specific evidence • Individual ideas or interpretations of texts are valid when supported by specific textual evidence

13. RL & RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Do: • Read with a specific purpose (assigned or self selected) • Identify part(s) of a text that are confusing to me and reread them to understand them • Identify part(s) of a text that I feel are important and reread them • Identify different parts of a text according to what kind of text it is • Restate what the text clearly says (specific parts and as a whole) • Use what the text clearly says and what I already know to make decisions that help me understand the text • Explain how individual parts of a text work together • Identify textual evidence that is a clear example of how parts of a text work together • Identify textual evidence that is a clear example of how part of a text works within the whole text • Explain how/why the textual evidence that I identified is a clear example of how the parts of a text work • Decide how many pieces of textual evidence and accompanying explanation are necessary or appropriate for what I’m trying to do • Provide multiple pieces of textual evidence and explanations when necessary or appropriate

14. RL & RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Do: (Pacing of Learning Targets) • Read with a specific purpose (assigned or self selected) 1-6 • Identify part(s) of a text that are confusing to me and reread them to understand them 1-6 • Identify part(s) of a text that I feel are important and reread them 1 • Identify different parts of a text according to what kind of text it is 1, 2 • Restate what the text clearly says (specific parts and as a whole) 1, 2 • Use what the text clearly says and what I already know to make decisions that help me understand the text 2, 3, 5 • Explain how individual parts of a text work together 3-4 • Identify textual evidence that is a clear example of how parts of a text work together 3, 4, 5 • Identify textual evidence that is a clear example of how part of a text works within the whole text 3, 4, 5 • Explain how/why the textual evidence that I identified is a clear example of how the parts of a text work 3, 4, 5, 6 • Decide how many pieces of textual evidence and accompanying explanation are necessary or appropriate 3, 4, 5, 6 • Provide multiple pieces of textual evidence and explanations when necessary or appropriate 3, 4, 5, 6

15. District PLC Work SessionPart 1- KUDOs Carousel • Go to the room designated for your grade level PLC. • Count off to determine who will work with which standard. • Go to the chart paper with your standard at the top. • Break down the standard into Knows, Understands, and Dos. • Sequence the Dos in the order you feel they should be introduced or focused on in class. (45 minutes) • Carousel- Rotate clockwise to the next standard. • Read over and add any Knows, Understands, or Dos that you see are missing. Be sure to put them in sequence. (10 minutes) • Repeat steps 6 & 7 until you have visited the station for each standard in unit 1. • Return to the standard with which you began.

16. District PLC Work SessionPart 2- Pacing Learning Targets Read over what is now on your chart paper for your original standard and make any adjustments necessary. Pace Learning Targets • Use the Instruction and Assessment calendar for unit 1 to see in which week(s) your standard appears. • Decide which learning targets will be the focus for each week in which your standard appears. Make note of this pacing on your chart paper. • Type up your Knows, Understands and Dos in a MS Word document. You will use this to cut and paste your work into a Google Docs form. • Access the Google Docs form at ttps://docs.google.com/spreadsheet/viewform?formkey=dGdhc0EzYkEtT0Fja2xaRGt1bTNnMGc6MQ • Enter the Knows, Understands and Dos into the Google Doc. • Enter the learning targets that will be the focus for each week in unit 1. • Submit your work. • Enjoy your afternoon!