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Dancing Through Common Core Part I

Dancing Through Common Core Part I. Dr. Typhani Harris CAHPERD Conference 2014. Part I. Text styles CCSS Writing standards Overview of the performance task Reading strategy to help get you started :). Part II. Review the components of the performance task

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Dancing Through Common Core Part I

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  1. Dancing Through Common Core Part I Dr. Typhani Harris CAHPERD Conference 2014

  2. Part I • Text styles • CCSS Writing standards • Overview of the performance task • Reading strategy to help get you started :)

  3. Part II • Review the components of the performance task • Build a performance task to use in your class, modeled after SBAC

  4. SBAC • California has adopted the SBAC testing consortium. (SBAC: Smarter Balanced Assessment Consortium) • Which focuses on real life application, standards-based curriculum, thorough involvement, and standards-based teaching, with a web-based approach

  5. But I’m not an English teacher!!! We know Common Core focuses on the use of informational text. We also have been encouraged to start using informational text within our courses. But what do we do with it??

  6. The Debacle of Reading & Writing!! Informational vs. Expository • Informative • Informative text does just that: inform. • These works offer information built on the foundational element of fact. They are often a source of background information, highlighting dates, statistics, and facts on a specific topic. Informational text is great for background, but lacks the ability to truly converse with authors and interact with the text. • Expository • Expository works go beyond informing by offering ideas, explanation, and evidence. With a more subjective approach, the expository structure offers a greater ability to interact with the text and the author. Ohhh…. The many texts!!!

  7. Don’t Argue With Me!!! Argument Vs Persuasive • Argument • Argumentative text seeks to provide an argument, not to be confused with proving an argument or persuasive work. • Argumentative text offers both sides of an argument and essentially informs the reader of opposing sides, as well as presents evidence of each side. • Argumentative text does not choose a side, but merely presents the sides. • Persuasive • Contrastingly, persuasive text chooses a side and purposefully attempts to get the reader to agree with the presented claim(s). • Although persuasive text may present the other side, the purpose is to negate one side and prove the other.

  8. And… SBAC will also include • Literary Nonfiction: personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts • Procedural Texts: step by step guides

  9. Writing Performance Tasks The claims for SBAC are: • Read • Write • Language (Listening & Speaking) • Research

  10. What does that Mean?? The Claims of SBAC • READ:Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. • Write: Students can produce effective and well-grounded writing for a range of purposes and audiences. • Language: students can employ effective speaking and listening skills for a range of purposes and audiences. • Research: Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.

  11. Plan time to Read & Write Whatever you are doing in class lends itself to read about it!! Modern Unit: Read a guide on a codified technique Basketball Unit: Read the transcript of post game commentary Health Unit: Read an excerpt of a medical journal

  12. CCSS Writing Standards CCSS.ELA-Literacy.W.9-10.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.9-10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.9-10.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

  13. SBAC Performance Task The combination of the reading, writing, listening, and research create the performance task. * Remember this does not happen in one day. I like to visit articles throughout the semester and then address the articles with a performance task as a final.

  14. Components • Must have Stimuli: readings, video clips, audio clips, graphs, charts, • Must process information: questions to guide research, shoe comprehension, or simulate internet searches • Must produce a produce/performance: an essay, report, story, script, speech etc.

  15. Performance Task Parts Part I • Students read research sources and respond/prepare to respond to prompts. Part II • Students plan, write, and revise product

  16. Scoring Information Products are scored on: • Statement of purpose/focus • Organization • Elaboration of evidence • Language and vocabulary • conventions

  17. 4- Read Strategy This is a simple activity that can help students learn to annotate and have discourse with the text. • Read for Vocabulary • Read for Sections & Claims • Read for Dinner • Read for an Assignment

  18. 1. Read for Vocabulary • Skim text for unfamiliar words • Highlight the word • Provide a definition in the margin This allows students to find new words and the definition in the margin allows them to read without constraint and through this process, broadens their own personal vocabulary

  19. 2. Read for Sections • Skim the text (predominately the first and last sentence of each paragraph) • Chunk the text into sections by using a highlighter to create section breaks • Name each section (in the margin or on a post it note) • Identify and highlight the claim(s) • Rewrite the claim in your own words on a post it note.

  20. 3. Read for Dinner I call this read: Dinner with the Author(s) I like to use the following analogy: If you invited all of the authors you are reading to dinner, who would get along, who would fight? Who would leave before the appetizers are served and who would stay way beyond dessert? The point is to acknowledge the authors that agree, disagree, and those who are indifferent; further, it allows the reader to acknowledge where they fit in the conversation.

  21. Dinner with the Author For dinner with the author the reader needs to ask the following questions per section (not paragraph): • What does it say? • What does it mean? • Why is it important?

  22. What does it Say? This falls under DOK 1 and asks the reader to merely comprehend and recall the information presented. Essentially, the reader is simply putting the information in their own words.

  23. What does it mean? This encourages a broader level of thought and moves into DOK 2 by expecting students to interpret the information and construct a deeper understanding of the information presented, as well as beginning to make connections to what this information means to themselves, society, a culture, an era, a situation etc.

  24. Why is it important? This promotes more strategic thinking (DOK 3) by asking readers to draw conclusions, hypothesize, and formulate purpose behind what they are reading. This question can be tailored to what you want the students to grasp within the reading. For example, I may modify the question to ask: Why is this important to our dance program, or dance in the 21st century?

  25. Further articulation opportunities To push the DOK level even more and to add more interaction within and between texts (where the real dinner happens) I ask the following questions: Do you agree/disagree? Who else would agree/disagree?

  26. Do you agree/disagree? This pushes the reader to synthesize the information, apply the concepts to their world, and build their own stance/opinion on the topic.

  27. Who else would agree/disagree? This is where the real dinner happens. With all of the articles they have read, if they invited all of the authors to dinner…who would agree so much that they will still be talking long after dessert, and who would be so annoyed with the discussion that they leave before appetizers? This allows the students to truly interact with the text and the authors. Students can articulate which authors really connect with each other and hold a similar stance as well as which authors are completely opposing. Furthermore, they are able to articulate authors who are simply indifferent on the topic.

  28. Read for an Assignment The final read is completed with the purpose of accomplishing a task. This is where we really need to construct assignments that push students to the 4th level of DOK.

  29. Sample Assignments • Compose a 30 second elevator speech (this is great for informative articles) • Design a set of interview questions for the author • Create a flyer advertising the authors’ claim(s) • Construct 5 discussion questions • Devise a reading quiz to administer • Construct a conversation between two authors • Write a response to the article to be published in the school newspaper • Search the internet for a piece that presents an opposite claim(s) • Search the internet to find evidence that proves the author’s claim(s)

  30. Part II In Part II of this session we will build actual SBAC styled Performance Tasks made especially for your class. Try out the 4 red strategy with some of the articles and informational text you are using in class and bring them to Part II Part II will be conducted at the Dance & Movement Workshop July 7-12 @ Chapman University and we will take those articles and begin creating performance tasks

  31. Thank You! typhani.harris@pusd.org www.typhaniharris.com www.educationcloset.com www.corestandards.orgwww.smarterbalanced.org

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