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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

slide2
Why?
  • Why should I care about this when my students will not have to take the assessment?
slide3
“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

slide4
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.
slide5
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
  • Selected-response items
  • Technology-enhanced items
  • Constructed-response items
  • Performance tasks
performance tasks
Performance Tasks
  • www.cde.ca.gov
  • What overarching skills are present in the SBAC (not content related)?
  • What implications do you see for your classroom?
slide14
Smarter Balanced isn’t the end but it represents the end goal of college and career readiness
  • Using it to guide our instruction and prepare our students will ensure they are prepared for the demands of the Common Core and in turn be prepared for college and career.
check for understanding
Check for Understanding
  • What surprises you about the SBAC?
  • What are you comfortable with?
  • What are you concerned about?
sbac skills
SBAC Skills
  • 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
standards across the grade levels
Standards Across the Grade Levels
  • Standards build from one grade level to the next
  • Reliant on the previous grade level to have mastered the necessary skills
ri and rl standards
RI and RL Standards
  • “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.
technology
Technology
  • 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

speaking and listening standards
Speaking and Listening Standards
  • 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.
slide29
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
  • Follow discussion rules
reminder
Reminder
  • Discussion: Two or more people talking in a polite way about a certain topic.
big idea
Big Idea

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
  • Topic: Why are you happy to be back in school?
steps
Steps
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • 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
  • Give two topics for discussion. Students have a discussion with two different partners. Teacher has a rubric to observe and collect data.
standards for math practice
Standards for Math Practice
  • 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.
slide44
“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

Explain your reasoning after solving a problem

big idea1
Big Idea

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

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

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
  • 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

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…

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…

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…

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
  • 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
  • 6-8 word problems
standards for math practice1
Standards for Math Practice
  • 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?
writing standards
Writing Standards
  • 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
layered activities
Layered Activities
  • 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.
wrap up
Wrap-up
  • With a partner, share one thing you will start doing this year in two of the categories.
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