modesto common core reading october 11, 2012. todays agenda focus for the day – reading am session...

Modesto Common Core

ReadingOctober 11, 2012

Today’s agendaFocus for the day – Reading AM Session

1. Understanding Rigor/Relevance Framework

2. Exploring the Reading strand in the CCSS

3. Practice with Text Complexity4. Text Based Questions.

Today’s agenda

• PM Session– Create a literacy unit using the R/R

Framework• Incorporate text you identified in the Text

Complexity exercise• Incorporate Text based Questions• Design a Quad D assessment

• January – Reflection/sharing

Rigor/Relevance Framework® and Instructional Strategies

Resources

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Introduction to Rigor, Relevance, and Relationships

•Why are these 3R’s so powerful?

•How do the 3R’s help with diverse learners?

•Let’s get started with Relationships, Relevance, and Rigor

•Brain friendly•Memorable •Their future•Student centered•Relationship dependent

Why are Relationships, Relevance, and Rigor critical for the achievement of all learners?

Rule One: Relationships Make Learning Possible

• Diverse Learners respond well to relevant and contextual learning

• This improves memory, both short term and long term

• Students need practice to improve critical thinking using research-based strategies such as: – structured dialogue– graphic organizers– responding to and developing great questions– plenty of hands-on relevant learning.

• Relevance must be student based: the student’s life, the student’s family and friends, the student’s community, the world today, current events, etc.

Relevance Makes Rigor Possible

Comparing Learning to…

• Student’s life

• Family’s life

• Student’s community and friends

• Our world, nation, state

• World of Work

• World of Service

• World of Business and Commerce that we interact with

Use the Real World

• Moral, ethical, political, cultural points of view, and dilemmas

• Real world materials• Internet resources• Video and other

media• Scenarios, real life

stories• News - periodicals,

media

Adding Relevance to Any Lesson or Unit

Rigor Makes the Future Possible

Common Core State Standards

Fewer, clearer, higher

Rigor/Relevance Framework

Rigor/Relevance Framework

Focusing on Rigor

How would you define rigor?

What makes a lesson rigorous for students?

KNOWLEDGE

COMPREHENSION

APPLICATION

ANALYSIS

SYNTHESIS

EVALUATIONRIGOR MEANS FRAMING LESSONS AT THE HIGH END OF THE KNOWLEDGE TAXONOMY.

Rigor and Relevance Framework to Guide Thinking

See page 4 of Using R/R for definition of rigor

Verbs by Quadrant

p. 5 Using R/R Handbook

Step 1

•Write the numbers 1-7 on your paper.

Step 2

•Write an “H” for those that are high rigor, an “L” for those that are low rigor

Step 3

•Check your answers with a partner.

Activity: High or Low?

Examining the Level of Knowledge H or L

1. Look up definition of “word of the day”

2. Write a creative story, such assurviving in the wilderness.

3. Discuss role of media in a democracy.

4. Make observations of similarities anddifferences of fish heads and predictfood sources.

5. Measure angles with a protractor

6. On a model label the layers of Earth’satmosphere.

7. Research communication innovations and predict innovations in the next 20 years.

Examining the Level of Knowledge H or L

1. Look up definition of “word of the day” L

2. Write a creative story, such assurviving in the wilderness. H

3. Discuss role of media in a democracy. H

4. Make observations of similarities anddifferences of fish heads and predictfood sources.

H

5. Measure angles with a protractor L

6. On a model label the layers of Earth’satmosphere. L

7. Research communication innovations and predict innovations in the next 20 years.

H

Rigorous Lessons ask Students to:

EXAMINE PRODUCE

CLASSIFY DEDUCE

GENERATE ASSESS

CREATE PRIORITIZE

SCRUTINIZE DECIDE

Rigor is…• Scaffolding thinking• Planning for

thinking• Assessing thinking

about content• Recognizing the level

of thinking students demonstrate

• Managing the teaching/learning level for the desired thinking level

Rigor is not…• More or harder

worksheets• AP or honors

courses• The higher level

book in reading• More work• More homework

Focusing on Relevance

How would you define relevance?

What makes a lesson relevant for students?

RELEVANCE IS THE PURPOSE OF THE LEARNING:

ACQUIRE KNOWLEDGE

APPLY KNOWLEDGE

INTERDISCIPLINARY

REAL WORLD PREDICTABLE

REAL WORLD UNPREDICTABLE

A Relevant Lesson asks Students to:

USE THEIR KNOWLEDGE TO TACKLE REAL-WORLD

PROBLEMS THAT HAVE MORE THAN

ONE SOLUTION

Application Model Decision Tree

Application Model Decision Tree

p. 10-11 Using Rigor and Relevance to Create Effective Instruction

Application ModelDecision Tree

• Is it Application?– If NO

• If YES — Is it real world?– If NO and one discipline– If NO and interdisciplinary

• If YES — Is it unpredictable?– If NO – If YES

Level 1

Level 2

Level 3

Level 4Level 5

Topic: Basic Nutrition• Examine success in achieving nutritional goal

• Label food by nutritional groups

• Develop personal nutrition goals

• Explain nutritional value of individual foods

• Appraise results of personal eating habits over time

• Use nutritional guidelines in planning meals

Activity: With a Partner, Rank Order Levels of Relevance

1. Label food by nutritional groups

2. Explain nutritional value of individual foods

3. Use nutritional guidelines in planning meals

4. Examine success in achieving nutritional goal

5. Develop personal nutrition goals

6. Appraise results of personal eating habits over time

Answers: Basic Nutrition

Three Questions to Ask:

Two Actions to Take:

• Which Quadrant does your lesson plan reflect?

• Which Quadrant did student performance reflect when you delivered the lesson?

• How do you know and what will you do as a result?

• End all lessons at higher rigor levels (analysis, synthesis, evaluation)

• Make certain students act upon or apply relevance in lessons frequently

Making Rigor and Relevance Part of Everyday

Takeaways on Rigor and Relevance1. Think about the Rigor/Relevance Framework.

2. Note two major takeaways.

3. Add one idea or suggestion.

4. Share!

Two to Note, One We Wrote

Takeaways about _____:

1.

2.

One idea to add is…

Two to Note, One We Wrote

Takeaways about _____:

1.

2.

One idea to add is…

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Activity

1. Pick a topic that you usually teach within the first month of school. Write a question or task at the Quadrant A level for the topic.

2. In your group, pass to another and bump to a Quadrant B question or performance task.

3. Pass and bump the question or task to Quadrant C.

4. Pass and bump the question or performance task to Quadrant D.

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Creating a High-Quality Next Generation

Assessment

read

inference

analyze summarizeanalyze