Intentional Teaching 2 for ILC Cafe

Kristen Fielding, Fernando Figueroa and Ken Klieman

Instructional Leadership CorpSan Mateo Foster City School District

January 22, 2016

Agenda1. Refocus on the 4 C’s: Critical Thinking / Communication / Collaboration / and

Creativity2. Sharing of artifacts3. Tie artifacts with a more focused look at 4 Domains - Students / Content /

Pedagogy and Instruction / Claims and Assessment4. Criteria and tools for selecting content rich texts5. Small group work time: exploring online resources6. Jigsaw activity: sharing of new resources and skills7. Closure and evaluation

Critical Thinking

Communication

Collaboration

Creativity

The 4 C’s of the

Common Core State Standards

Knowing your students and attending to all strengths and needs

Strong content knowledge

Use of effective instructional strategies and Depths of Knowledge (DOKs)

Incorporating the 4 SBAC Claims and multiple types of formative and summative assessments4

Do

mai

ns Students

Instruction & Pedagogy

Content

Claims & Assessment

*

Content Rich Texts● ELA Practice 2: build a strong base of knowledge through content rich texts● Comparing and contrasting two texts● Both texts communicate the same concepts. What make the first text

complex?

Criteria for Selecting Content Rich TextsUsing quantitative measures to select and assign texts

● Lexile levels: https://www.lexile.com/analyzer ● Reading Maturity Metric: http://www.readingmaturity.com/● Other Resources: Access to Quantitative Analysis Tools

Criteria for Selecting Content Rich TextsUsing qualitative measures to select and assign texts

● Does the text address a guiding or essential question?● Is the text aligned with the standards - for content and/or strategy - that I am

teaching? ● Do students have prior knowledge necessary to access to key content of the

text?● How much vocabulary instruction is necessary for my students to understand

the text? ○ Is knowing these vocabulary words relevant to my students’ learning goals? ○ Is this amount of vocabulary instruction an appropriate use of their learning time?

Online Tools to Access Content Rich Texts*Newsela: www.newsela.com

* Frontrow Ed: www.frontrowed.com

* Socrative: www.socrative.com

* Read Works: www.readworks.org

What it is: A website with curated current news articles from major media outlets.

Why is it important: ● It allows students to change the lexile level of the article.● The articles are curated and editors are cognizant of the content. (ex. The Paris attacks)● Students can change the language of an article to Spanish.● Articles include comprehension questions.● Text Sets: A set of articles that follow a topic, concept or progression of a story.● Prints into a PDF document which can be shared thru Hapara. (Pro paid version makes this

easier + provides formative assessments and data)● Teachers can set up a class (Pro-paid version).

www.newsela.com

A Sample LessonPre-conditions:

● I checked the standard that I want to work on (ELA Reading 2.1-2.4)● I know the DRA and Lexile levels of my students and different articles will go to different

students.● I read the article before hand.● I created a Google Doc. asking vocabulary and open ended questions.● I added a link to another page that explains an item on the original article.● I used color on the response boxes.● I created a short formative assessment (using the same questions from the article).

The Article The Assignment

The formative assessment

What it is: A website with ELA articles, questions and Math problems organized by grade level.

Why is it important: ● Easy to navigate and set up a class.● Teacher creates assignments based on topic, content or grade level.● Provides a diagnostic tool for students, before they start using the site.● Short brief content and easy to follow lay out.● You can see the results of formative assessment on assignments on the free version.● A teacher dashboard to view progress.

www.frontrowed.com

What it is: A website with ELA detailed lessons, texts and materials that are peer reviewed and aligned to the CA standards.

Why is it important: ● Easy to navigate.● Lesson Plans organized by skill, strategy, comprehension and genre units.● Passages available by Lexile levels and include formative assessments with multiple choice

and open ended questions.● Focus on vocabulary, multiple examples of usage and Spanish cognate included.● Content is printable and in PDF format.● Standards covered are included on every passage and lesson.

www.readworks.org

Yes!

How?

How long?

What?

What it is: A website that allows the teacher to perform their own formative assessments...and it self corrects.

Why is it important: ● Easy to navigate and free version has a lot of goodies.● Quizzes can be formatted into Multiple Choice, True/False and Short Answer.● Results are organized into an excel file.● Teacher can view “live results” and reports can be easily created.● Quizzes can be stored.● Device agnostic.● Provides feedback to students on wrong answers.

www.socrative.com

Small Group Work TimePlease explore….

Which resource works for you and why…..

Please be ready to teach each other …..

Jigsaw Activity: Sharing What We LearnedThinking about one or more resources you explored……

● What did you know about it prior to today?● What did you learn?● How will you apply what you learned in your classroom?

Closure and EvaluationsThank you for being here today….

After you fill in the evaluation, please get the contact information for at least one other teacher. The more we support each other the better.

LovePassion

MindfulnessCompassion

Intent

References• California Teachers Association, Instruction and Professional Development Website: www.cta.org/IPD

• Hargreaves, A. & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.

• Hess, K. K., Carlock, D., Jones, B. S., & Walkup, J. R. (2009). What exactly do “fewer, clearer, and higher standards” really look like in the classroom? Using a cognitive rigor matrix to analyze curriculum, plan lessons, and implement assessments. National Center for Assessment: Dover, NH.

•McGatha, M. B. & Bay-Williams, J. M. (2013). Making shifts toward proficiency. Teaching Children Mathematics, 20(3), 162-170.

• SBAC General Item Specifications: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/05/TaskItemSpecifications/ItemSpecifications/GeneralItemSpecifications.pdf

• SBAC Appendix B, Grade Level Tables for All Claims and Assessment Targets and Item Types: http://www.smarterbalanced.org/wordpress/wp-content/uploads/2011/12/ELA-Literacy-Content-Specifications.pdf

• Zwiers, Jeff “October 26, 2014 CTA/NBRC/SCOPE ILC Launch, Los Angeles, CA http://aldnetwork.org/page/Oct26