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