social studies utah common core academy. introductions cher mcdonald kenna rodgers

Social Studies Social Studies Utah Common Core Utah Common Core

AcademyAcademy

IntroductionsIntroductions

• Cher Mcdonald• Kenna Rodgers

Day One AgendaDay One AgendaTask 1: Intro

Types of Learners: 4 Corners Norms and “The Rules of Improvisation”

Task 2: What is Historical Literacy?Task 3: Utah Common Core Standards

Annotating Text Close Reading

Task 4: Literacy Design Collaborative (LDC) Task and module templates as a framework for CCSS

Task 5: Essential Questions Gallery Stroll

Task 6: Feedback and Preparation for Day 2

What is Historical Literacy? What is Historical Literacy?

Do a close read of Historical Literacyby Jeffery D. Nokes

•The focus of our close read is integration of ideas •Compare and contrast your current practice with what you learn about historical literacy from the text•The last circle will be used to add an additional layer of comparison after you read the Utah Common Core•Share out/discussion

Implementing New Standards, Again

“No Reason to Fear the Utah Common Core Standards”

• Read “No Reason to Fear the Common Core Standards”

• Debrief new learning: questions, comments, concerns?

Close Read and Annotate the CCSS • Purpose: To close read/review the Common Core State

Standards and simultaneously find skill words in your grade band(s). This will help us develop a vertically aligned list of skill words to teach all students and better understand what students need to know and be able to do

• Task: As you read the reading and writing standards for your grade, circle the tier 3 skill words, and annotate the text in any other way that is useful.

• Note: Close reading and annotation are critical skills in the new Utah Core Standards. We need to model and explicitly teach these skills to students.

-Underline important parts -Circle key words -Put a * next to main idea

F = fact Q = expert quote # = statistics ? = don’t understand

Extensions: In your classroomAnnotating Text

Have students mark the texts that they read to aid comprehension and keep track of evidence to support arguments in writing.

It is important to mark any text that you read to help you understand it and keep track of important ideas. Sometimes you can’t write on the text, so use post-it notes instead!

(An extremely important reading strategy for readers tackling informational text)

These are the codes and

instructions I give students to

annotate most informational text

Give Codes or Guidelines for Annotations

Suggestions for YOUR text Annotations:

*circle verbs (cite, analyze)

*Underline object (evidence, structure)

*Double underline specific types of text or literary elements (setting, plot)

Extensions: In your classroom

Annotation Example

• Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

Let it sink in..Let it sink in....

After reading the Utah Core Standards create a “T” chart and jAfter reading the Utah Core Standards create a “T” chart and jot down any ?’s and ot down any ?’s and ’s’s Share your ?’s, Share your ?’s, , and general understanding of the Utah CCS at your table. , and general understanding of the Utah CCS at your table. What are the benefits of Utah Core Standards? The questions? Debrief whole groupWhat are the benefits of Utah Core Standards? The questions? Debrief whole group

The Common Core State StandardsThe Common Core State Standards

are a fantastic blueprint.

LDC Introduction to Construction 18

• They set clear goals.• They define literacy in ELA and the

content areas.• They offer great opportunity for

collaboration and sharing.

But We Need to Move …But We Need to Move …From blueprint to action!From blueprint to action!


…and this is where the

is a helpful building block!Read page 7 of

LDC Guidebook.

The Literacy Design Collaborative is a framework for implementing the CCSS. It helps teachers build content on top of literacy standards in a systematic manner that promotes high levels of student performance.

It is a like a unit template, and it…

aligns with the Common Core State Standards distributes responsibility for reading and writing. makes tasks central—the tasks are “standards in action.” connects reading and writing instruction uses back-mapping, (backwards by design) to plan instruction Is a responsive system that meets students’ needs encourages local choice is teacher friendly

Then you add…

TEMPLATE TASK, which…

Argument(opinion at the

elementary grades)

Informative/ Explanatory Narrative

Targets one of the 3 modes of writingin the Common Core State Standards

Teacher/Student-Selected Texts at…

Appropriate, grade-level and complexity that

support selected content, which is…

Supported by an Instructional Ladder, that includes…

Skills students need to complete the task

Mini-tasks for building each skill

Spec

ific

text

stru

ctur

es

Teachers decide on:Which standards the teaching task will addressWhat content will be covered by the taskWhat background information about the teaching task should be shared with studentsWhether and how to use an extension activity with the teaching task


Text structures and mode(s) of writing alignment chart a. argument, informational, narrative

Quick Reference Task Charts: a. One sheet summaries of argument, informational, and narrative template tasks

Argument Template Task Collection:a.CCRS and CCSS alignment for argumentb.ELA/content area examples for argument template tasksc.Rubrics for argument tasks

Informative/ Explanatory Template Task Collection a. Same resources

Narrative Template Task Collection

Look at the Template Task Collection. It includes the following resources

Let it sink in..Let it sink in....

Look more closely at the Look more closely at the LDC Template Task Collection and jot down additional ?’s and LDC Template Task Collection and jot down additional ?’s and ’s’s TTalk at your table to share your understanding of the LDC framework and template tasks.alk at your table to share your understanding of the LDC framework and template tasks. What are the benefits of LDC? The drawbacks? The questions? DebriefWhat are the benefits of LDC? The drawbacks? The questions? Debrief

Step 2: What Skills?Step 2: What Skills?In this step teachers determine:

What skills are essential to successfully complete the teaching task?

Use back mapping, (or backwards by design) to determine Remember, skills are what students must be able to do to independently complete a task, not what teachers do. LDC groups skills into clusters according to how they will be taught (reading skills, writing skills, etc.) Here is an example of the skills for an argument writing task:

Step 2: What Skills? Step 2: What Skills? Argument Skills ExampleArgument Skills Example

Skill Cluster 1: Preparing for the Task

Skill Cluster 2: Reading Process

Step 2: What Skills?Step 2: What Skills?Argument Skills ExampleArgument Skills Example

Skill Cluster 3: Transition to Writing

Skill Cluster 4: Writing Process

What skills will students need to successfully complete an LDC task independently?

Examine a sample module to see how skills match with the CCSS and an LDC task.

Go to the end of the LDC Guidebook 1.0 (pg 83) and look at the task, standards, and skills identified in the US immigration module

Step 2: What Skills?Step 2: What Skills?

This step is integral! THIS IS THE TEACHING!We must be sure we are teaching students how

to meet the standards of the Common Core, not just assigning more difficult tasks.

This is where most of our work will be focused: on the reading and writing instruction and strategies necessary to support students in mastering the Utah Core Standards.

Examine the sample module at the end of the LDC Guidebook 1.0 to see how instruction aligns with skills.

Step 3: What Instruction?Step 3: What Instruction?

Mini tasks—short assignments used to teach each of the essential skills necessary to successfully complete the teaching task

Instructional strategies—used to teach each skill

Preparation—skills, knowledge, logisticsPacing—step by step, and over allMaterials, supports—for teachers and

students

Step 3: What Instruction? Step 3: What Instruction? Includes…Includes…

Formative Assessment—use student work from mini tasks to drive instruction and determine student readiness

Exemplars—use student work samples for student analysis of the rubric requirements

Rubrics—are provided by LDC. They are based on the CCSS and outline the criteria for low medium and high scores. Look at the rubrics in the Template Task Collection

Collaborative Scoring—moves instruction to a new levelAnalysis of Scores—should determine if students are

ready for a higher level, to move on to another type of module, or if they need to repeat the task with different texts

Step 4: What Results?Step 4: What Results?Consider…Consider…

Essential QuestionsEssential Questions

Characteristics of a Great Essential Question…•Engaging. That is, it offers potential for intriguing students and motivating student learning (As Jeff Wilhelm says, make it sexy!)•Enduring. That is, it leads to learning big ideas that have value beyond the classroom •At the heart of a discipline. That is, it is used by practitioners to do the subject, and solve problems and create knowledge in that subject area•In need of uncoverage. That is, it involves a background of foundational principles, rich concepts, theories and procedures that require unpacking.


Essential Questions Are Not…

•Answerable through information retrieval; they require operating on information to see patterns and implications, and often require developing new sets of data through critical inquiry on the part of students•Understood in one day or even one week•Easily agreed upon


Some Ways to Generate Questions•Reframing a required text or topic so that it matters/solves a problem/fulfills the original purpose •Reframing a standard so that it matters•Looking around the community for a connection to the topic (connect kids to their world)•Identify the problem/question from the discipline that this data addresses (every discipline was devised to solve problems)


Resources for Essential Questions•Gilder Lehrman website has dozens of EQ’s that work well across disciplines.•Others?

Gallery Walk—•Write essential questions that you use, or might use to frame an LDC task for the content standards listed on the posters•Geography: spatial terms (maps), human/physical characteristics of regions, physical processes shape the earth, human activities shape the earth, interaction of physical and human systems, geography connections to today•World Civilizations: contributions of early civilizations, contributions of classical civilizations, diffusion/interaction of cultures form Classical Period to Age of Discovery, influence of revolution and social change from early modern to contemporary societies, Global integration of 20th century



Sample EQ’s for History•How has thinking changed in the 20th C? What was the most important innovation in 20 C thinking?•What are the costs and benefits of a cultural institution?•At what point does power corrupt people?•What makes us revolt?•When is it OK to revolt against an established authority?•Why is it important to see from different perspectives?•Is poverty the same everywhere in the world? How does poverty in the U.S. compare to poverty elsewhere?•What makes you who you are? How does religion affect our identity – affect what you can or can’t do?

Sample EQ’s for Geography•How do geographical features influence culture? •Why is there so much bloodshed in Africa? How is this affected by geography? •How is our culture shaped by geography?•How would your life be different if you lived somewhere else?•Is human history a history of progress? How does progress affect culture? •Will our latest or future inventions save or kill the world?•How does globalization affect us? •What are the causes and effects of invasive species? Should humans be on the endangered species list? On the invasive species list? Who will survive?


Preparation for Tomorrow

• Collect texts and/or bring resources to develop your own modules/tasks that you can use with your students.

• We will hopefully have collaborative work time tomorrow

• If you are not able to bring a computer tomorrow, print either the argumentative or informational module template to work on.

• Receiving feedback is extremely valuable for us as facilitators and it helps us to meet your needs as adult learners.

• Using your feedback sheets please provide feedback to us about: 1. what worked for you today as an adult learner

2. what did not work for you today 3. other questions or insights that you want to share

• We will use your feed back the next session and to better our skills as facilitators, so please give thorough, thoughtful responses!

Feedback

social studies utah common core academy. introductions cher mcdonald kenna rodgers

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