Transcript NC Public Schools Ready for Success

NC Public
Schools Ready
for Success
EQuIP Collaborative
Educators Evaluating
Quality Instructional
Products
Shift One
Building knowledge through content-rich
nonfiction and informational texts:
This shift plays an essential role in literacy. In
K-5, the standards require a 50-50 balance
between informational and literary reading.
Informational reading primarily includes
content rich non-fiction in history/social
studies, science and the arts; the K-5
standards strongly recommend that
students build coherent general knowledge.
Examples of what you will
observe in the classroom.….
Shift One:
• Elementary teachers instructing with and
students reading from informational texts
fifty percent of the time.
Shift Two:
Reading and writing grounded in
evidence from the text:
The standards place a premium on students writing
to sources, i.e., using evidence from texts to present
careful analyses, well-defended claims, and clear
information. Rather than asking students questions
they can answer solely from their prior knowledge or
experience, the standards expect students to
answer questions that depend on their having read
the text or texts with care. The standards also require
the cultivation of narrative writing throughout the
grades, and in later grades a command of
sequence and detail will be essential for effective
argumentative and informational writing.
Students should read like a detective and write like
an investigative reporter.
Examples of what you will
observe in the classroom.….
Shift Two:
• Teachers asking questions that make it
necessary for students to return to the text to
find answers and evidence to support their
ideas.
• Students reading text closely to find
evidence and draw inferences.
• Students supporting opinions with
evidence from the text.
Shift Three:
Regular practice with complex
text and its academic vocabulary:
Rather than focusing solely on the skills of reading
and writing, the standards highlight the growing
complexity of the texts. The standards build a
staircase of text complexity so that all students are
ready for the demands of college- and career-level
reading no later than the end of high school.
Teachers provide scaffolds that enable all students
to experience rather than avoid the complexity of a
text. Closely related to text complexity―and
inextricably connected to reading
comprehension―is a focus on academic
vocabulary: words that appear in a variety of
content areas (such as reality and rotate).
Examples of what you will
observe in the classroom.….
•
•
Students grappling with challenging, rich
text – often independently.
Teachers discussing academic
vocabulary with students.
A Composition for Lesson
Design
Depending on the difficulties of a given text
and the teacher’s knowledge of the fluency
abilities of students, the order of the student
silent read and the teacher reading aloud with
students following might be reversed .
Academic vocabulary could be introduced as
the teacher reads aloud or as part of a brief
introduction to the text.
1.Briefly introduce text (i.e. draw
attention to time period, author etc.)
then have students read text silently.
2. Teacher reads the text aloud to
students as they follow and draws
attention to academic vocabulary.
3. Students reread the text
independently or with a partner and
summarize (rehearsal / partner
reading).
4.Teacher asks a series of text dependent
questions about the selection.
•These questions can only be answered by
referring explicitly back to the text being
read.
•Good questions often linger over specific
phrases and sentences to ensure careful
comprehension of the text.
•These questions serve as scaffolding,
sustaining focus.
5.Allow opportunities for text-based writing.
Returning students to the text as evidence
as well as using the text as a guide or
mentor text.
This lesson…
•allows the mystery and the adventure of
the text to unfold,
•chunks the text in a meaningful way,
•includes scaffolding that doesn’t simplify
the text and asks questions that require
evidence,
•and provides keen focus on paragraphs,
sentences, and words.
What is the Tri-State Quality
Rubric?
1.It is a rubric used to evaluate lessons that include
instructional activities and assessments aligned to the
CCSS that may extend over a few class periods or days
AND to evaluate units that include integrated and
focused lessons aligned to the CCSS that extend over a
longer period of time.
2. The primary purpose of the Quality Review process is to
provide specific input for the improvement of instructional
materials so that teaching and learning are aligned with
the CCSS.
Note: The Tri-State Rubrics and DPI do not require a
specific template for lesson or unit design. The Rubrics are
not designed to evaluate a single task.
Four dimensions:
I. Alignment to the rigors of the CCSS
II. Key areas of focus in the CCSS (the
“shifts”)
III. Instructional Supports
IV. Assessment
Understanding Quality:EQuIP
http://vimeo.com/46694757
Quality Review Rubric
Assignment:
In your table talk group, review the rubric.
Then discuss the following questions:
 How will this help to create better lessons?
 What do you think will be the most difficult
key area of focus to address?
Record your responses on chart paper.
Select a presenter and be prepared to
share.
The Long Night of the Little
Boats
 Read
the selection.
 When finished, compare the selection to
the rubric.
 Table talk Question: How would using the
rubric enhance the quality of instruction?
Teacher Lesson Review
Compare your lesson plan to the rubric.
Use these steps to complete your rubric:
1.Record the grade and title
2.Scan the lesson
3.Identify the grade-level standards
4.Study and measure the text(s) used in the
lesson
5.Analyze the lesson for evidence of the
dimensions
6.Check the box for each criteria met or
make suggestions for improvements
Explore Tagul
http://tinyurl.com/9e57qo4
Aligning Instruction:
Key Considerations for Quality
ELA Lessons and Units
1. Standard Focus
Focus on a targeted integrated set of
grade-level standards.
The idea is to go “deeper with fewer”.
2. Standards Alignment
Make sure the lesson is tightly aligned to
the standards listed.
The entire standard needs to be
addressed.
3. Complex Texts
Texts align with the complexity requirements
as outlined in Reading Standard 10.
4. Close Reading
Lessons include opportunities to examine a
portion of a text closely.
5. Text-Dependent Questions
Use text-dependent questions that require
students to read the text and return to the text
for evidence.
6. Terminology
Use the language of the new standards.
Example:
Standard ― [RI. 6.3] Analyze in detail how a key
individual, event, or idea is introduced,
illustrated, and elaborated in a text – e.g.,
through examples or anecdotes.
Task ― Students analyze in detail how the early
years of Harriet Tubman (as related by author
Ann Petry) contributed to her later becoming a
conductor on the Underground Railroad,
attending to how the author introduces,
illustrates, and elaborates upon the events in
Tubman’s life.
7. Writing from Sources
Students are asked to return to the text for
evidence to inform, explain, or make an
argument.
8. Assessment
Assessments determine the level of
mastery of the standards taught.
9. Academic Vocabulary
Select Tier 2 words are taught deeply.
10. Differentiation
Lessons include a plan for differentiation
to ensure success for all students.
Scaffolding provides temporary
guidance/assistance for task completion
Empowerment in implementation means
knowing what to keep and what to let go.
Shoulders can quickly get heavy in education. It
can feel like every new idea is added to the
heap of “everything to accomplish in a single
day.” In order to implement the Core with
success we’ll not only need to make sense of
what it is, but we’ll also need to empower
ourselves to determine what we let go of.
Whether we decide to let go of a textbook
we’ve always taught from in favor of a primary
text or to keep the narrative piece of writing
that sparks creativity in our students, we must
remember that when our choices are
purposeful we’ll find ways to intersect the
Common Core Standards with the integrity of
our classrooms. -Sarah Wessling's Top Ten
Common Core Insider Secrets