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Setting The Stage: Placemat Activity
At your tables, get in groups of four and assign one box per person
Take a moment and independently brainstorm important elements of ELA Standards and write your ideas in your box
Share ideas in your group
Agree on one interpretation of the ELA’s or something significant that was learned Day 1 and write it in the center circle
Be prepared to share
The English Language Arts Alignment Document and Cognitive Demand
2010 Arizona English Language Arts Standards
The English Language Arts Alignment Document
Goal:
Participants connect and apply The 2010 Arizona English Language Arts Standards to curriculum and instruction through their understanding of the interrelationships between:
AZ Articulated Standards (the ‘old’ standards)
2010 Arizona English Language Arts Standards.
Entering the Crosswalk!
The English Language Arts Alignment Document and Cognitive Demand
Questions:
Why is the design of the alignment document
important?
How much has changed?
Are some AZ POs more strongly aligned than
others to the 2010 Arizona ELA Standards?
What is Cognitive Demand and why is it important?
The English Language Arts Alignment Document and Cognitive Demand
The alignment document is an integrated document consisting of:
The 2010 Arizona English Language Arts Standards
Explanations and Examples illustrating the 2010 standards.
The Arizona Articulated Standards
Coding
1.RL.1
Grade Level
Strand:Reading Literature
Standard 1
Grade 2 Alignment Document
ENGLISH LANGUAGE ARTS ALIGNMENT OF 2010 STANDARDS TO ARIZONA 1996, 2003 and 2004 STANDARDSExamples and Explanations from ELA Committee and Common Core.org
Grade 2
2010 Reading Standards for Informational Text K-5
Cluster Explanation and Examples
1996, 2003, and 2004 StandardsReading, Writing, Listening & Speaking, and Viewing
& Presenting
Key Ideas and Details Strands, Concepts, and Performance Objectives
2.RI.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Source: ADE/ELA CommitteeTeacher posts the question words (who, what, where, when, why, and how) and s/he says, “Let’s review what we just read. Turn to your elbow buddy and take turns asking your buddy questions beginning with the words on the board.”Teacher provides opportunities for students to practice formulating questions by providing question stems for students to use with a partner. Connections:SS02.S1C10.02, SS02.S2C9.01
Source: commoncore.orgClass Discussion / Informational TextGrade 2 Unit 2Bill Pickett: Rodeo-Ridin’ Cowboy (Andrea Davis Pinkney) is a true story of an African-American cowboy. After the story is read, display the same kind of chart from the unit one segment on fiction (see below). Again, remind the students that these are only question stems and must be amplified to focus on the story. Ask students to choose two questions to answer and write on their white boards. Share the responses from the students and add to the class chart. (RI.2.1, SL.2.2)
R02.S1C6.03Ask relevant questions in order to comprehend text.R02.S3C1.02Locate facts in response to questions about expository text. R01.S3C1.02Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.
The First Column: 2010 English Language Arts Standards
2010 Reading Standards for Informational Text
ClusterKey Ideas and Details
2.RI.1Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Strand: RI
Cluster: Relates to CCR
Standard: Grade Level Specific
The Middle Column: Explanations and Examples
2010 Reading Standards for Literature
Explanation and Examples
Source: ADE/ELA CommitteeTeacher posts the question words (who, what, where, when, why, and how) and s/he says, “Let’s review what we just read. Turn to your elbow buddy and take turns asking your buddy questions beginning with the words on the board.”Teacher provides opportunities for students to practice formulating questions by providing question stems for students to use with a partner. Connections:SS02.S1C10.02, SS02.S2C9.01
Source: commoncore.orgClass Discussion / Informational TextGrade 2 Unit 2Bill Pickett: Rodeo-Ridin’ Cowboy (Andrea Davis Pinkney) is a true story of an African-American cowboy. After the story is read, display the same kind of chart from the unit one segment on fiction (see below). Again, remind the students that these are only question stems and must be amplified to focus on the story. Ask students to choose two questions to answer and write on their white boards. Share the responses from the students and add to the class chart.
2010 Reading Standards for Literature1996, 2003, and 2004 Standards
Reading, Writing, Listening & Speaking, and Viewing & Presenting
STRANDS, CONCEPTS AND PERFORMANCE OBJECTIVES
R02.S1C6.03Ask relevant questions in order to comprehend text.R02.S3C1.02Locate facts in response to questions about expository text. R01.S3C1.02Answer questions (e.g., who, what, where, when, why, how) about expository text, heard or read.
Second Grade PO
First Grade PO
Third Column: 1996 – 2004 Arizona Articulated Standards
2.RI.1Ask and answer such questionsas who, what, where, when, why,and how to demonstrate understanding of key details in atext.
Checking Point
Using your grade level Alignment
Document, highlight and discuss any
Aha’s or Oh-oh’s with your grade level
group
Food for Thought…
1. What do we mean by rigor?
2. What does it have to do with our expectations for student performance?
3. What should students be able to do under the 2010 English Language Arts Standards?
4.How will teachers design appropriate instruction to match the increased rigor?
Cognitive Demand:Expectations for Student Performance
What students shouldbe able to do
Depth of Knowledge
Recall
Skill & Concept
Strategic Thinking
Extended Thinking
Degree of understanding “Cognitive Demand”
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Evaluate & Create
Progression of the development of
cognitive skills
What’s In A Verb?
The verb does not dictate the level of rigor. It is the context in which the verb is used that dictates the level of rigor.
DOK Level 1 - Recall
Recall of a fact, definition, information, or performance of a simple process or procedure.
Example: Solve a linear expression
5(4x+9)
DOK Level 2 – Skill & Concept
Use information or conceptual knowledge; two or more steps; make decisions about how to approach
Example: Predict a logical outcome based on information in a reading selection
DOK Level 3 – Strategic Thinking
Requires reasoning, developing plan, some complexity, more than one possible answer; generates discussion; requires student to justify answer
Example: Solve a multi-step problem & provide a mathematical explanation to justifying answer
DOK Level 4 – Extended Thinking
Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem
Example: Analyze & explain multiple perspectives across time periods, events, or cultures
LET’S PRACTICE!
DOK Wheel Activity
1. With a partner, read and discuss the descriptor cards in the baggie. Which level does this task represent?
2. Place your cards over the level you think the description might fit best
3. Use your handout as a guide
Depth Of KnowledgeDOK 1 – Recall
DOK 2 - Skill & Concept
DOK 3 - Strategic Thinking
DOK 4 - Extended Thinking
Recall of a fact, definition, information, or performance of a simple process or procedure.
Use information or conceptual knowledge; two or more steps; you do something; make decisions how to approach
Requires reasoning, developing plan or a sequence of steps, some complexity, more than one possible answer; generates discussion; requires student to justify answer
Requires an investigation; high cognitive demand; time to think and process multiple conditions of the problem
Exploring Cognitive Demand:
1.What do you notice about the placement of the cards? Are some categories “covered” with cards and others have very few? What does this reveal? Talk at your tables.
2.Identify areas of agreement such as 2 cards with the same descriptors on the same category.
3. Is there agreement? Where there is disagreement, talk it through…
LET’S CHECK!
Cognitive Demand Categories For ELA
DOK 1 DOK 2 DOK 3 DOK 4
•Reproduce sounds or words
•Provide facts, terms, definitions, conventions
•Locate literal answers in text
•Identify relevant information
•Describe
•Follow instructions
•Identify purpose, main ideas, organizational patterns
•Summarize
•Gather information
•Give examples
•Check consistency
•Create/develop connections among text, self, world
•Recognize relationships
•Order, group, outline, organize ideas
•Compare and Contrast
•Categorize/schematize information
•Distinguish fact and opinion
•Express new ideas (or express ideas newly)
•Develop reasonable alternatives
•Make inferences, draw conclusions
•Predict probable consequences
•Generalize
•Test conclusions, hypothesis
•Assess adequacy, appropriateness, credibility
•Identify with another’s point of view
•Dramatize
•Determine relevance, coherence, internal consistency, logic
•Synthesize content and ideas from several sources
•Integrate with other topics and subjects
•Critique
Resources
Common Core State Standards:
www.ade.az.gov/standards/commoncorestandards/default.asp
Center for K-12 Assessment & Performance Management at ETSAssessment Articlewww.k12center.org
Achieve-Information about PARCC
www.achieve.org/
Surveys of Enacted Curriculumhttp://seconline.wceruw.org/Reference/K12Taxonomy08.pdf
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