first look: a preview of the revised content modules...tab 2, cm summary template tab 3, genre...
TRANSCRIPT
E.L. Achieve 1
First Look:���A preview of the ���
revised content modules
Form groups of 4 and select a note-taker Introduce yourselves while the note-taker writes people’s initials on a piece of paper As a group, come up with a CM related term for each letter you’ve written down Let’s see who can get eight CM related words ☺
Agenda
SecCM Five Day Overview Organization of the New Content Modules Interactive Reading and Note-making – Looking at multiple draft reading in the
content modules
Academic Writing – Developing the appropriate writing support
tools
Closing
E.L. Achieve 2
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1. Backward Design Design instruction that addresses the cognitive and linguistic demands required to meet the student learning goal.
2. Language as Part of Content Teaching Teach both content ‘brick’ and functional ‘mortar’ throughout instruction.
3. Oral Language Practice Structure peer interaction for students to use the target language in the goal.
4. Interactive Reading & Note-making Use comprehension strategies and note-taking tools to increase student independence.
5. Academic Writing Support Provide tools and facilitate processes that support students in producing complex text.
6. Continuous Improvement Engage in individual & group reflection regarding ways to improve achievement.
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develop'summa,ve'assessment'and'scoring'guide'
chunk'learning'for'forma,ve'assessment'
design'and'deliver'instruc,onal'sequence'
examine'student'work'
reflect'and'refine'process'
PLCs'for''Performance>based'
Instruc,on'
Plan
Teach Reflect
E.L. Achieve 3
A Closer Look at the Revised Content Modules
During our institutes to: – see the explicit
connection to the Common Core Standards
– model the backward design process
– see how the CM planning process is used
– see sample tools specific to a content area and lesson
English Language Arts Social Studies Science and Math under development
Introduction with CCSS or Next Generation Standards reference Unit Overview Task Analysis for lesson Text Analysis for the lesson Lesson Plan, embedding
– Structure Student Talk routines – Process for interactive reading and
note-makers – Tools for academic writing support
E.L. Achieve 4
Form groups of 4 Two people will review the introduction and unit overview for the ELA module Two people will review the Social Studies module
Think about and discuss: How do the lessons
support the unit learning goal? What CCSS stand
out to you in the unit and lesson learning goals?
Interactive Reading and Note-making
Refining Our Practice Implementing the teaching skills of Secondary CM
REV March 2013
Creating Effective Systems for English Learners
1. Backward Design Goal: Design instruct ion that addresses the cognit ive and l inguist ic demands required to meet stated student learn ing goal .
Competencies Develop student learning goal, with both
content and language objectives Determine cognitive and linguistic
demands of student outcome Identify required “brick and mortar” Divide learning sequence into discrete,
measurable tasks or skills; checks for understanding
Resources Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol Tab 5, Sample lessons
2. Language as Part of Content Teaching
Goal: Create opportunit ies to learn both content “br ick” and funct ional “mortar” throughout instruct ion.
Competencies Offer language frames at multiple
proficiency levels Ensure frames support flexible use of
language Model frames throughout learning
sequence Provide corrective feedback
Resources Tab 1, Thumbnail sketch Tab 2, Function tools Tab 5, Sample lessons Ways We Express Our Thinking hand-out
4. Interactive Reading and Note-making
Goal: Use comprehension strateg ies and note-tak ing tools to fac i l i tate the navigat ion of complex text and increase student independence.
Competencies Determine and draw attention to critically
important elements or sections of text Develop and support note-taking to
improve analytical reading Model “thinking aloud” to reinforce
metacognitive skills Pair note-taking with oral language practice
Resources Tab 3, Dialectical journal Tab 5, Content-specific note-taking tools Tab 5, Think Aloud protocol CM Instructional Units
3. Oral Language Practice Goal: Structure peer interact ion for students to use – in speech - the target language of the learn ing goal .
Competencies Group students purposefully Align oral language practice to student
outcome Model and practice routines Monitor student engagement and
production of target language Hold students accountable
Resources Tab 3, Oral language routines Tab 3, Grouping rating scale Tab 5, Sample lessons Discussion Cards CM Instructional Units
5. Academic Writing Support
Goal: Provide tools and fac i l i tate processes that support students in producing complex academic writ ing .
Competencies Use tools that address genre-specific
structure and language Deconstruct models and samples for
target language and thinking Provide rubrics to clarify expectations Prepare students to use language
independently
Resources Tab 2, CM summary template Tab 3, Genre drafting templates Tab 5, Content-specific writing tools CM Student Flipbook CM Instructional Units
6. Continuous Improvement Goal: Engage in indiv idual and group ref lect ion regarding ways to improve student achievement and ref ine expl ic i t language instruct ion.
Competencies Maintain lesson plans and document
instructional practice Collect and reflect on student
achievement data Participate in and contribute to
conversations about student outcomes Share artifacts, work samples, and
successful classroom strategies
Resources Tab 2, CM lesson planner E.L. Achieve Implementation Guide CM Planning Process hand-out Refining our Practice rubrics
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Reading Anchor Standard #10
E.L. Achieve 5
Close, analytic reading stresses engaging with a text of sufficient complexity directly and examining meaning thoroughly and methodically, encouraging students to read and reread deliberately. Directing student attention on the text itself empowers students to understand the central ideas and key supporting details. It also enables students to reflect on the meanings of individual words and sentences; the order in which sentences unfold; and the development of ideas over the course of the text, which ultimately leads students to arrive at an understanding of the text as a whole.
PARCC, 2011, p. 7
Reading a textbook in ‘drafts’ is very similar to writing an essay in drafts. Our preview of the text is like a pre-writing brainstorm where we list what we already know about the topic and what we will learn. Our first draft reading helps us get the gist of the text, the main ideas. Our second draft reading focuses on important details to help us understand the main ideas and think about how all parts of the text fit together.
- Nancy Spaniak
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Chunking Annotating Responding Citing Summarizing
Close reading meansInteracting with text
How do you teach the skills of close reading?
E.L. Achieve 6
Close Reading starts with Knowing How It Ends
The first step in teaching the text is to determine the text(s) to be used and if there are specific sections of the text that are more relevant for the task.
ELA and Social Studies Content Modules ���An Example of Text Analysis
Take a moment to review Step One of the Text Analysis in your content module. What reading is used and are there specific sections of the reading that are more relevant for the task?
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Preparing for Close Reading Analyzing the Language of the Text
The second step is to determine if the function of the text matches the function of the task.
If so, how can the functional language be leveraged?
If not, what functional language needs to be taught?
E.L. Achieve 7
Take a moment to review Step Two of the Text Analysis in your content module. 1. Does the function of the text match the function of the task?
2. What functional language is leveraged in the reading or taught explicitly?
Close ReadingPlanning for Each ReadThe third step is to plan for each reading:
1. What is the guiding question for the read?
2. What reading strategies will you use to help students better comprehend the text?
3. What note-makers and structured student talk routines will you use?
Take a moment to review Step Three of the Text Analysis in your content module. 1. What is the guiding question for the read?
2. What reading strategies are used?
3. What note-makers and structured student talk routines are used?
E.L. Achieve 8
The purpose of first draft reading is overall comprehension – getting the gist.
The second reading requires analysis of the text. It is an opportunity to gather evidence from the text for the task.
With your partner, read through the lesson close reading activities – ELA: Activity 4 and 5 (pages 5-11 and 5-12) – Social Studies: Activity 5, 6, and 7 (pages
5-8 to 5-10)
Use your note-taking tool to guide your review. Be prepared to share insights in your team of four.
Close reading – first draft reading ELA Content Module
Chunking Annotating Responding Citing Summarizing
E.L. Achieve 9
Chunking Annotating Responding Citing Summarizing
Close reading – second draft reading ELA Content Module
Close reading – first draft reading Social Studies Content Module
Name%___________________________%%
New,%efficient%technology%increased%the%number%of%products%a%worker%could%make.%
The,Great,Depression,Cause,and,Effect,Graphic,Organizer,
,,
%%%%%%%%%%%%%%% %Agriculture, , , , , , Industry,%% %During%WWI,%the%U.S.%needed%a%lot%of%
food%to%support%the%Allied%troops.%
Farmers%were%in%debt%from%__________%____________________________________________________________________________________________________________________________________%
After%WWI,%farmers%still%produced%a%lot%of%food,%but%_______________________%___________________________________________________________________________________________________%
Farmers%earned%___________________%_____________________,%even%though%__________________________________________________________________%
Food%prices%_______________________%_________________________________%
As%a%result,%_______________________%____________________________________________________________________________________________________________________________________%
The%profits%of%corporations%________%_______________________________,%but%the%wages%of%workers%___________%________________________________%
A%few%people%(who%owned%corporations%and%got%their%profits)%_______________%________________________________,%but%most%workers%__________________%__________________________________________________________________%
Not%enough%people%could%____________%___________________________________________________________________________________________________%
Chunking Annotating Responding Citing Summarizing
• One reason ____________ was because ___________________.
• __________ led to / contributed to / resulted in ______________.
• A critical factor leading to _____ was the fact that _____________.
Chunking Annotating Responding Citing Summarizing
Close reading – second draft reading Social Studies Content Module
E.L. Achieve 10
Academic Writing Support
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Refining Our Practice Implementing the teaching skills of Secondary CM
REV March 2013
Creating Effective Systems for English Learners
1. Backward Design Goal: Design instruct ion that addresses the cognit ive and l inguist ic demands required to meet stated student learn ing goal .
Competencies Develop student learning goal, with both
content and language objectives Determine cognitive and linguistic
demands of student outcome Identify required “brick and mortar” Divide learning sequence into discrete,
measurable tasks or skills; checks for understanding
Resources Tab 1, CM analysis tools Tab 2, CM lesson planner and Chunking Protocol Tab 5, Sample lessons
2. Language as Part of Content Teaching
Goal: Create opportunit ies to learn both content “br ick” and funct ional “mortar” throughout instruct ion.
Competencies Offer language frames at multiple
proficiency levels Ensure frames support flexible use of
language Model frames throughout learning
sequence Provide corrective feedback
Resources Tab 1, Thumbnail sketch Tab 2, Function tools Tab 5, Sample lessons Ways We Express Our Thinking hand-out
4. Interactive Reading and Note-making
Goal: Use comprehension strateg ies and note-tak ing tools to fac i l i tate the navigat ion of complex text and increase student independence.
Competencies Determine and draw attention to critically
important elements or sections of text Develop and support note-taking to
improve analytical reading Model “thinking aloud” to reinforce
metacognitive skills Pair note-taking with oral language practice
Resources Tab 3, Dialectical journal Tab 5, Content-specific note-taking tools Tab 5, Think Aloud protocol CM Instructional Units
3. Oral Language Practice Goal: Structure peer interact ion for students to use – in speech - the target language of the learn ing goal .
Competencies Group students purposefully Align oral language practice to student
outcome Model and practice routines Monitor student engagement and
production of target language Hold students accountable
Resources Tab 3, Oral language routines Tab 3, Grouping rating scale Tab 5, Sample lessons Discussion Cards CM Instructional Units
5. Academic Writing Support
Goal: Provide tools and fac i l i tate processes that support students in producing complex academic writ ing .
Competencies Use tools that address genre-specific
structure and language Deconstruct models and samples for
target language and thinking Provide rubrics to clarify expectations Prepare students to use language
independently
Resources Tab 2, CM summary template Tab 3, Genre drafting templates Tab 5, Content-specific writing tools CM Student Flipbook CM Instructional Units
6. Continuous Improvement Goal: Engage in indiv idual and group ref lect ion regarding ways to improve student achievement and ref ine expl ic i t language instruct ion.
Competencies Maintain lesson plans and document
instructional practice Collect and reflect on student
achievement data Participate in and contribute to
conversations about student outcomes Share artifacts, work samples, and
successful classroom strategies
Resources Tab 2, CM lesson planner E.L. Achieve Implementation Guide CM Planning Process hand-out Refining our Practice rubrics
Writing well is not an option; it is a necessity.
Genres are goal-oriented; they are meant to serve a purpose. Genres have an expected overall structure; they rely on well-established patterns. In ELA, the common genres are narrative, argument/persuasive, expository, and response to literature. In science, a lab report is an example of a genre.
E.L. Achieve 11
.
To successfully write a formal paper in a common academic genre or format, a skilled writer must have command of the dominant functions to: o organize and structure his/her thinking o use language specific to the writing task
What makes writers masters of their trade is not only their ability to express interesting thoughts, but their mastery of an inventory of basic moves…less experienced writers are often unfamiliar with these basic moves.
- Graff & Berkenstein, They Say, I Say
Support for ���Making Skillful Choices
E.L. Achieve 12
Identifies the key components of the genre Lists possible techniques or “moves” the writer uses Offers language to use when making a particular “move”
To begin, complete your task analysis including the sample student response.
Problem Analys is for Language Instruct ion Grade 6 Performance Task: Field Trip Question #4
Constructing Meaning for Mathematics
Assessing Performance - sample student response
What will students need to say, write or do to explain their thinking?
Dear Mr. Townsend,
Thank you for offering to take our class on a field trip and for asking for our input on where we should visit. After analyzing the students’ preferences, the costs, and distances, I recommend that the class visit the science museum. While it’s true that a lot of students wanted to go to the zoo (12), it was also the last choice for even more students (13). However, both the science museum and the aquarium had a higher number of first and second choice votes (21 and 22 respectively). I could have chosen either of those options based on students’ preferences, but the science museum was significantly less expensive than the aquarium. The science museum would only cost each student $7.33 whereas the aquarium would cost $11.33 per student. The increased cost of the aquarium trip is due to the fact that it is farther away from school than the science museum and therefore had higher transportation costs. Also, the shorter bus trip would mean less time in route and more time in the museum. Finally, my personal preference has been the science museum all along. I haven’t visited a science museum for a long time and I would like to try all of the new interactive exhibits. For all of these reasons, I recommend that we take a class trip to the science museum.
Thank you for considering my input.
Most sincerely, Scott
Language Production - functions Which language function(s) will students be expected to produce?
Making Sense of the Task ! Description/Elaboration
! Question / Conjecture
Communication Reason X Sequencing
! Cause and Effect
Reflecting and Evaluation X Compare and Contrast
X Proposition / Support
Language Production - bricks
What content-specific language will students be expected to know and use?
student preferences, choice, distance, cost, cost per student, expensive, science museum, aquarium, zoo, field trip
Language Production - mortar
What functional words and phrases will students be expected to produce?
Prop/Support: recommend, it’s true that, based on, personal preference, for all of these reasons
Compare/Contrast: while, however, whereas, more, less, higher/farther/shorter/etc.
Student Learning Goal
Students will understand how to deconstruct and solve an algebraic story problem and be able to write a note to the teacher explaining a specific proposal for field trip location using mathematical considerations of cost and students’ preferences. (Performance Task Question #4)
Math example: final question on a 6th grade SBAC performance task
Next, deconstruct the ‘moves’ in your sample student response. Use these ‘moves’ as the architecture or plan for the template you will create.
Math%Problem%Solving%Sample%Student%Response%
Field%Trip%Performance%Task%–%Grade%6%
Math%Sample%–%DRAFT%10/14%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%©%2014%E.L.%Achieve%
%
%
Dear%Mr.%Townsend,%%Thank%you%for%offering%to%take%our%class%on%a%field%trip%and%for%asking%for%our%input%on%where%we%should%visit.%(Introduction/Setting/Purpose)%%After%analyzing%the%students’%preferences,%the%costs,%and%distances,%I%recommend%that%the%class%visit%the%science%museum.%%(Proposal/Recommendation/Thesis)%%While%it’s%true%that%a%lot%of%students%wanted%to%go%to%the%zoo%(12),%it%was%also%the%last%choice%for%even%more%students%(13).%(Acknowledge/opposing/points/and/include/a/rebuttal)%%However,%both%the%science%museum%and%the%aquarium%had%a%higher%number%of%first%and%second%choice%votes%(21%and%22%respectively).%(First/supporting/detail)%%%I%could%have%chosen%either%of%those%options%based%on%students’%preferences,%but%the%science%museum%was%significantly%less%expensive%than%the%aquarium./(elaborate/and/transition/to/second/supporting/detail)/%The%science%museum%would%only%cost%each%student%$7.33%whereas%the%aquarium%would%cost%$11.33%per%student.%(elaborate/on/second/supporting/detail)%%The%increased%cost%of%the%aquarium%trip%is%due%to%the%fact%that%it%is%farther%away%from%school%than%the%science%museum%and%therefore%had%higher%transportation%costs.//(further/elaboration)/%Also,%the%shorter%bus%trip%would%mean%less%time%in%route%and%more%time%in%the%museum./(third/supporting/detail/–/if/needed)/%Finally,%my%personal%preference%has%been%the%science%museum%all%along./(fourth/supporting/detail/–/if/needed)/%I%haven’t%visited%a%science%museum%for%a%long%time%and%I%would%like%to%try%all%of%the%new%interactive%exhibits.%(elaboration)%%For%all%of%these%reasons,%I%recommend%that%we%take%a%class%trip%to%the%science%museum.%(conclusion)%%Thank%you%for%considering%my%input.%%Most%sincerely,%%Scott%%
E.L. Achieve 13
Finally, create a drafting template that models the organization of the thinking and contains language resources for each ‘move’ required in the assignment.
Townsend Constructing Meaning: Explicit Language for Content Instruction © 2014/E.L.Achieve www.elachieve.org
Writing a Letter to Make a Recommendation
drafting template
INTRODUCTION
Set the purpose and respond to the prompt. Open with a positive tone. Remember, your goal is to persuade.
! Thank you for ______________________.
! I/We are looking forward to ___________.
! The possibility of __ is (exciting/etc.) .
! __________________________________.
.
PROPOSAL
What is your recommendation?
! I/We/The class recommends __because___.
! After analyzing _____I propose________.
! An analysis of __ led me to suggest _____.
! __________________________________.
.
OBJECTION/REBUTTAL
Is there an alternative proposal? Why is your proposal better?
! While it is true that ____ it is also ______.
! Although others recommend _________, I
disagree due to _____________________.
! _____ argue that ______, however, _____.
! __________________________________.
.
REASONS
Explain your thinking by giving evidence to support your proposal.
(repeat as needed depending on the number of reasons in your argument)
! The recommendation is supported by the
fact that __________________________.
! ___is/would___ whereas___ is/would ___.
! However, both ___ and ___ is/have _____.
! __________________________________.
.
ELABORATION
Make further connections between your reasons and the proposal.
(repeat as needed)
! This is evidenced by _________________.
! Consequently, ______________________.
! Also, ______ would mean ____________.
! __________________________________.
.
CONCLUSION
Return to your proposal and restate your recommendation.
! For all of these reasons, I recommend ___.
! Ultimately, we should ________________.
! I sincerely hope we can move forward with
this proposal to _____________________.
! __________________________________.
.
Think about the writing move in each sentence – What is the writer trying to
do? What functional language supports that move? – Start with the language used
in the sample response – What alternate language can
be used so that students have choice/ variety?
Model for students by deconstructing an essay and co-writing an alternative essay using the same drafting template.
The$American$Dream$was$once$a$dream$of$religious$freedom,$attainable$to$those$who$pursued$it$and$fought$for$it.$Eventually,$the$dream$evolved$toward$the$attainment$of$equal$rights.$For$African$Americans,$it$meant$fighting$for$equality$regardless$of$the$obstacles$they$faced.$For$many$people$today,$it$promises$that$each$person$can$pursue$their$own$personal$goals$and$dreams.$$$ $According$to$some,$“the$American$Dream$of$the$past$no$longer$exists.”$However,$I$believe$that$although$the$American$Dream$may$be$difficult$to$obtain,$it$is$still$attainable$to$those$who$truly$want$it.$The$American$Dream$is$not$dead;$it$has$evolved.$In$response$to$this$evolution,$working$hard$toward$a$dream$may$no$longer$be$enough.$We$must$also$demonstrate$the$right$characteristics$and$prepare$ourselves$with$the$right$skills.$$The$Ceja$family$sought$their$fulfillment$of$the$American$Dream$through$the$hard$struggles$of$field$work.$The$Cejas$held$the$view$that$hard$work$in$the$fields$and$in$the$classroom$was$necessary$to$achieve$their$goals.$Despite$their$obstacles,$I$am$convinced$that$studying$hard$and$making$the$right$choices$made$it$possible$for$them$to$attain$the$American$Dream.$$The$American$Dream$is$still$attainable,$but$today$it$takes$more$than$just$working$hard$and$being$dedicated.$$In$the$article,$“Pickers$to$Vintners,”$the$Ceja$family$exhibits$the$qualities$needed$to$make$their$dreams$a$reality.$Neither$the$father$nor$mother$knew$a$word$of$English,$nor$their$children,$“but$that$wasn’t$an$obstacle.”$Although$they$lived$in$labor$camps,$the$Ceja$family$had$ambitions$to$own$their$own$winery.$Mr.$Ceja$spent$hours$studying$English$and$learned$valuable$skills$by$specializing$in$grafting.$Eventually,$in$order$to$achieve$their$goal,$the$Ceja$family$sacrificed$their$home$by$selling$it$to$invest$in$a$winery.$The$author$states,$“now$the$Ceja$family$owns$its$own$vineyards$and$produces$critically$praised$wines,$a$global$emblem$of$the$good$life.”$$Some$readers$may$challenge$the$view$that$the$American$dream$still$exists$today.$In$the$article$“Making$It$in$America,”$by$Adam$Davidson,$the$author$takes$issue$with$the$idea$that$the$average$American$can$still$achieve$the$classic$dream$of$enjoying$a$comfortable$middle$class$standard$of$living.$Twenty$years$ago$it$did$not$matter$if$you$had$an$advanced$education.$Today,$however,$if$a$person$is$unskilled$he$could$lose$his$job$to$a$machine$that$can$often$do$the$work$more$precisely$than$a$human.$Of$course,$this$perspective$fails$to$acknowledge$the$critical$role$of$free,$public$education$to$prepare$all$students$with$the$knowledge$and$skills$needed$to$choose$postQsecondary$training$or$studies.$Today$and$in$the$future,$advanced$education$is$more$important$than$ever$as$a$gateQkeeper$to$the$American$Dream.$However,$that$door$still$exists$and$we,$as$a$society,$need$to$take$steps$to$ensure$that$all$students$who$choose$further$training$can$have$access$to$it.$$My$aunt$Alicia$is$someone$who$believed$she$could$improve$her$standard$of$living$for$herself$and$her$baby.$Because$she$didn’t$speak$English,$she$was$unable$to$get$a$high$paying$job$when$she$emigrated$to$the$United$States.$Much$like$the$Ceja$family,$she$committed$to$hard$work$and$education$so$that$she$could$realize$her$dreams.$She$worked$as$a$maid$and$at$night$she$studied$and$went$to$a$public$school.$By$working$hard$and$getting$an$education,$she$accomplished$her$dream$of$owning$a$home$and$demonstrating$to$her$child$the$value$of$committing$to$a$goal.$$I$remain$convinced$that$the$American$Dream$is$still$attainable.$I$believe$this$because$education$is$not$that$hard$if$we$practice,$put$in$effort,$and$approach$learning$with$enthusiasm,$like$we$do$with$video$games$or$Facebook.$Although$others$may$argue$that$today’s$opportunities$are$limited$to$a$select$few,$the$American$Dream$continues$to$offer$chances$to$those$who$are$willing$to$work$hard$and$invest$in$their$own$education.$In$the$words$of$former$LA$Unified$School$District$superintendent$Roy$Romer,$“The$need$for$a$college$education$is$even$more$important$now$than$it$was$before,$but$I$think$that$the$increased$costs$are$a$very$severe$obstacle$to$access.$It$is$an$American$dream,$and$I$think$that$one$of$our$challenges$is$to$find$a$way$to$make$that$available.”$
Pursuing the American Dream – Argument Drafting Template !
!Develop an introduction – define the American Dream
!
!The American Dream
! was once
! began as
! started with
!
!
With time, / Eventually, the dream
! evolved
! changed !
! grew into
!For some, it
!! meant
! promised
! offered !For others, it
!
According to , " the American Dream ." !
Present your position – state your thesis !
! I believe /think that . !
! In my opinion, . !!
Build your position – develop your ideas
! !
! sought !
! believed !
! hoped
!
! held the view that was
! essential
! necessary to achieve / attain
! critical
!
!Despite / Although , I
!! am convinced / confident
!
! am not convinced / doubt
!
E.L. Achieve 14
41
Student testimonial Productive Struggle
Write your district on the ‘name’ line (You can also add your name if you’d like) Front of the Ticket: What did you find most useful? Back of the Ticket: Additional comments …
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