We Want to Hold Your Hand

We Want to Hold Your Hand

So many standards, so little time!

ASCD: Impacting Learning in the ClassroomDecember 4, 2013

PresentersGretchen LawlerJen LongJessica MooberryJen Peterson Fifth Grade Teachers Erskine Elementary School

Susan Van WoertElementary Language Arts and Social Studies Facilitator

NormsRespectful Operating Procedures

• Cell phones, tablets• Minimal side bars

Respond quickly to refocus signal

Be present and engaged

Today’s OutcomesTo learn about a process for Aligning our district’s priority standards to

instruction Instructional decision-making based on CCSS Using authentic common formative

assessments Determining proficiency

To have time to turn, talk, process …

To walk away with tools, strategies, and ideas to apply with your own students

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College and Career Readiness

Anchor Standards (CCR)

Reading Writing

Speaking

and Listening

Language

Strands

Clus

ters

Key Ideas and

DetailsCraft and Structure

Integration of

Knowledge and IdeasRange of

Reading and Level of Text Complexity

Text Type and

PurposesProduction

and Distribution of Writing

Research to Build and Present

Knowledge

Range of Writing

Comprehension and

Collaboration

Presentation of Knowledge

and Ideas

Conventions of

Standard English

Knowledge of Language

Vocabulary Acquisition

and Use

College and Career Readiness

Anchor Standards (CCR)

Reading Writing

Speaking

and Listening

Language

Strands

Clus

ters

Key Ideas and

DetailsCraft and Structure

Integration of

Knowledge and IdeasRange of

Reading and Level of Text Complexity

Text Type and

PurposesProduction

and Distribution of Writing

Research to Build and Present

Knowledge

Range of Writing

Comprehension and

Collaboration

Presentation of Knowledge

and Ideas

Conventions of

Standard English

Knowledge of Language

Vocabulary Acquisition

and Use

Our District Priority Standards

Craft and Structure

Four Shifts for Planning Instruction

1. Focusing on Academic Vocabulary2. Balancing Informational and Literary Texts3. Building Knowledge in the Disciplines4. Considering Text Complexity5. Expecting Text-Based Answers6. Writing from Sources/Evidence

Focusing on Academic Vocabulary

A better word for big is colossal.

A better word for social is interactive.

A better word for bigger is more

massive.

Power Flowers

ScienceI hypothesize the beetles will like the wet section because they live underground which is where the water collects.

I claim that beetles prefer the driest soil out of the three other environments because the evidence shows that 20 beetles out of 30 beetles went to the dry zone after twenty-four hours.

Math

Balancing Fiction and Nonfiction

Writing

Science and Social Studies

Considering Text Complexity

Quantitative

Lexile LevelsReadability Measures:• Word length• Frequency• Sentence

Length• Text cohesion

Qualitative

StructureVocabularyConventional languageKnowledge demands

Reader and Task

More Exposure to Grade Level Texts

More Exposure to Grade Level Texts Use same story… a variety of needsAdapt text for a variety of unitsMake mindful decisions –scaffold and

support all learning levelsEmpower studentsHelp students develop awareness of

independent reading choicesHave permission not to know

everything… yet

Reader and Purpose: Matching Text to Task

Expecting Text-Based Answers

Craft and Structure

Reading Standard Number OneRefer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.4.1 and RI.4.1)

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL.5.1 and RI.5.1)

Finding Evidence

Detail

Detail Detail

Extra Details:

1. _________________________________________________________________________ 2. _________________________________________________________________________

Summary: _______________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________.

Main Idea

Formative Assessment: Inference

Science

Determining ProficiencyBuilding Better Sentences Rubric- 5th Grade

SCORE 1 2 3 3+ CRI TERI A: 0-1 complete

sentences that are relevant

(a complete

sentence must include: a who, what, and then

finish it up)

2 complete sentences that

are relevant

(a complete sentence must include: a who, what, and then

finish it up)

3-4 complete sentences that

are relevant

(a complete sentence must include: a who, what, and then

finish it up)

5 complete sentences that

are relevant

(a complete sentence must include: a who, what, and then

finish it up)

STUDENTS

Access to Resources Used TodayASCD Iowa Website

Timeline: Elementary Standards

2008 Student Learning Expectations (SLE)Committee Work

2009Initial ImplementationAll Subjects

2010 Revisions

2012Math: All IA CoreELA: Writing and Language Strands

2013ELA:Reading Reading Foundational SkillsListening and Speaking

All Teacher PD: Writing Emphasis

2013 ELA Standards WorkGrade Level Teacher Teams to Determine:

• District Priority Standards• Proficiency • Scaffolded Skills

2013-14ELA Added:Reading Literature and Informational TextsReading Foundational SkillsListening and Speaking

Performance Assessments Aligned with Priority Standards and Critical Areas

District Identified: • Two Priority

Standards • Four Critical Areas

Today’s OutcomesTo learn about a process for

◦ Instructional decision-making based on the CCSS◦ Aligning our district’s priority standards to

instruction◦ Using authentic common formative assessments◦ Determining proficiency

To have time to turn, talk, process …

To walk away with tools, strategies, and ideas to apply with your own students

Questions/Feedback

Continue the conversation…Jen Long jlong@cr.k12.ia.usGretchen Lawlerglawler@cr.k12.ia.usJessica Mooberryjmooberry@cr.k12.ia.usJen Peterson jpeterson@cr.k12.ia.usSusan Van Woertsvanwoert@cr.k12.ia.us