Teacher Professional Learning and Growth New Teacher Academy

Teacher Professional Learning and Growth New Teacher Academy Summer 2017

Student Success Through Florida Standards

ESSENTIAL QUESTION CONNECTOR What should we consider when designing lessons at any level and in any subject area that will put our students on the path to proficiency and beyond?

Self-assess your learning progress

Building Reading (Reading closely for understanding) Towards Speaking and Listening (Influencing the thinking of others through actively listening and strategically adjusting to the flow of conversationbeing quick on your feet) Proficiency Writing (Synthesizing information, problem solving and generating new solutions through the written word)

CPAMS – Our Standards Database

Florida Coding System LAFS. 3. RL. 3. 7 Subject Area: Language Arts Florida Standards Grade Level: Third Grade Domain: Reading literature Standard: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story. Strand: Integration of Knowledge and Ideas

Standards – Long-Term Learning Goals LAFS. 3. RL. 3. 7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e. g. , create mood, emphasize aspects of a character or setting). The anatomy of a standard tells us what content needs to be addressed and the kind of thinking students will need to apply to that content.

Standards – Long-Term Learning Goals LAFS. 3. RL. 3. 7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e. g. , create mood, emphasize aspects of a character or setting). The content of a standard is represented by the nouns and noun phrases in that standard.

ACADEMIC NOTEBOOK The targeted content of any standard is represented by the nouns ______ and _______ phrases in the standard.

Standards – Long-Term Learning Goals LAFS. 3. RL. 3. 7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e. g. , create mood, emphasize aspects of a character or setting). The kind of thinking that students will need to apply to that content is represented by the verbs and their objects in that standard.

ACADEMIC NOTEBOOK The thought processes expected of students for any standard are represented by the objects verbs _______ and _____________ in verb the standard.

“The way they ask the questions on the state test. . . ” LAFS. 3. RL. 3. 7 - Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e. g. , create mood, emphasize aspects of a character or setting). A. B. C. D. What is the main idea of the story? What does the word “gloomy” mean as used in the story? How would you describe the main character? How does the illustration of the setting add to what we can tell about the mood of the story? Which of these questions do you think would BEST assess students’ mastery of LAFS. 3. RL. 3. 7 at the end of the year? Why?

What is main idea of the story? Describe the setting of the story. What is the mood of this story? LAFS. 3. RL. 3. 7 - How does the illustration of the setting add to what we can tell about the mood of the story? Describe what you see in the illustration on page 22. “The way they ask the questions on the state test. . . ” 16 http: //weheartit. com/entry/21222726 What does the word “gloomy” mean as used in the story?

ACTIVITY - YOUR TURN DIRECTIONS – Unwrap (deconstruct) two more standards with your elbow partner. • Look at page 1 in your academic notebook and do the following. • For each standard, underline the nouns and noun phrases, and circle the verbs. • Identify the question or prompt that best addresses the entire scope of each standard.

Standards – Long-Term Learning Goals MAFS. 2. NBT. 1. 4 – Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. What content is addressed by the nouns and noun phrases in this standard?

Standards – Long-Term Learning Goals MAFS. 2. NBT. 1. 4 – Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. What kind of thinking will students need to apply to that content?

“The way they ask the questions on the state test. . . ” MAFS. 2. NBT. 1. 4 – Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. A. Want do the following symbols mean: >, =, <? ? B. How would you read this: 432 > 238? C. Use the >, =, and < symbols to record your comparison of the numbers 547 and 581 in terms of the hundreds, tens, and ones digits in these numbers. D. Supply the missing symbol: 321 ___ 493 Which of these questions do you think would BEST assess students’ mastery of MAFS. 2. NBT. 1. 4 at the end of the year? Why?

THE TAKE-AWAY The standards tell us what we need to teach during the school year and how we need to make sure we are ultimately asking the right questions so our kids can meet state expectations. We teach STANDARDS through the stories, chapter content, articles, etc. that are available as our resources.

RIGOROUS LESSONS definition o t n i d l Fo rths fou nonexamples Fo l d co on rn clo er s ed key words rigor examples

WHAT IS RIGOR? definition nonexamples key words rigor examples

ACADEMIC NOTEBOOK The degree of rigor in any standard can be identified by referring to the cognitive ____________ complexity level ________ in each of the Florida standards.

DOK LEVELS…. . DOK 1 - Facts- Just the Facts!!!! DOK 2 - “Book learning”- knowing what to do- procedures DOK 3 - Real world problem that you have to attack DOK 4 - Take what you learn (lesson) and extend it to something you have never seen before-WRITE

TOPIC: DOK 1 DOK 2 DOK 3 DOK 4 26

ADDING RIGOR TO LESSONS THROUGH QUESTIONING TOPIC: DOK 1 DOK 2 DOK 3 DOK 4 1. Take your DOK question stems and a marker and go to one of the topics on the chart paper – no more than 4 per slide. 2. Choose a recorder to divide the paper into 4 quadrants, one for each level of Webb’s DOK. 3. Develop at least 1 question related to your topic at each of the 4 levels of Webb’s.

ACADEMIC NOTEBOOK questions The ___________ make all the difference when it comes to ensuring that the appropriate level of cognitive rigor is addressed during instruction.

POWER OF WORDS

Self-assess your learning progress