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Oswego BOCES Professional Development Program – Day 2

Facilitated by Jennifer BorgioliLearner Centered Initiatives (LCI)

249-02 Jericho Turnpike, Suite 203Floral Park, New York 11001

[email protected]

LCI website: www.lciltd.orgLCI Ning: learnercenteredpractices.ning.com

wiki: qualityrubrics.pbworks.com Twitter: @DataDiva

Oswegoqc.pbworks.com

http://oswegoqc.pbworks.com/w/page/46925410/FrontPage

http://qualityrubrics.pbworks.com/

http://learnercenteredpractices.ning.com/

Focus: Facilitation of an understanding, development and refinement of standards-based units and extended tasks

Outcomes and indicators: Participants will unpack, recognize, identify, and develop sufficient content understanding in order to facilitate professional development around the components of effective units/extended tasks (using LCI's elements of quality curriculum) and establishing connections to three priority areas, namely cognitive engagement, constructivist learning and 21st century skills, by:

examining images, videos and printed exemplars of the operational and taught curriculum grounding individual definitions of cognitive engagement, constructivist learning and 21st

century skills articulating attributes of quality curriculum from the analysis of exemplars exploring rubrics for quality curriculum attributes and using them to evaluate, design and refine

selected extended tasks identifying cognitive engagement, constructivist learning and 21st century skills in selected tasks unpacking key processes including inquiry, production, design and argumentation from sample

tasks and units adapting, refining or designing extended tasks that focus on one of the preceding processes discussing and trouble-shooting teachers’ understandings of quality curriculum attributes as

well as design/refinement activities

Program activities

Work will include the following activities:

Exemplar review and assessment Alignment of definitions Use and integration of best practices related to curriculum and assessment, including cognitive

engagement, constructivist learning and 21st century skills Design and refinement activities Peer review and refinement processes

Page 2 Oswego BOCES – Day 2R Developed by LCI, ltd. (2011)

Day 2 Agenda

Estimated Time Intended Outcomes/Activity

8:00 to 8:30IntroductionsOverview of Day 1 FeedbackOverview (Design) of the Day’s Flow

8:30 to 9:00 Setting the Stage for Common Core Design

9:00 to 9:30How do ensure the unit is rigorous and engaging?• Input Session: Organizing Centers and Essential Questions• Activity: Revise organizing centers and essential questions

9:30 to 10:00 How do you ensure the unit is aligned to the standards?• Input Session: Focus on Alignment• Activity: Determining Alignment

10:00 to 11:00Group A: Work Session (Independent design)Group B: Work Session (Pairs, trios, small groups)Group C: Facilitated Conversation (administrators, coaches)

11:00 to 11:20

Group A: Work Session (Independent design)Group B: Work Session (Pairs, trios, small groups)Group C: Work/Design Session (administrators, coaches)

Individual or small group conferences with Jennifer

11:20 to 11:30 Group Process – identification of road bumps and successes

11:30 to 12:20 Lunch Break

12:20 to 12:30 Group Process – Peer Review Overview

12:30 to 1:00 Work Session

1:00 to 2:00 Peer Review

2:00 to 2:30Next Steps OverviewFeedback ProtocolEnd of the Day Reflection


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Revisiting the Three Areas of Emphasis

Strategies to enhance the cognitive engagement asked of learners in tasks

Strategies to strengthen tasks connections to constructivist learning

Strategies to strengthen tasks connections to 21st Century Skills

Authentic choice:o for topico sharingo presentations

“Test” or try out solutions Purposeful In-depth investigation and research Reflection Increasing complexity Questioning truths, solutions, content

Authentic problem solving Deconstruct and debate Personal connections Learning by doing Making connections Creativity and experimentation Sharing thinking and process Collaboration and competition Connections to experts in their field Questioning self and others

Authentic audience Using Social Media tools Using Web 2.0 tools Engaging in world outside of school Communicating Seeing themselves as agents of change Seeking out divergent perspectives Questioning the world


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Reconnecting to Three Areas of Emphasis

Common Core Shifts in Literacy

By making this shift, in what way will cognitive

engagement receive increased emphasis?

By making this shift, in what way will constructivist

learning receive increased emphasis?

By making this shift, in what way will 21st

Century Learning Skills receive increased

emphasis?Shift 1 PK-5,

BalancingInformational & Literary Texts

Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.

Shift 2 6-12, Knowledge in the Disciplines

Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.

Shift 3 Staircase of Complexity

In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.


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Common Core Shifts in Literacy

By making this shift, in what way will cognitive

engagement receive increased emphasis?



By making this shift, in what way will 21st

Century Learning Skills receive increased

emphasis?Shift 4 Text-based

AnswersStudents have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.

Shift 5 Writing from Sources

Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.

Shift 6 Academic Vocabulary

Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.


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Common Core Shifts in Mathematics

By making this shift, in what way will

cognitive engagement receive increased

emphasis?



By making this shift, in what way will 21st Century

Learning Skills receive increased emphasis?

Shift 1 Focus Teachers use the power of the eraser and significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards so that students reach strong foundational knowledge and deep conceptual understanding and are able to transfer mathematical skills and understanding across concepts and grades.

Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that, for example, fractions or multiplication spiral across grade levels and students can build new understanding onto foundations built in previous years. Teachers can begin to count on deep conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.

Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions (found in the attached list of fluencies) such as multiplication tables so that they are more able to understand and manipulate more complex concepts.


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emphasis?





Shift 4 DeepUnderstanding

Teachers teach more than “how to get the answer” and instead support students’ ability to access concepts from a number of perspectives so that students are able to see math as more than a set of mnemonics or discrete procedures. Students demonstrate deep conceptual understanding of core math concepts by applying them to new situations as well as writing and speaking about their understanding.

Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Teachers provide opportunities at all grade levels for students to apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math – at all grade levels – to make meaning of and access content.


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emphasis?





Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity. Teachers create opportunities for students to participate in “drills” and make use of those skills through extended application of math concepts. The amount of time and energy spent practicing and understanding learning environments is driven by the specific mathematical concept and therefore, varies throughout the given school year.


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How do you design curriculum using the Common Core Standards?

Input Session: Standards-Based Design Protocol

Unit Title: The unit title is the organizing center for the unit. It reflects the topic, theme or concept that will be explored during the unit of study.

Essential Question: An essential question is a broad, universal question worth contemplation and exploration.

Step One: What do students need to know and be able to do? These are the learning targets for the unit. They include key standards that will be taught and assessed in the unit, as well related content, concepts and/or skills.

Guiding Questions: Guiding questions are content-specific answerable questions that support the essential question.

Step Two: Design an engaging and meaningful task that can measure the learning targets. This is the culminating assessment for the unit. It allows the teacher to measure student understanding of the learning targets. The ask students to engage in and construct their learning and access 21st Century Skills and Understandings.

Step Three: Identify supporting lessons. These are the lessons that assist students in understanding the content and processes within the unit. They included the activities and tasks the students will engage in during the unit. The learning experiences are linked to the guiding questions, standards, knowledge and skills.


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Unit Title: American Revolution/Narrative Writing

Essential Question: How do we express ourselves?

Step One: What do students need to know and be able to do? Identify the learning targets, key standards, concepts and/or skills to be taught in the unit.W.4.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.

c. Use a variety of transitional words and phrases to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Guiding Questions: What are the different ways people express themselves? How are these forms of expressions similar to/different from each other? How do the forms of expression reflect the events of the time?Step Two: Design an engaging and meaningful task that can measure the learning targets. This is the culminating assessment for the unit. It allows the teacher to measure student understanding of the learning targets.How do people express their thoughts, feelings and ideas about the events happening around them? In this unit students examine how people living during colonial times and the American Revolution expressed themselves through their writing (Midnight Ride of Paul Revere), music, art (folk art) and the way they used their time (colonial games). Students will use their study of how people expressed themselves during colonial times and the American Revolution to create their own story, music, art or technology in which they share their thoughts, ideas and/or feelings about an issue in our world today (war, human rights, environmental issues, internet safety). They will present their original pieces and explain how this form of expression is similar to/different from the past.Assessment Tool: Writing RubricStep Three: Identify supporting lessons. These lessons assist students in understanding the content and processes within the unit and identified by the learning targets.

1. Students log and annotate the different ways in which they notice how people express themselves during one day; student share and compare their data in small groups.

2. Students learn about the events of the American Revolution through the study of how people expressed themselves during that time period.

3. Students explore current events to identify major issues affecting the world today.4. They choose and analyze three different ways in which people have expressed themselves about one of the

issues that have been identified.5. Students choose an issue that is important to them and use one of the methods they have studied to express

their thoughts and opinions.


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ORGANIZING CENTERThis is the overarching idea that guides the writer in designing the unit. It is the HEART or HUB of the unit in that all of its learning opportunities and assessments should relate to it and support it. It can be a concept, issue, problem, process, phenomenon or essential question.

RUBRIC FOR ORGANIZING CENTERS

Novice Apprentice Practitioner ExpertThe center is:

too narrow to build a unit or lesson around

related to narrow content within a subject or process

lends itself to basic recall and comprehension level questions

specific fact or skill that is irrelevant to students’ lives today or in the future

The center is:

too narrow forstudents to deriveany generalization

subject-specific

can be approached by questions and activities that may require higher level thinking

specific current issue, skill or topic that may be relevant to some students but not to others

The center is:

generative, enabling students to draw generalizations about what they learned

topic, issue, skill, concept or problem that can be addressed from more than one discipline

lends itself to activities and lessons that promote critical thinking

current issue, skill, concept or problem that is meaningful for students today but may not be in the future

The center is:

highly generative, enabling students to draw significant generalizations about what they have learned

central to at least two subjects

can best be addressed by critical thinking and inquiry questions

compelling issue, concept, problem, process or question that is meaningful for students, today and into the future

examples: examples: examples: examples:making inferences simple machines

the industrial revolution

exploration

progress

hunger

oil dependency

What price progress?

Questions1. Does the center enable students to make important generalizations about what they have learned?2. Does the center foster the exploration of a theme, issue, or problem from different disciplinary

venues?3. Will this center be as timely and relevant five or ten years from now as it is today?4. Will this center be recognized as important by students of different genders, classes, and cultures?5. Is the center appropriate for students in the grade level where the unit or lesson set will be taught?6. Is the center supported by lessons and activities that promote critical thinking?


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Examine the following three units. What is the organizing center for each?

Unit: All About MeOrganizing Center: ___________

Students:Get a blank book with the title “All About Me” and:1. Create a self-portrait.2. Trace their hand on a piece of paper.3. Create a picture of their family.4. Create a picture of their best friend and tell a story about him/her.5. Draw the shapes and colors they know.6. Write the letters and numbers they know.


Topic:Self

Hand tracing

Self-portraits

Family picture

Picture and story

of best friend

Shapes and colors

student knows

Letters and colors

student knows

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Unit: PatternsOrganizing Center: __________

1. Teacher questions students as to what they think “pattern” means and records them.2. The teacher creates a pattern by lining students up at the board, according to the rule: boy, girl, boy,

girl…(but does not reveal the rule to the students).3. The teacher then questions students about what the pattern could be, once again turning responses

back to students. When students have agreed on the rule, the teacher asks if the rule could be continued using all the students in the class, ending with the question, “How do you know?”

4. The teacher now moves to a pattern of objects, sequencing by color: red counter, blue counter, yellow counter, etc. Students are again questioned about the rule for the pattern.

5. The teacher asks students to look for the patterns in the Hokey-Pokey dance.6. The teacher now shifts to new “counter” pattern: 1 red counter, 2 blue counters, 3 red counters, 4

blue counters. The teacher asks: What color comes next? How many should I use? The teacher discusses with students possible ways to state the rule, again turning responses back to the students.

7. The teacher presents students with a number pattern by listing some counting numbers on the board and asking students how they form a pattern. The teacher then circles the numbers that would be the equivalent of skip-counting by two, asking students for various ways to describe that pattern.

8. Students practice prepared patterns at tables. This worksheet should include examples not previously done in class, with different objects as well as different rules (For example: Drawings of shapes: triangle, square, pentagon, ____; Patterns of dots or arrows, etc - students determine which shape should go next and state the rule). In each case, students are asked “How did you know?” Students work in pairs or small groups to create a pattern for the class to guess.

9. Students individually create a pattern for a Pattern Board that will be displayed in class.


Skill:Pattern

recognition

Using students to create a pattern

Patterns with

colors

Patterns with

Hokey Pokey

Patterns with

shapes

Guessing patterns

Students create pattern

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Unit: LeadershipOrganizing Center: _______________

Students:1. Respond to the question: What are the traits of a good leader? Teacher records on a chart.2. Listen to the teacher read out loud a segment of So You Want to Be President about the qualities

of good leaders.3. Turn to each other to talk about the qualities in the book.4. Add additional traits to put on the chart.5. Respond to the following writing prompt: Think about your own special leadership traits and

write about why you would make a good president.


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Activity: Evaluating Organizing Centers

Before After

Examine the above units:1. What is the organizing center for each unit?

2. How does the organizing center impact the unit?


Whales

What do they

eat?

Where do they

live?

Who are

their predato

rs?

What do we use

whales for?

How long do

they live?

Endangered species

What animals are endangered

?Why are

these animals

endangered?

What does it mean to

be endangere

d?What can

we do about this?

Who protects

these animals?

What will happen if

these animals

disappeared? Concept:

Leaders

Discussion on

leadership traits

Read qualities of good leaders

Discussionqualities

of leaders

Writing:Why are

you a good

leader?

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Supporting Rigorous Curriculum through Essential and Guiding Questions

Essential questions are large, universal questions worth contemplation and exploration. Guiding questions are specific and answerable questions that support the essential question.

Essential questions can: Launch a unit, course, session, year Serve as diagnostic, formative, and summative assessments Serve as meta-cognitive devices Be a tool for aligning curriculum, instruction and assessment

Essential and guiding questions are designed to work together. Within a unit or course of study there is usually one essential question and several guiding questions.

Essential Questions Guiding Questions Set the context for learning

Focus the teacher and students on the overarching target for learning

Generate interest among the learners

Open windows for interdisciplinary explorations Make real-world connections

Move students from acquiring and reciting information to processing, analyzing and synthesizing it

Personalize learning experiences

Search for meaningful answers

Generate new questions

Provide the specifics as to what to learn

Identify the specific content and process learning targets

Identify possible lines of inquiry

Define what will be explored within each discipline Provides guidance on how to make real-world connections

Synthesizes what will be studied and connects it to the larger idea

Present an action plan for a personalized study Provide the starting point for discovery

Provide a plan for examining new questions

Is new necessarily better?

What is technology?What are simple machines?How do simple machines affect our lives?What inventions have helped us? How else have they affected us?What are new ideas that could help us?What are some possible negative effects of this kind of new invention?

Are human rights guaranteed?

What are human rights?Does everyone have the same rights?How does the constitution protect your rights?Why do some people lose their rights?Is there anything that can be done when people lose their rights?

Can people change?

What are character traits?How do the characters in this book demonstrate these traits?How does the setting and plot of books affect the characters in the book?Do the characters in the book change or remain the same? Why?


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Examples of Essential QuestionsAre we really free?

What makes a real American?

Are leaders made?

How should we define poverty?

What is the meaning of life?

What is progress?

Does history really repeat itself?

Are some stereotypes true?

Who decides what is history?

Where does perception end and reality begin?

How far is far?

Is time an absolute thing?

What makes writing worth reading?

How do we explain the unexplainable?

Do we have control over our destiny?

Should all citizens be treated equally?

What’s the point of a point-of-view?

Is there anything original?

What makes you you?

Can there be good without evil?

Is war inevitable?

Are humans inhumane?

When is the price/cost of discovery too high?

Is terrorism ever justifiable?

What of mathematics is essential?

Are numbers real?

When is freedom not worth fighting for?

Are all cultures equally valuable?

What is satisfaction?

What is the most important discovery of the 20th

century?

What makes art great?

Who should define what art is?

Does art change society?

When does loyalty become cowardice?

Can you win and lose at the same time?

Are there any absolutes?

What is worth teaching?

What is worth learning?

Is education essential for life’s success?

What is justice?

Do rulers’ really rule?

Is there a planetary culture?

What makes language “beautiful”?

When is the whole greater than the sum of the parts?

Is everything we see real?

Is it better to live with the question or the wrong

answer?

What is critical?


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ESSENTIAL QUESTION

An essential question is a universal question that has no definitive answer and provides a compelling and relevant “hook” into the students’ experience. It is intended to elicit multiple perspectives, stimulate inquiry and maintain students’ interest. Examples include: When is war justified? What makes art art? Are numbers real?

GUIDING QUESTIONSGuiding questions are specific and answerable questions that are sometimes called curriculum questions. They support inquiry-based instruction by leading students to the essential question and help the teacher to connect lessons to make the unit as cohesive as possible. Examples include: What were the causes and consequences of twentieth-century American wars? or What impact did the industrial era have on American literature?

RUBRIC FOR ESSENTIAL AND GUIDING QUESTIONSNovice Apprentice Practitioner Expert

Essential question:

Is unclear, phrased as a guiding question, or irrelevant to inquiry

seems disconnected from the apparent focus of the unit.

is untapped as part of the unit learning or assessment

Guiding questions:

are unfocused, random, or superficial

are unrelated to learning experiences

Essential question:

is clear and open-ended

needs a stronger connection to the unit’s theme, issue, process or problem

is presented to students

Guiding questions:

are too general to provide a framework or a path for students to engage with the essential question

relate to, but exist separate from learning experiences

Essential question:

is significant and relevant to students

links to the unit’s theme, issue, process or problem

is evident in one or more learning experiences, but would benefit from being addressed consistently throughout

Guiding questions:

provide a framework or path for teacher and students that supports their work in the unit

link to learning experiences

Essential question:

is compelling and provides a strong “hook” for students

provides the central focus that drives students’ inquiry throughout the unit

Is addressed throughout the unit, during key moments in learning experiences and assessments

Guiding questions:

provide a framework or path for teacher and students that supports engaging with the essential question.

link to learning experiences and assessments


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Evaluate each set of essential and guiding questions using the rubric on the previous page:

Essential Question: Is new necessarily better?

Guiding Questions: What is technology? What are simple machines? How do simple machines affect our lives? What inventions have helped us? How else have they affected us? What are new ideas that could help us? What are some possible negative effects of this kind of new

invention?

Essential Question: What do good readers do?

Guiding Questions: What are the comprehension strategies? How do you use post-it notes while you read? What do you do when you come to words you don’t know? What makes you a good reader?

Essential Question: Can people change?

Guiding Questions: What are character traits? How do the characters in this book demonstrate these traits? How does the setting and plot of books affect the characters in the book? How does a change in physical exercise impact a person’s health? How does an artist’s style change as they mature or fall ill?

Essential Question: How do you add and subtract?

Guiding Questions: How do you add numbers up to 10? How do you subtract numbers up to 10? What is the relationship between addition and subtraction?

Draft one set of essential and guiding questions on your notecard, using the attributes of high quality questions described in the rubric as your frame.


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Activity: Determining Alignment

Activity: Determine how well the learning experience is aligned to the chosen standard.

Strong Alignment The activity clearly aligns to the target; the activity and the target are almost one in the same

Moderate Alignment The activity addresses the target ; the target is included in the learning experience but is not the primary focus

Weak Alignment The activity touches on the target ; it might be included dependent on the direction in which the class takes the learning experience

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Activity How would you rank the alignment of this task to the intended target?

1. Students respond to true-false questions after reading a short excerpt from the textbook on the American Revolution.

2. Students read two texts about whether we should continue to drill oil offshore. Students underline key reasons cited in both articles. They use the information they underlined to summarize each article and present its point of view.

3. Students are asked to explain the meaning of a quote from an editorial on Obama’s budget proposal using information from a variety of texts they read in class.

4. Students are asked to read and summarize a newspaper article about recent events in Libya.


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Task:1. Read the following unit synopsis. 2. Code the bullets within the boxes labeled “performance assessment,” “other assessments,” and “suggested learning activities” with the numbers representing the Common Core standards that are both addressed and assessed.

First Grade Unit of StudyStage 1 – Desired Results

Essential Question: Does everything grow and change?

Essential Understanding:Students understand the key features of non-fiction texts in order to gather information about the plant life cycle and share their knowledge with others.

Guiding Questions: How do you read to gather information? How is a non-fiction book different from other books? How can you show how plants grow? How can you write to share information with others? What do how-to books look like and how can they be used? How does writing change? What is the importance of spelling and grammar in writing?

Common Core Standards:Reading InformationRI.1.1 Ask and answer questions about key details in a text.RI.1.2 Identify the main topic and retell key details of a text.RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.RI.1.7 Use the illustrations and details in a text to describe its key ideas.RI.1.8 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

WritingW.1.1 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

LanguageL.1.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because).i. Use frequently occurring prepositions (e.g., during, beyond, toward).j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in

response to prompts.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Capitalize dates and names of people.b. Use end punctuation for sentences.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.


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Assessments/Performance Tasks:

Students examine a variety of non-fiction texts that describe

how plants grow. They learn the difference between

information contained in the print and pictures, how to use

text features to find key information and define vocabulary,

and how different texts present similar information.

Together the class creates a flip chart that illustrates how to

use non-fiction texts.

Using the strategies learned during the examination of non-

fiction texts, students answer questions to create an

illustrated flow chart demonstrating how plants grow from

seeds, and what a plant needs in order to grow. Students

plant their own seeds and document their growth in a plant

journal. Students add new information to their illustrated

flow charts based on the observations of their own plants.

Students continue their examination of non-fiction books

focusing on how –to books like gardening books.

Students plan and create a gardening book to give with the

plant as a gift for Mother’s Day. In the gardening book,

students will include information on how a seed becomes a

plan, what a plant needs to grow and how to care for the

plant.

Other Evidence:

Post-it notes with text features

Class discussions on how books with

stories are different from books with

information, and how illustrations

help give information.

Illustration of information read-aloud

Picture sequencing

Plant diagram

Growth flow chart

Writing drafts and revisions


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Codes Stage 3 – Learning PlanSuggested Learning Activities:Students:

1. examine different books about plants.2. create a class list that identifies the similarities and differences between books with stories and books with

information.3. use post-it notes to identify the table-of-contents, headings, and glossary in a non-fiction book.4. discuss how illustrations are used in books by examining wordless picture books.5. create a picture for a read-aloud and discuss how the illustration explains the story.6. compare two books on plants and identify the similarities and differences with a partner.7. listen to read-alouds and sequence pictures in the order in which they occur.8. examine plant books to identify the words that describe the parts of the plant. Together the class creates a

word wall.9. draw and label the parts of a plant.10. complete a flow-chart using non-fiction texts that shows the life-cycle of a plant.11. participate in class discussions about what makes a plant grow.12. plant and grow their own plant, and document the process in a journal.13. examine how-to books. They discuss how they are similar to and different from other non-fiction text.14. create a plan for a how-to book15. draft a how-to book using flow-chart, science journal, and science word wall16. participate in peer and teacher conferencing17. complete skills activities related to conjunctions, prepositions and capitalizations.18. apply editing strategies to writing19. learn how to add details to writing


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Criteria for Unit Development – Tentative Work Checklist

Standards:

Foundational skills should be included where appropriate.

Language standards should be included in the context of speaking and writing assessments.

Stage One:

Standards are used to determine the essential and guiding questions, what students need to know, understand, and be able to do.

The essential question is a big, broad question while guiding questions are answerable and lead to an understanding of the essential question.

Knowledge identifies what students should know. It lists important information and vocabulary

Skills are what students will do. They are the sub-skills embedded in the standards.

Stage Two:

The performance tasks are the assessments that tie the unit together.

The assessments are aligned to the standards.

The assessments use the language of the standards.

The assessments are linked to the organizing center.

Other evidence includes assessments necessary to measure specific learning target.

The performance tasks enhance cognitive engagement, constructivism, and 21st Century Skills

Stage Three:

Learning experiences are linked to guiding questions, standards, knowledge and skills.

Learning experiences describe what students will do and how.

Learning experiences attend to cognitive engagement, constructivist learning, and 21st Century Skills

Learning experiences include an opportunity for assessment.

Resources include literature, informational text, poetry, video and teacher resources

Technology should be developmentally appropriate and enhance the unit.


`

Work Plan

Group A: I am so ready to work. Right now. Just let me write. Group B: We are so ready to work. Right now. Just let us write. Group C: I am so ready to help others write units. Let’s chat.

Conference Option: After group C begins to work, time will be available for conferences

What steps do you want to take based on what you learned or

discovered this morning?

Right now I want to… Tomorrow or back at school I want to... Resources I’ll need My plan for peer review

First, First,

Second, Second,

Third, Third,


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Peer Review Process

During a peer review, participants gather in small groups where each person has time to present an idea, a piece of their work or a question they’re interested in exploring. Listening carefully, and following the guidelines for warm and cool feedback below, members of the peer review group help one another think carefully about new ideas, make connections, explore possibilities and refine work. The peer review process develops and maintains high standards and quality within a community of learners.

Some examples of what can be shared during a peer review are:

1) Beginning stages of thinking, shared orally – an idea or question to be researched, a learning or design focus with its rationale, a list of possible actions being considered to solve a problem or address a need, etc. Feedback results in questions and connections that help expand the idea into something more developed.

2) Drafts of work-in-progress, shared in writing or other media – a curriculum unit, summary of data from inquiry, a letter to staff or peers, the storyboard for a picture book, the rough cut of a video project. The review often leads to adjustments, corrections and elaboration and can relate to both content and form.

3) Polished draft of work, shared in the media in which it will be published or presented. Feedback at this stage focuses on final touches, rather than making major changes.

The peer review allows for 3-5 minutes for work to be shared, so sometimes only an excerpt, or piece, of the work can be peer reviewed.

Format

1. Three to five people in a group (preferably people who have not worked together) – equal time to each member. One person in the group acts as the timer and another as the facilitator

2. 3-5 minutes for the presenter to share (depending on the total amount of time available)

3. Moving around the group, round robin, each member gives one piece of feedback at a time

4. The person receiving feedback may not discuss or respond to feedback but can take notes.

5. When everyone in the group has received feedback, people can seek clarification or discuss the feedback received.


`

Peer Review Process

1. The presenter can focus feedback by posing a specific question or need.

2. Begin with rounds of warm feedback until no one has warm feedback to share.

3. 3-5 minutes for the presenter to share (depending on the total amount of time available)

4. The presenter can focus feedback by posing a specific question or need.

5. Proceed with rounds of cool feedback until there is no more.

6. The group should go through at least one full round of warm feedback before shifting to cool feedback. Two rounds or more of cool feedback are recommended.

7. Members can pass if they have nothing new to say. They can also agree with, ditto, add to or build on something that someone else has said, or give feedback that is completely different

WARM FEEDBACK Endorses or values without praising

Is non-judgmental and specific to the work

Provides the perspectives/points of view and beliefs of the reviewers

Focuses on importance, relevance, connections, usefulness, applicability, and possibilities

Examples:

“You can also address ______ with that....”“This could also be combined with _____....”“This might allow your students to understand _____....”“If you included _______, you could also ______...”

COOL FEEDBACK No negative judgments

Focuses on questions and confusions

Helps uncover the perspective/point of view and beliefs of the author

Elicits clarification by promoting thinking

Examples:

“I wonder if you might…”“I don’t understand....”“Why did you....?”“Could _____ have a negative effect on_____?”“I’m struggling to see how this....”


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Peer Review Note-taking Sheet

1. Use the top two columns of this sheet to keep track of the warm and cool feedback that you give and receive.

2. After the Peer Review is complete for your group, take a few minutes to:

a. Highlight the most important feedback that you received

b. List the revisions that you are considering or will make as a result.

Warm feedback I gave Cool feedback I gave



Warm feedback I received Cool feedback I received

Revisions I will consider/make


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Oswego BOCES End of Day 2 Reflection

Important insights – Things I learned Impact on my work - What I will say or do

What worked for me today Questions I am leaving with

Planning for Follow Up

Name: ________________________________________________________

Unit Title or Topic: ______________________________________________

I will be emailing my unit for feedback by: December 9 December 16 December 23 January 13 I will not be sending a unit for feedback because _____________________________________


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