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Educator Enhancement AcademyELA, Grades 2

Day 2

Ashley Gunnoe – Title 1, Wirt CountyCarrie Cronin – 2nd Grade Teacher, Ritchie County

Charles Thomas – Academic Coach, Calhoun County

Book Pass

• One book per student• Many genres• Book Pass form• Timer—1 minute per

book• Use for reference• Read at least 10

minutes each day• ../../Downloads/Book%

20Pass.doc

We MUST…

• Provide opportunity for self-selected reading DAILY

• Model self-selected reading

• Find reason and purpose to share reading

• Protect time by avoiding “activity” while reading (post-its)

Without Fail…

• Daily chapter book read-aloud from the 4-5 grade band

• Rich language• Appendix B, a resource

NOT a reading list• http://link.brightcove.c

om/services/player/bcpid6716709001?bckey=AQ~~,AAAAAFwNJhQ~,2UA9EcWU7eM5vUWp0h4s2HYedsNAzJnY&bctid=1886174600

Learning requires:Acquisition Meaning Making Transfer

Begin learning knowledge and skills

Students are given opportunity to actively

construct understandings

Using the skills and knowledge to do other

things with increased rigor

Support and More Study: UbD in a Nutshell by Jay McTighe

Rigor and Relevance Framework

AAcquisition

BApplication

CAssimilation

DAdaptation

KNOWLEDGE

TAXONOMY

6

5

4

3

2

1

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

APPLICATION MODEL

1 2 3 4 5Knowledge Apply in

discipline

Apply acrossdisciplines

Apply toreal worldpredictable situations

Apply to real-worldunpredictable situations

• Consider: Are you acquiring, meaning making, or transferring?

Four Claims of SMARTER Balanced Assessment

1. Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.

2. Students can produce effective and well-grounded writing for a range of purposes and audiences.

3. Students can employ effective speaking and listening skills for a range of purposes and audiences.

4. Students can engage in research/inquiry to investigate topics and to analyze, integrate, and present information.

How does what we did in our “student” sessions align to claims?

Summative Assessment

http://www.smarterbalanced.org

A Snapshot of Cognitive

Rigor Matrix for ELA from

Smarter Balanced Assessment

Recall & Reproduction

Basic Skills & Concepts

Strategic Thinking & Reasoning

Extended Thinking

Remember

**Recall, locate

basic facts, definitions, details,

events

Understand

**Select appropriate words for use when intended meaning is

clearly evident

**Specify, explain

relationships **Summarize

**Identify central ideas

**Explain,

generalize or connect ideas using supporting evidence

(quote, text evidence,

example…)

**Explain how

concepts or ideas specifically relate to

other content domains or concepts

Apply

**Use language

structure (pre/suffix) or word

relationships (synonym/antonym)

to determine meaning

**Use context to

identify word meanings

**Obtain and interpret

information using text features

**Use concepts to solve non-routine

problems

**Devise an

approach among many alternatives to

research a novel problem

Analyze

**Identify the kind

of information contained in a graphic, table,

visual, etc.

**Compare literary

elements, facts, terms, events

**Analyze format organization and text structures

**Analyze or

interpret author’s craft (e.g., literary

devices, viewpoint, or potential bias) to

critique a text

**Analyze multiple

sources or texts **Analyze

complex/abstract themes

Evaluate

**Cite evidence and

develop a logical argument for

conjectures based on one text or

problem

**Evaluate

relevancy, accuracy, and completeness of information across

texts/sources

Create

**Brainstorm ideas, concepts, problems,

or perspectives related to a topic or

concept

**Generate

conjectures or hypotheses based on observations or

prior knowledge and experience

**Develop a

complex model for a given situation **Develop an

alternative solution

**Synthesize information across multiple sources or

texts **Articulate a new

voice, alternate theme, new

knowledge or perspective

Adapted from SMARTER Balanced

Genres of Writing

Writing Rubrics

• http://www.doe.k12.de.us/aab/English_Language_Arts/writing_rubrics.shtml

Narrative Writing

Tools to Help You Grow Common Core

Learning

http://wvde.state.wv.us

EBSCO/Grolier

Log-in: WESTPassword: VIRGINIA

Additional Resources

• Edmodo• Engage NY

Other Books to Consider

Learning requires:Acquisition Meaning Making Transfer

Begin learning knowledge and skills

Students are given opportunity to actively

construct understandings

Using the skills and knowledge to do other

things with increased rigor

Support and More Study: UbD in a Nutshell by Jay McTighe

Collaboration Time!

• Use your basal, along with Edmodo and EBSCO.

• Collaborate with your table to find an anchor text and correlating text sets to use in your classroom.

• If time allows, begin creating text dependent questions to use with your anchor text.

Contact Information

• Ashley- agunnoe@access.k12.wv.us

• Charles- chthomas@access.k12.wv.us

• Carrie- ccronin@access.k12.wv.us