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Agenda:
What is PARRC
What are the CC Standards?
How will this affect us as teachers?
How can all students with specialneeds engage in the CC Standards?
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Partnership forAssessment of Readiness
for College and Careers(24 states and D.C.)
Other states are looking atSmarter Balance
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In Two Years:
NJASK PARCC
As of Now: Every teacher has been given a # in NJSmart
Every student has been given a # in NJSmart Every course has been linked to student and
teacher.
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Common Core Shifts for ELA/Literacy Complexity: The standards require regular
practice with complex text and its academiclanguage
Evidence: The standards emphasize readingand writing grounded in evidence from text,both literary and informational
Knowledge: The standards require buildingknowledge through content rich non-fiction
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Common Core Shifts for Mathematics Focus: The standards focus in on the key
content, skills and practices at each gradelevel
Coherence: Content in the standards buildsacross the grades, and major topics arelinked within grades
Rigor: In major topics, the standardshighlight conceptual understanding,procedural skill and fluency, and application
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Then Dont Teach it!
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What do you do now toassess your students?
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Better standards require better tests and theshifts in the standards call for criticaladvances in assessment quality. PARCC willdevelop custom items and tasks aligned to
the Common Core State Standards.
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20% of students who enroll in 4 yr. Collegesneed remedial classes
40% of students who enroll in 2 yr. Collegesneed remedial classes.
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The plan is that they wont takeplacement classes for college.Why not?
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May be set 2015 or 2016
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Texts worth reading:The assessments willuse authentic texts worthy of study instead ofartificially produced or commissionedpassages.
Questions worth answering:Sequences ofquestions that draw students into deeperencounters with texts will be the norm (as inan excellent classroom), rather than sets ofrandom questions of varying quality.
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Problems worth doing:Multi-step problems,conceptual questions, applications, andsubstantial procedures will be common, as inan excellent classroom.
Focus:Instead of randomly sampling a mile-wide array of topics, PARCC assessments willhave a strong focus where the standardsfocus. This will reinforce the concept ofgoing deep rather than simply "coveringtopics."
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Each Math question will relateto a standard AND
mathematical practice.
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2 Formative and 2 Summative Assessmentsper year
(e.g. May- Writing summative; June- Machinegraded)
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Lack of formal test data.
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The PARCC development process prioritizedunderstanding the Standards and high qualityinstruction first. To ensure that the assessment will bebased on a rich model of instruction aligned with theCCSS, the PARCC Model Content Frameworks for
educators were developed based on the Standardsbefore the assessment blueprints were designed. TheModel Content Frameworks were developed through astate-led process led by mathematics and ELA/literacycontent experts in PARCC member states, includingteachers, higher education representatives, and
members of the Common Core State Standards writingteam. The Frameworks highlight key elements ofexcellent instruction aligned with the CCSS, and in turn,informed the assessment blueprint design.
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Power Point
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AchieveNJ Writing SGOs
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A study that found of 1,500 classroomsvisited, 85 percent of them had engaged lessthan 50 percent of the students. In otherwords, only 15 percent of the classrooms had
more than half of the class at least payingattention to the lesson.
Dr. Michael Schmoker, Results Now
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What does is look likewhen your students
are engaged??
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Deep Engagement: Students take full ownership of learningactivities, displaying high levels of energy, a willingness to ask
questions, pursue answers, consider alternatives, and take risks inpursuit of quality.
Engagement: Students begin taking ownership of learningactivities. Their involvement shows concentration and effort tounderstand and complete the task. They do not simply follow
directions but actively work to improve the quality of theirperformance.
Active Compliance: Students participate in learning activitiesand stay on task without teacher intervention. However, their workhas a routine or rote quality and significant thought or commitment
to quality is not evident. Passive Compliance: Students follow directions in a rote or
routine manner. Attention may be mildly distracted and they mayneed some added teacher attention or direction to remain on task.
Periodic Compliance: Students attention and participationfluctuates. Harvey F. Silver & Matthew J. Perini
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CCSS.Math.Practice.MP1 Make sense of problems andpersevere in solving them.
CCSS.Math.Practice.MP2 Reason abstractly and quantitatively. CCSS.Math.Practice.MP3 Construct viable arguments andcritique the reasoning of others. CCSS.Math.Practice.MP4 Model with mathematics. CCSS.Math.Practice.MP5 Use appropriate tools strategically. CCSS.Math.Practice.MP6 Attend to precision. CCSS.Math.Practice.MP7 Look for and make use of structure. CCSS.Math.Practice.MP8 Look for and express regularity inrepeated reasoning.
http://www.corestandards.org/Math/Practice/MP1http://www.corestandards.org/Math/Practice/MP2http://www.corestandards.org/Math/Practice/MP3http://www.corestandards.org/Math/Practice/MP4http://www.corestandards.org/Math/Practice/MP5http://www.corestandards.org/Math/Practice/MP6http://www.corestandards.org/Math/Practice/MP7http://www.corestandards.org/Math/Practice/MP8http://www.corestandards.org/Math/Practice/MP8http://www.corestandards.org/Math/Practice/MP7http://www.corestandards.org/Math/Practice/MP6http://www.corestandards.org/Math/Practice/MP5http://www.corestandards.org/Math/Practice/MP4http://www.corestandards.org/Math/Practice/MP3http://www.corestandards.org/Math/Practice/MP2http://www.corestandards.org/Math/Practice/MP17/30/2019 Bogota Presentation
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Difficulty
of
Task
Student Ability
Boredom
Frustration
Tracy Amerman
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When a teacher tries to teachsomething to the entire class atthe same time, chances are, one-third of the kids already know it;one-third will get it; and theremaining third wont. So two-thirds of the children are wastingtheir time.
-Lillian KatzASCD Differentiating Instruction
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No matter how hard teachers work at making itinteresting, a lecture is still a lecture, and havingstudents simply listen is still a passive action.The solution is simple: If a teacher wants toincrease student engagement, then the teacher
needs to increase student activity -- ask thestudents to do something with the knowledgeand skills they have learned. Break up the lecturewith learning activities. Let them practice. Getthem moving. Get them talking. Make it soengaging that it will be difficult for students notto participate.
-Ben Johnson, Edutopia
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Learning strategiesand instructional
arrangements that
support all studentsalso supportstudents withdisabilities.
33
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A set of research-based guidelines for curriculum
development. Guidelines that focus on:
Multiple means of representationto give learnersvarious ways of acquiring information and
knowledge
Multiple means of expressionto provide learnersalternatives for demonstrating what they know.
Multiple means of engagementto tap into learners'interests, challenge them appropriately, andmotivate them to learn.
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A set of research-based guidelines for curriculum development.Guidelines that focus on:
Multiple means of representationwhat is learned
Multiple means of expressionhowits learned
Multiple means of engagement--whyits learned
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Struggling students Students who receive math and literacy
support
English Language Learners
Students with ADHD
Behavioral challenges
Dyslexia
Student who are unmotivated
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Math Theater
Grouping the Class Piggy Bank
Updating their DRA score Chart (Celebrating
Achievement) Math Contract (long term Math project)
Class Store Manager ( is responsible forcustomer service and keeping inventory ofitems)
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I do The teacher introduces the objective;
teaches/explains important information or demonstrates a
new skill demonstrated (whole group mini-lesson).
We do The students practice with others in groups underthe guidance of a teacher to make sense of it. (small
groups or stations)
You do The students practice can explain and use the
information or demonstrate the skill independently.(homework, tests, etc.)
40
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41
95%Opportunities
to teach
30%Demonstration
20%Audio visual
10%Read5%
Lecture
80% ExperientialHands onactivities
70%Practice
50%Discussion Group
Average Retention Rates
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If it is not in the Common Core.Dont teach it!
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Examples: Please Excuse My Dear Aunt Sally,
Our is not to question why, ours is to invert andmultiply(Dr. Severns),
Always add integers ; if signs are the same add andkeep sign of larger, signs are different subtract andkeep sign,
cross multiply up to compare fractions
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Clear explanation ofdivision and
multiplication!
http://www.youtube.com/watch?v=KcIi6Gyi_3M
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multiply by adding multiply by grouping turn the fact round!!!!
Multiplication is an easy way to add 3 x 2_______?
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Counting and Cardinality Operations and Algebraic Thinking
Number and Operations in Base 10
Number and Operations Fractions
Measurement and Data (K-HS) Geometry (K-HS)
Ratios and Proportional Relationships
The Number System
Expressions and Equations Functions
Statistics and Probability
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Finding the area of a triangle: US & Japan
http://www.edutopia.org/stw-assessment-authentic-relevant-lessons-video
CCSS.Math.Content.3.NF.A.3d Compare two fractions with the same
http://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.edutopia.org/stw-assessment-authentic-relevant-lessons-videohttp://www.corestandards.org/Math/Content/NF/A/3/dhttp://www.corestandards.org/Math/Content/NF/A/3/d7/30/2019 Bogota Presentation
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pnumerator or the same denominator by reasoning about their size.Recognize that comparisons are valid only when the two fractionsrefer to the same whole. Record the results of comparisons with thesymbols >, =, or , =, or
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Working with comparingfractions, adding fractions
with like and unlikedenominators.
Some kids just know the system. Some are lost.
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Whydo we use the LowestCommon Denominator?
E.g. 1/4 + 3/8 =
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Illustrating the processdemonstrates that the LCD
is the best way to expressthe sum.
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Say Who agrees or disagrees? Why? Evidence
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http://www.parcconline.org/samples/mathe
matics/grade-5-mathematics
http://www.ccsstoolbox.com/parcc/PARCCPrototype_main.html
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(1) research and evidence based, (2) aligned withcollege and work expectations, (3) rigorous, and(4) internationally benchmarked. A particularstandard was included in the document only
when the best available evidence indicated thatits mastery was essential for college and careerreadiness in a twenty-first-century, globallycompetitive society. The Standards are intendedto be a living work: as new and better evidenceemerges, the Standards will be revisedaccordingly.
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also for literacy in history/social studies, science, andtechnical subjects. Just as students must learn toread, write, speak, listen, and use language effectivelyin a variety of content areas, so too must theStandards specify the literacy skills and
understandings required for college and careerreadiness in multiple disciplines. Literacy standardsfor grade 6 and above are predicated on teachers ofELA, history/social studies, science, and technicalsubjects using their content area expertise to helpstudents meet the particular challenges of reading,writing, speaking, listening, and language in theirrespective fields. It is important to note that the 612literacy standards in history/social studies, science,and technical subjects are not meant to replacecontent standards in those areas but rather tosupplement them.
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http://www.corestandards.org/ELA-Literacy/CCRA/R
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students must read widely and deeply from among abroad range of high-quality, increasingly challengingliterary and informational texts. Through extensivereading of stories, dramas, poems, and myths fromdiverse cultures and different time periods, studentsgain literary and cultural knowledge as well as
familiarity with various text structures and elements.By reading texts in history/social studies, science,and other disciplines, students build a foundation ofknowledge in these fields that will also give them thebackground to be better readers in all content areas.Students can only gain this foundation when thecurriculum is intentionally and coherently structuredto develop rich content knowledge within and acrossgrades. Students also acquire the habits of readingindependently and closely, which are essential totheir future success.
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The standards begin at grade 6; standards forK5 reading in history/social studies, science,and technical subjects are integrated into theK5 Reading standards. The CCR anchorstandards and high school standards inliteracy work in tandem to define college andcareer readiness expectationsthe former
providing broad standards, the latterproviding additional specificity.
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An idea that can be used as a lens to look at theworld for the rest of your life (Papert)
A concept, theme or issue that gives meaning
and connection to discrete facts and skills(Wiggins and McTighe)
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Supporting Ideas
Terms like Caesura andEnjambmentFormal structures likeMeter, Consonance,Assonance
Analyzing andexplaining the meaningof poemsThe Great Poems of theEnglish LanguageFamous poetsDefinitions of poetry
Big Idea Taking language
outside of itseveryday uses andexploring thatpower.
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PAPER REFERENCES[Remember to double space and indent all but
first lines]
BOOK, ONE AUTHOR MLA 5.6.1Kaku, Michio. Hyperspace: A Scientific Odyssey
through Parallel Universes, Time Warps andthe Enth Dimension. New York: Oxford UP,1994.
BOOK, TWO OR THREE AUTHORS MLA 5.6.4Maddock, Richard C., and Richard L. Fulton.
Marketing to the Mind: Right Brain Strategiesfor Advertising and Marketing. Westport,CT: Quorum, 1996.BOOK, MORE THAN THREE AUTHORS MLA5.6.4
Gilman, Sandra, et al. Hysteria Beyond Freud.Berkeley: U of California P, 1993.
BOOK, AN EDITOR MLA 5.6.2Lopate, Philip, ed. The Art of the Personal Essay:
an Anthology from the Classical Era tothe Present. New York: Anchor-Doubleday,1994.
http://youtu.be/idh5-P2fmQM
Supporting IdeasBig Idea
The fundamental process ofresearch is to examine and evaluate
various and diverse sources then
select and synthesize these sources
into an original product
effectively and ethically.
http://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQMhttp://localhost/var/www/apps/conversion/tmp/scratch_14/Don't%20drill%20in%20ANWR%20by%20deanierose%20-%20YouTube.flv7/30/2019 Bogota Presentation
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Persuasion (English)Using a variety ofcommunication techniques to influenceanother persons thinking or behavior
Civil Rights (Social Studies)Legal protectionby a government to guarantee basic freedomand equality to citizens
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PAPER REFERENCES[Remember to double space and indent all but
first lines]
BOOK, ONE AUTHOR MLA 5.6.1Kaku, Michio. Hyperspace: A Scientific Odyssey
through Parallel Universes, Time Warps andthe Enth Dimension. New York: Oxford UP,1994.
BOOK, TWO OR THREE AUTHORS MLA 5.6.4Maddock, Richard C., and Richard L. Fulton.
Marketing to the Mind: Right Brain Strategiesfor Advertising and Marketing. Westport,CT: Quorum, 1996.BOOK, MORE THAN THREE AUTHORS MLA5.6.4
Gilman, Sandra, et al. Hysteria Beyond Freud.Berkeley: U of California P, 1993.
BOOK, AN EDITOR MLA 5.6.2Lopate, Philip, ed. The Art of the Personal Essay:
an Anthology from the Classical Era tothe Present. New York: Anchor-Doubleday,1994.
http://youtu.be/idh5-P2fmQM
Supporting IdeasBig Idea
The fundamental process ofresearch is to examine and evaluate
various and diverse sources then
select and synthesize these sources
into an original product
effectively and ethically.
http://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQMhttp://youtu.be/idh5-P2fmQMhttp://localhost/var/www/apps/conversion/tmp/scratch_14/Don't%20drill%20in%20ANWR%20by%20deanierose%20-%20YouTube.flv7/30/2019 Bogota Presentation
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The fundamental process of research is toexamine and evaluate various and diversesources then select and synthesize thesesources into an original producteffectively
and ethically.
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Synthesize different sources of informationinto a unique text.
Appropriately cite sources.
Draw conclusions and extend understandingof a topic by integrating the ideas of others.
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PAPER REFERENCES[Remember to double space and indent all but first lines]
BOOK, ONE AUTHOR MLA 5.6.1Kaku, Michio. Hyperspace: A Scientific Odyssey throughParallel Universes, Time Warps and the Enth Dimension.
New York: Oxford UP, 1994.
BOOK, TWO OR THREE AUTHORS MLA 5.6.4Maddock, Richard C., and Richard L. Fulton. Marketing tothe Mind: Right Brain Strategies for Advertising andMarketing. Westport, CT: Quorum, 1996.BOOK, MORE THAN THREE AUTHORS MLA 5.6.4
Gilman, Sandra, et al. Hysteria Beyond Freud. Berkeley: Uof California P, 1993.
BOOK, AN EDITOR MLA 5.6.2Lopate, Philip, ed. The Art of the Personal Essay: anAnthology from the Classical Era to the Present. NewYork: Anchor-Doubleday, 1994.
The Task
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$9.98
A friend is looking for a
inexpensive mp3 player.
She found one on
Amazon.com and wants
your opinion.
Read the Review Sheet
CCSS.ELA-Literacy.W.4.7Conduct short research projects
that build knowledge through
investigation of different aspects
of a topic
The Task
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1) Yes or No?lue Metal MP3
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2) Circle or underline one
piece of text (an entirereview, a sentence, or aphrase that persuaded you
the most).
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3) What reviewers would support a decisionto buy the product?
4) What reviewers would support a decision
NOT to buy the product?
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5) Give two quotes that supports yourdecision, and tell where it came from.
6) Summarize two reasons in the reviews that
support your decision.
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7) Write a short note with your opinion aboutthe mp3 player
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Please avoid describing, discussing, andexplaining for now.
This can become an anticipatory set
It is a benefit to all students
It can be a building ground for diverse and
more complex activities.
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Power Point
Station Teaching
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Schwarz, P. & Kluth, P.2007
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Same Concept
3 (or 4) Ways
Large Overall Concept
Chunk it and Do a chunk at each station
-Different styles (listening;
reading; viewing;
manipulating)-Different approaches (e.g.,
3 different activities to
review concept of bias in
history)-Different readiness (review
station; enrichment station;
reteach stationstudents go
to the station needed)
-Parts of a whole
- Learn more about a
particular event or part; study
different characters or
viewpoints;
- Review for unit test
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Can be teacher-led; student-directed;independent or interactive group
All students can rotate on a predetermined
schedule through stations; or are expected tofinish all stations within a set time (e.g., 3stations in 4 days)
Can be for one class, one activity within the
lesson or over several classes (e.g., studentscan choose 4 or 5 centers for a 5 day week;complete the missing center on day 5)
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Teachers can personalize the lesson by havingsome students work at only some of thestations or by differentiating tasks at thestations so that some students complete more
complex problems or tasks than others.Or
The activities in each station can be delineatedbased on student need (e.g., probability
activity, the student with a significant disabilitycan roll dice and tell the number)
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Short readings
Web-searches or WebQuests
Small group discussions
Paper-and-pencil tasksHands-on activities
Small projects
Independent or partner reading
Cartoons
Graphic OrganizersSmart Board Activities
Technology (Kindles, Ipods,
Video-streaming, Garageband)
Listening Activities
Art or drama exercises
Puzzles
Interpersonal reflection
Mini-lessons
Games
Chalkboard work
Brainstorming
Video or DVD viewingObservations or examinations
of processes or materials
Models
Friend & Cook, 2003
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Station 1: Students are given blue index cards with the
first half of a simile and red index cards with the secondhalf. Then need to appropriately connect the cardsworking as a group.
Station 2: Students are given pictures of naturalphenomenon and use them to describe the actions ofpeople (e.g. he made a mess like a hurricane)
Station 3: Student are given 3 epic similes and must writea short story that uses all 3.
Station 4: Students are given a list of figures of speechand must enact them and record (e.g. busy as bees).
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Cause and Effect
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If students go from a chalk and talkenvironment to a self-monitored oneovernight, they dont know how to pacethemselves.
Teachers new to this kind of group work,often err in the direction of too little structureor scaffolding
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CCSS.ELA-Literacy.RL.4.10 By theend of the year, read and
comprehend literature, includingstories, dramas, and poetry, in thegrades 45 text complexity bandproficiently, with scaffolding asneeded at the high end of the range.
When language is dense withunfamiliar syntax, such as a primarysource, you can organize it into a
choral reading and have studentswork in groups to organize choralreadings.
http://www.corestandards.org/ELA-Literacy/RL/4/10/http://www.corestandards.org/ELA-Literacy/RL/4/10/http://www.corestandards.org/ELA-Literacy/RL/4/10/http://www.corestandards.org/ELA-Literacy/RL/4/10/7/30/2019 Bogota Presentation
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CCSS.ELA-Literacy.RL.4.7 Make connectionsbetween the text of a story or drama and avisual or oral presentation of the text,identifying where each version reflects
specific descriptions and directions in thetext.
CCSS.ELA-Literacy.RL.4.10 By the end of the year, readand comprehend literature, including stories, dramas,
and poetry, in the grades 45 text complexity bandproficiently, with scaffolding as needed at the high endof the range
Tool 2: Audio Editing
http://www.corestandards.org/ELA-Literacy/RL/4/7/http://www.corestandards.org/ELA-Literacy/RL/4/10/http://www.corestandards.org/ELA-Literacy/RL/4/10/http://www.corestandards.org/ELA-Literacy/RL/4/10/http://www.corestandards.org/ELA-Literacy/RL/4/10/http://www.corestandards.org/ELA-Literacy/RL/4/7/http://www.corestandards.org/ELA-Literacy/RL/4/7/http://www.corestandards.org/ELA-Literacy/RL/4/7/7/30/2019 Bogota Presentation
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How do we
Improve students reading of difficult
informational texts?
Use primary sources of historicdocuments?
Teach 21st Century skills?
Work in inclusive settings?
Do this with easily available and
learnable technology?
Paul Reveres Affidavit, 1783
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,
--Full text and transcription available at the Library of Congress (www.loc.gov)
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[I], PAUL REVERE, of Boston do testify that I was sent to go toLexington, and inform Mr. Samuel Adams and the Honorable
John Hancock Esquire that there was a number of soldiers goingto Lexington to destroy the colony stores. I set off, it was thenabout 11 o'clock, the moon shone bright. I had got almost overCharlestown Common, towards Cambridge, when I saw two
officers on horse-back, standing under the shade of a tree. Oneof them started his horse towards me, the other up the road. Iturned my horse short about, and rode upon a full gallop forMistick Road. He followed me about 300 yards, and finding hecould not catch me, returned. I proceeded to Lexington...
Audacity
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CCSS.ELA-Literacy.RI.3.3 Describe the relationshipbetween a series of historical events, scientific ideasor concepts, or steps in technical procedures in atext, using language that pertains to time, sequence,and cause/effect.
CCSS.ELA-Literacy.RI.3.10 By the end of the year,read and comprehend informational texts, includinghistory/social studies, science, and technical texts, at
the high end of the grades 23 text complexity bandindependently and proficiently.
http://www.corestandards.org/ELA-Literacy/RI/3/3/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/10/http://www.corestandards.org/ELA-Literacy/RI/3/3/http://www.corestandards.org/ELA-Literacy/RI/3/3/http://www.corestandards.org/ELA-Literacy/RI/3/3/7/30/2019 Bogota Presentation
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In a Tableaux Vivant a groupof students pose in a living
picture of an event or idea.
It can be used for, timelines
or events or it can be used in
more abstract ideas such asthe Bill or Rights or the Laws
of Motion. The teacher or a
student will read the scene
then freeze. You can take a
picture of the tableaux
afterwards.
See: Rome Wasnt Built in a Day
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