PowerPoint Day 3 - Utah Education Network

Report
LEVEL 3
INTEGRATION OF KNOWLEDGE & IDEAS
APPOINTMENT CLOCK
• 1. Find someone you haven’t met yet. Have them sign
your 3:00 appointment time – you sign theirs.
• 2. Find someone else you aren’t terribly familiar with.
Have them sign your 6:00 appointment time – you sign
theirs.
• 3. Find someone else who you don’t know well. Have
them sign your 9:00 appointment time – you sign theirs.
• 4. Find someone who looks nice, who hasn’t already
signed your clock. Have them sign your 12:00
appointment time – you sign theirs.
LITERATURE
LEVEL 3
INTEGRATION OF KNOWLEDGE & IDEAS
WHERE IS THIS IN THE UTAH CORE?
Page 13 - RL2.7-9
Page 14 - RL3.7-9
LEVEL 3 QUESTIONING
TOP HAT GRAPHIC ORGANIZER
The Other Side
Each Kindness
The author Jacqueline
Woodson teaches me about being a
good citizen through her literature.
One way to be a good citizen is to
not judge others and be a good
friend.
Topic Sentence:
WRITING LEVEL 3 QUESTIONS
Inference question examples:
How does each argument contribute to the whole piece?
How does each idea contribute to the development of the piece?
How does the sequence of events/order of claims develop the piece?
Opinions, Arguments, and Inter-Textual Connections question examples:
What do we know about the narrator?
Who’s story is not represented?
Compare and Contrast plot, theme, or setting question examples:
How is theme of the two stories the same or different?
How is the setting similar to the other story we have read?
INFORMATIONAL TEXT
LEVEL 3
INTEGRATION OF KNOWLEDGE & IDEAS
WHERE IS THIS IN THE UTAH CORE?
Page 15 - RI2.7 and RI2.9
Page 16 - RI3.7 and RI3.9
INFORMATIONAL TEXT
LEVEL 3
ARTS
CONNECTION
WHERE IS THIS IN THE UTAH CORE?
Page 13 - RL2.4 – beats, rhythm, rhymes; Page 15 - RI2.4 – meaning of words
2nd grade Science
Page14 - RL3.4 meaning of words; Page 16 - RI3.4 meaning of words
3rd grade Science
WHAT CAN BE LEARNED FROM RESEARCH ON
MUSIC AND LEARNING
• Students need to experience and
understand the developmentally
appropriate building blocks of mathematics
to insure academic success later on
(NAEYC, 2007).
• Both music and mathematics have many
connections, especially in patterning.
• Brain research indicates that music
instruction prepares the brain for
mathematics and reading instruction.
WHAT WE LEARNED CONTINUED
• Skill-building music instruction helps
mathematical and reading ability.
• The brain benefits from music in ways that
help mathematical and language arts
understanding.
• Countries where music is an equal required
part of curriculum have top ranking
mathematics scores (Jenson, 2000).
WHAT WE LEARNED CONTINUED
• It is estimated that as many as 30 million
students do not have an education that
involves music.
• As budgets shrink music and arts programs
are first to be cut (DiMaio, 2006).
MUSIC CONNECTIONS
• 4/4 Meter
• (4 beats repeated over and
over)
• Beat (steady like a heart beat)
• Rhythm (usually fits with the words)
Try each one out with body percussion as you:
1. Clap, snap, pat legs twice
2. Combine all three
3. Add instruments
ARTS CONNECTION
POEM WITH INSTRUMENTS
• Crescent Quarter Gibbous Full
• Looking at the moon is never dull
• Martha Avant, BTS Specialist, Davis District
Sung to the tune of: Oh My Darling Clementine
Oh the moon, we see it shining,
Like a sphere, it is so bright,
Cause the moon it is reflecting
Suns own beaming, streaming light
Moon’s appearance, it is lovely
While it hangs in our night sky,
And the moon it is rotating
On its axis as it flies
That old moon it likes to travel
Round our Earth so constantly
One full path around our Earth
Is called an orbit you will see
Oh the moon, it is much smaller
¾ smaller than our Earth,
And with craters its been covered
Since its airless, windless birth - repeat first stanza.
Leslie Bertram 2c 2013
MOONLIGHT SONATA &
CRAYON RESIST ART
• Materials: “Moonlight Sonata” by Beethoven,
• Art paper, Crayons, Paint Brushes, and water
colored blue by water colors.
• While the music plays and recalling what they have read,
students will Draw or trace a circle coloring with crayons ½
that resembles the Earth and ½ that resembles the Moon.
They may include other planets, stars etc.
• After they have colored their picture heavily and completely,
they will take some blue colored water and wash the entire
picture with it.
• They will attach their completed Diamonte Poem to the
painting
INCORPORATING
SPEAKING & LISTENING
• SL3.5- Create engaging audio recordings of stories
or poems that demonstrate fluid reading at an
understandable pace, add visual displays when
appropriate to emphasize or enhance certain facts
or details.
• See Poems
• Instructions for Educreations provided
ASSESSMENT
ASSESSMENT
• New testing system - SAGE
• Student Assessments for Growth and Excellence
• Provided by AIR
• American Institutes for Research
• Standards Based
• Authentic
• Adaptive
• Instant Reporting (after 2014)
• Link to formative helps
ASSESSMENT TYPES
• SAGE FORMATIVE Tools
• Formative assessments
• Other Formative Learning Tools/Lesson Plans/Activities
• Guides instruction
• SAGE INTERIM ASSESSMENT
•
•
•
•
Used to measure growth and progress
Same bank of items as summative
Predictive of summative
Beginning and Middle of the Year (optional)
• SAGE SUMMATIVE ASSESSMENT
• End of year final assessment
• School reporting measure
• Training Test will be provided
ASSESSMENT TIMELINE
• SAGE Formative Fall 2013
• Teachers may start using this to guide their instruction
• Teachers can start creating their own tests and adding their
own items Spring 2014
• SAGE Summative Spring 2014
• No instant scoring available yet until cut scores are
determined
• ALL Assessments FALL 2014
QUESTION TYPES
When students get to think about how to solve or respond the
depth of knowledge increases
• Natural Response
• Students type in a written response
• Equation Response
• Response is an expression, equation, inequality, or number
• Hot Text
• Active text. Portions of text can be highlighted or dragged to one or
more response boxes
• Graphical Response
• Student drags objects, selects regions, or constructs with tools in a
graphical space
• Simulation
• Interactive- Students acts and item responds. Implemented as item or
stimuli.
NATURAL LANGUAGE RESPONSE
SAMPLE QUESTION
EQUATION RESPONSE
SAMPLE QUESTION
HOT TEXT
SAMPLE QUESTION
40
GRAPHICAL RESPONSE
SAMPLE QUESTION
SAMPLE QUESTIONS
• http://demo.tds.airast.org/airassessment
• Must have Firefox Browser to Access
SPEAKING AND LISTENING
WHERE IS THIS IN THE UTAH CORE?
Page 24 – Anchor Standards for Speaking and Listening
SPEAKING AND LISTENING
When I speak
I share what I know in my head
When I listen
I add to my knowledge
from what others have said
SPEAKING AND LISTENING
The step that connects reading to writing
is speaking and listening
Writing
Speaking & Listening
Reading
SPEAKING AND LISTENING
Speaking and listening are incorporated through
cooperative learning strategies.
BENEFITS OF COOPERATIVE LEARNING
• The benefits of cooperative learning are plentiful.
One obvious benefit, of course, is that the kids
themselves get to do the talking INSTEAD of the
teacher.
• Promotes student learning and academic
achievement
• Increases students' retention of material learned
• Enhances students' satisfaction with their learning
experience
• Helps students develop skills in oral communication
• Promotes self-esteem
COOPERATIVE LEARNING STRATEGIES
• Read through the cooperative learning strategies
• Meet with your scheduled appointments
• 3:00 Appointment Share the cooperative learning strategies
you currently use in your classroom and what makes them
successful
• 6:00 Appointment Share at least one strategy you would
like to incorporate this next year and how you think it will
benefit your students
• 9:00 Appointment Discuss how you would explain the
benefits of speaking and listening to a parent.
QUICK WRITE
RULES
• You must write the whole time.
• If you can not think of anything to write, write, “I’m
thinking, I’m thinking, etc.”
ASSIGNED TOPIC
How will the information gleaned from the two
articles and your experiences over the last three
days effect student learning in your classroom? Cite
evidence and examples.
HOMEWORK
• Write at least two Level 3 questions for Each
Kindness.
• Bring Unit 1 of your basal and/or a story you like to
share with your students at the beginning of the
school year.

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