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Tracy Watanabe

Connected Learning: 'ENGAGED' on Vimeo - 2 views

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    Awesome video about student engagement (and rigor that goes with that). In my mind, it goes back to the student-centered task -- the evidence of learning. Powerful statements in the video are: What's wrong with education is we think of end results, content we have to chung and plug, with deadlines. We plan our calendars in the summers before we even get the kids in our classrooms. It's as if the kids don't matter. Engagement is what matters. Is the kid engaged? What is the learning experience we want the kid to have? -- SO, it starts with the kid (instead of the outcome). Make room for curiosity. In the traditional classroom, there's not time for curiosity, inquiry, ... Take the time to fail, risk to innovate, be curious, inquire, and LEARN! Have a passion for learning! Hook the kids to want to learn! Engage them! "Content is the context for participating." -- What do we want kids participating in? -- Connect the content with student task. = Engagement
Tracy Watanabe

http://www.illustrativemathematics.org/ - 0 views

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    Great performance tasks here
Tracy Watanabe

debrennersmith: Writing and Reading Lessons: Getting to the heart of the common core st... - 2 views

  • *Standards - what we teach *Text Complexity - what we teach with *Focus on comprehension Scaffolds - how we teach *The Task - how we measure what we teach Comprehension Standards - What's new? NOT the same cake with different frosting
  • Key ideas and details - what is author saying Standard 1Standard 2Standard 3 Craft and Structure - How is the author saying itStandard 4Standard 5Standard 6 Integration of Knowledge and Ideas - Why is the author saying itStandard 7Standard 8Standard 9 Text Complexity and RangeStandard 10
  • NEW ADDITIONS to think about when thinking about the CCSS 1. More on character development (characters who change from beginning to end) 2. Summary includes theme 3. Paraphrasing 4. Vocabulary: tier2, tier3, figurative language (simile, personification, idioms), TONE (where did the character have a bad attitude,  a good attitude, change attitude) 5. Genre, text structure 6. Text to text connections 7. Broader definition of text (digital, live, video) 8.Illustrations part of message (picture shows mood of character) 9. Point of view / perspectives (values and belief systems) NO LONGER TEACHING in CCSS: text to self connections because it takes students away from the texts Creative thinking
Theresa Bartholomew

Literacy Task Templates for Common Core - 2 views

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    Performance tasks + rubrics for incorporating CCSS- especially at the secondary level.
Tracy Watanabe

Testing to, and Beyond, the Common Core | Stanford Center for Opportunity Policy in Edu... - 0 views

  • the push is now to implement next-generation learning goals that encourage higher-order thinking skills.
  • A critical piece in this roadmap will be new assessments, which have the potential to give school leaders new and better tools to guide instruction, support teachers, and improve outcomes. Assessment decisions will have a big impact on principals, who know the difference between leading a school constrained by punitively used tests that fail to measure many of the most important learning goals, and a school that uses thoughtful assessments to measure what matters and inform instruction.
  • Become part of a new accountability system that replaces the old test-and-punish philosophy with one that aims to assess, support, and improve. Tests should be used not to allocate sanctions, but to provide information, in conjunction with other indicators, to guide educational improvement.
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  • some schools, districts, and states are developing more robust performance tasks and portfolios as part of multiple-measure systems of assessment.
  • In addition to CCSS-aligned consortia exams, multiple measures could include: Classroom-administered performance tasks (e.g., research papers, science investigations, mathematical solutions, engineering designs, arts performances); Portfolios of writing samples, art works, or other learning products; Oral presentations and scored discussions; and Teacher rating of student note-taking skills, collaboration skills, persistence with challenging tasks, and other evidence of learning skills.
  • How can we engage students in assessments that measure higher order thinking and performance skills—and use these to transform practice? How can these assessments be used to help students become independent learners, and help teachers learn about how their students learn? How can teachers be enabled to collect evidence of student learning that captures the most important goals they are pursuing, and then to analyze and reflect on this evidence—individually and collectively— to continually improve their teaching? What is the range of measures we believe could capture the educational goals we care about in our school? How could we use these to illustrate and extend our progress and successes as a school?
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    this was written by Linda Darling-Hammond, a Stanford University professor
Tracy Watanabe

Analysis of a PARCC ELA Assessment Task Through an ELL Lens (Part 1) | Common Core and ... - 1 views

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    PARCC examples...
Tracy Watanabe

wwwatanabe: High-Level Thinking, DOK, and Shifts Needed in Schools - 1 views

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    Walks through math example for creating DOK Level 1-4 questions/tasks, and thinking routines to help promote it.
Tracy Watanabe

From Common Core Standards to Curriculum: Five Big Ideas by Jay McTighe and Grant Wiggins - 2 views

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    Big Idea # 1 - The Common Core Standards have new emphases and require a careful reading. Big Idea # 2 - Standards are not curriculum. Big Idea # 3 - Standards need to be "unpacked." When working with the Common Core, we recommend that educators "unpack" them into four broad categories - 1) Long term Transfer Goals, 2) Overarching Understandings, 3)  Overarching Essential Questions, and 4) a set of recurring Cornerstone Tasks. Big Idea # 4 - A coherent curriculum is mapped backwards from desired performances. Big Idea #5 - The Standards come to life through the assessments.
Tracy Watanabe

Literary Analysis Using Evidence And Analysis For Students - 0 views

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    Part 2 -- the lesson *Day 1 -- close read, discussion, -- differentiated , and 1 side presentation back to group to sum up discussion *Day 2 -- Socratic Seminar & Blogging Lesson Objective: Identify the main idea and make arguments about a text Length 12 min Questions to Consider: Notice the distinct parts to this lesson. How does Mr. Hanify scaffold and differentiate this lesson? How does the fishbowl strategy promote rich discussions? Why does Mr. Hanify choose to have students write a blog? Common Core Standards ELA.RI.9-10.2, ELA.W.9-10.6, ELA.SL.9-10.1a Close read with annotation = "Thinking Notes" Differentiation during close read and their small group tasks based on their strengths Socratic Seminar Blogging to write to authentic audience
Tracy Watanabe

achievethecore.org :: Close Reading Exemplars - 3 views

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    "Common Core Close Reading Sample Lessons These exemplars contain full materials for two to five lessons each, including: Readings with teacher and student instructions Text dependent questions Student discussion activities Vocabulary and syntax tasks for challenging words and phrases Writing-based formative assesments Fiction and non-fiction lessons, searchable by grade levels. "
Theresa Bartholomew

Math Practices Rubric - 2 views

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    A rubric to measure the implementation of each of the math practices for a task or a teaching approach.
Theresa Bartholomew

PARCC Prototype Math - 2 views

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    Tasks meant to be prototypes for the Math PARCC assessment
Tracy Watanabe

Item and Task Prototypes | PARCC - 3 views

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    There are sample items for math and ELA at some of the grade levels.
Theresa Bartholomew

Illustrative Mathematics - 4 views

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    A comprehensive collection of sample tasks for mathematics, aligned with new standards.
Tracy Watanabe

Grounded in evidence. Part 2: Informational text | The Common Core Classroom by Emily S... - 1 views

  • Creating Text-Dependent Questions for Close Reading Step One: Identify the core understandings and key ideas of the text Step Two: Start small to build confidence Step Three: Target vocabulary and text structure Step Four: Tackle tough sections head‐on Step Five: Create coherent sequences of text-dependent questions Step Six: Identify the standards that are being addressed Question Stems for Close Reading of Informational Texts (Adapted from Race to the Top/Strategies for Close Reading) What clues show you … Point to the evidence … How does the author describe X in paragraph X? What are the exact words? What reasons does the book give for X? Where are they? Share a sentence that (tells you what the text is about, or describes X, or gives a different point of view) What is the purpose of paragraph X? What are the clues that tell you this? What does the author think about X? Why do you think so — what is your evidence? What do you predict will happen next? What are the clues that make you think so?
  • Examples of Text-Dependent Questions Could people live on Earth if there were no Sun? Why or why not? Use evidence from the text to support your answer. Explain why conditions on a distant planet like Neptune are so different than those on Earth. In the end, our task is unwavering: create questions that provide opportunities to teach strategies to our kids so they feel successful when they search for evidence and key words to answer text-dependent questions. Don't allow our students to answer a question without evidence and proof. Hold our students to high expectations, and constantly use those magic words, "Tell me more.""
Tracy Watanabe

Lesson Plans - Search Education - Google - 0 views

  • With more and more of the world's content online, it is critical that students understand how to effectively use web search to find quality sources appropriate to their task. We've created a series of lessons to help you guide your students to use search meaningfully in their schoolwork and beyond. On this page, you'll find Search Literacy lessons and A Google A Day classroom challenges. Our search literacy lessons help you meet the new Common Core State Standards and are broken down based on level of expertise in search: Beginner, Intermediate, or Advanced. A Google A Day challenges help your students put their search skills to the test, and to get your classroom engaged and excited about using technology to discover the world around them.
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    There are challenges for internet searching that has culture, geography, history, or science as the theme.
Tracy Watanabe

A Guide to the 8 Mathematical Practice Standards | Scholastic.com - 0 views

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    This is an amazing resource! Tons of DOK activities too.
Tracy Watanabe

At an East San Jose high school, students react to new Common Core test | EdSource Today - 0 views

  • “With this test, you had to make your point and explain your answer,” said Desiree Jones. “In the future, you may have to do the same thing – back up your claim –where you work. You can’t just say, ‘That’s good.’ You’ll need to say what you think and why.”
  • Citing evidence, defending a position Desiree was referring to the performance assessment part of the test. It represents the biggest change from the state tests.
  • They were asked to take a position, using evidence based on what they read. They could use a split screen to cut and paste from the articles – a task that some students found difficult to do, especially for math problems, using their portable Chromebooks  – and they could write as much and take as much time as they wanted.
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  • Students said there were annoying aspects to doing a test on a computer, but overall they said they preferred it. They said it was cumbersome to type out a formula; they complained there was no scratch paper to solve math problems (actually, scratch paper is allowed, but a proctor on the first day misread the rules).
  • “Geometry concepts are hard to remember,” said Daisy De La Cruz, who is now taking Calculus. Desiree said, “In the past, questions went gradually from easy to hard. This one was jumbled.” Field tests are designed to test the validity of questions, not simulate actual tests that students will take starting next year. As a result, there was an intentional randomness in the question selection and order that caught students by surprise. Questions ranged from pre-algebra they took in middle school to graphing problems in pre-calculus, students said.
Tracy Watanabe

Creating Cross-Curricular Text Sets for the Middle Grades | MiddleWeb - 0 views

  • To design the text set, each person thought about a theme in the anchor text to explore. In this way, different people designed different text sets around a common anchor text. Next, each preservice teacher began to put a text set together. These requirements framed the assignment: The text set needed to include 6-8 texts, including the anchor text. The text set had to include both narrative and informational genres. The text set had to include both print and digital texts. The text set needed to include texts of varying complexity.
  • The authors inspired us to include both narrative and informational texts. The goals of this assignment were to help preservice teachers (1) understand what a text set is and (2) experience putting a text set together. Although the task seemed daunting at first, most preservice teachers were satisfied with their outcomes. The challenges we ran into included: Selecting an anchor text; Deciding on a theme in the anchor text to explore through the text set; Making informed choices about other texts to include.
  • These standards can seem daunting to preservice teachers. A text set assignment like the one described here is one way  teacher educators can help prepare our university students to plan curriculum and instruction that helps students make deeper connections.
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    Great ideas for text sets (intertextual lessons/units) -- with specific resources & ideas
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