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Katy Vance

SedgefieldMontessori - Academics HUMANIITIES - 0 views

sedgefieldmontessori.cmswiki.wikispaces.net/Academics+HUMANIITIES

academics SocialStudies language_arts humanities curriculumdesign

shared by Katy Vance on 27 Apr 12 - No Cached
  • Katy Vance on 27 Apr 12
     
    This is a great example of a map for a humanities course at a Montessori middle school. Perhaps we could put this into an instructional part of the site?
Katy Vance

Supporting Students in a Time of Core Standards: English Language Arts, Grades 6-8 - 0 views

secure.ncte.org/...supporting-students-6-8

order language_arts common_core middle_school professional_development professional_text instruction shifts

shared by Katy Vance on 01 May 12 - No Cached
  • Katy Vance on 01 May 12
     
    We should purchase this!  I have to spend the end of my money, and purchasing some of the items that we can't access through Titlewave is a great way to do it...
Katy Vance

As the CC spreads, opposition, challenges, reality checks « Nonfiction Matters - 1 views

blog.schoollibraryjournal.com/...tion-challenges-reality-checks

Common Core shifts instruction language_arts nonfiction

shared by Katy Vance on 29 Apr 12 - No Cached
    • Katy Vance
      Katy Vance on 29 Apr 12
       
      This is something we did not do nearly enough of this year- reading REAL Non-fiction.  Not the short prepped by Edhelper kind, but excerpts from longer non-fiction pieces and reading extended non-fiction.  Non-fiction is essential.
  • Katy Vance on 29 Apr 12
     
    But part of the "standardization" fear I suspect is linked to the shift to NF - from teachers who don't know NF, or think of it as textbooks or, as they see it "dry facts," or just don't want to be told what to teach. Some have argued that NF, especially NF that students are being asked to critique, and to read for evidence and POV, is too hard for their kids, or struggling readers, or ELL, or special needs, etc. And - here I, many of you who read this blog agree - there are those spooked by the early emphasis on NF "short texts" fear that engagement in reading is replaced by so much scaffolding that the operation is a success but the patient dies.
  • carissa june on 04 May 12
     
    Non fiction is "scary" to me because I feel as if it is boring. I also worry about the scaffolding necessary for reading non fiction. Not just reminding students to stop and talk to the text, but literally chunking the material and writing in the text-"STOP. Think about what you read. Summarize it."
Katy Vance

Education Update:It's Complicated:It's Complicated - 0 views

www.ascd.org/...It's-Complicated.aspx

commoncore reading language_arts shift instruction

shared by Katy Vance on 01 May 12 - No Cached
  • Another phenomenon that may also need reining in is overemphasis on students' personal impressions of complex texts. So-called "text-to-self" questions are absent from the standards, reflecting a push away from personal meaning making and toward more rigorous, evidentiary analysis. "The mantra of a good middle or high school English class is, 'Where is that in the text?'" says Wiggins.
    • Katy Vance
      Katy Vance on 01 May 12
       
      Oh HELLO Carissa!
  • Reading Between the Lines: What the ACT Reveals about College Readiness in Reading
  • "students who can master the skills necessary to read and understand complex texts are more likely to be college ready than those who cannot."
  • ...14 more annotations...
  • measuring complexity to make sure texts assigned are appropriately complex, and putting students on target to handle more difficult reading
  • "staying true to the demands of the standards, without overscaffolding, and in heterogeneous classrooms where teachers may have students reading three levels below proficiency."
  • For example, he says, you can teach students to notice and understand the function of text structures like headings, bullets, bold type, sidebars, and chapter organization. Also, story maps and character analysis charts can help make the invisible visible and give kids a concrete structure for understanding abstract ideas.
    • Katy Vance
      Katy Vance on 01 May 12
       
      Here are some specific suggestions-how often do we do this beyond just the textbook?
  • "The shift we're trying to get people to make is that strategies serve kids when they need to use them to better understand the text, as opposed to the text serving the strategy."
  • the Gettysburg Address is only three paragraphs
  • In the heterogeneous 9th and 10th grade New York City classes that piloted these lessons, David says students stuck with the content over several days of instruction. They even seemed to enjoy the challenge. One student remarked, "This is interesting. We usually just read the text once, and then make a whole bunch of assumptions.
  • Although strategies are important for students to understand and use, experts caution teachers to be mindful of how much time they spend teaching strategies versus teaching the actual texts
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      Yet another subtle shift, what is the exact percentage?  Who determines the specific amount?
    • Katy Vance
      Katy Vance on 02 May 12
       
      And it is sad that often the selection of the text is to teach the strategy rather than the selection of the strategy to unravel the text.
  • Good readers ask questions of the text; that's a strategy you can teach, model, and encourage, says McTighe.
  • "The standards are supposed to be 80 percent of what you teach; it would be absurd to say you don't ever want to connect a text to kids' lives and experiences. But it should be after you have mined from the text every insight and understanding you can." He explains that there are several good reasons text-to-self questions do not appear in the standards:
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      What makes up the other 10-20%
  • but the close reading or Socratic approach required by complex texts is a bumpy road, marked by dissonance, ambiguity, and hard work,
  • The ultimate goal of education is transfer, but to get there is a long haul, and it requires a gradual release of teacher responsibility, lots of practice and feedback, internalizing ideas and strategies and then using them," he says.
    • sheldon reynolds
      sheldon reynolds on 02 May 12
       
      Our PD has to match this as well!
  • A perspective chart: a graphic organizer that helps students identify multiple viewpoints in a historical text and ask questions such as, Whose story is this? Is this the full story? What's missing?
  • Equity: When you go outside the text to students' experiences, you privilege those students who happen to have those experiences or have practiced having these types of personal meaning making discussions in their home setting. That's usually students from more affluent households. If you focus on just what's in the text everyone has read and studied, you have more of a level playing field
    • Katy Vance
      Katy Vance on 02 May 12
       
      I LOVE this insight. LOVE it LOVE it LOVE it.
    • Katy Vance
      Katy Vance on 02 May 12
       
      It reminds me of our discussions about one of our students and their inability to function appropriately in the museum.  experience... exposure.... empowerment... it's all entangled.
  • carissa june on 01 May 12
     
    text to self answers...
Katy Vance

Using the Joy Luck Club to Teach Core Standards and 21st Century Literacies - 1 views

www.ncte.org/...EJ1015Joy.pdf

language_arts English literacy common_core exemplars ncte

shared by Katy Vance on 09 May 12 - No Cached
  • Katy Vance on 09 May 12
     
    This is an example of how to teach Common Core Literacy Standards through the Joy Luck Club.
Katy Vance

Deeper Literacy and the Common Core - Poetry - The Know New Ideas Community - 0 views

www.knownewideas.com/...iteracy-and-common-core-poetry

common_core examples lesson_plans instruction language_arts curriculum

shared by Katy Vance on 21 May 12 - No Cached
  • Katy Vance on 21 May 12
     
    This has examples of common core lesson plans related to Language Arts and Poetry.
Katie Dulaney

Common Core ELA Diagram | Flickr - Photo Sharing! - 3 views

www.flickr.com/...lightbox

common core language_arts curriculum instruction standards

shared by Katie Dulaney on 30 Jun 12 - No Cached
  • Katie Dulaney on 30 Jun 12
     
    After all of the neat info-graphics we've been making here in Cincinnati, I thought this was a cool one for ELA and the Common Core.. 
  • ...1 more comment...
  • Katy Vance on 04 Jul 12
     
    Hey Katie, what did you use to make this infographic? Or is it a photo of a handmade infographic?
  • Katie Dulaney on 04 Jul 12
     
    Oops, I didn't actually make this one -- I just meant that it reminded me of some Montessori themed ones we've sketched here in Cinci. I found this one on Twitter and am not sure how it was made..
  • Katy Vance on 04 Jul 12
     
    I really like it- It looks digital, but with that "handmade" twist. not to mention, the information is good. Mindomo is a good mind mapping tool, but it isn't as pretty. Hope you guys are having fun!
Katy Vance

#engchat - 0 views

www.engchat.org

twitter engchat professional_development #engchat education language_arts technology instruction

shared by Katy Vance on 09 Jun 12 - No Cached
  • Katy Vance on 09 Jun 12
     
    If you join Twitter, following the #engchat hashtag is a great way to meet other English teachers and literacy experts, discover resources, and participate in professional conversations.
sheldon reynolds

Smarter Balanced Assessments | Smarter Balanced Assessment Consortium - 1 views

www.smarterbalanced.org/smarter-balanced-assessments

common core assessment math language_arts

shared by sheldon reynolds on 14 Jun 12 - No Cached
  • Smarter Balanced assessments will go beyond multiple-choice questions to include extended response and technology enhanced items, as well as performance tasks that allow students to demonstrate critical-thinking and problem-solving skills.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      This is the group that will be writing the nat'l assessments that NC will use...for those wanting to know what the assessments will look like here it is
  • The performance tasks will be taken on a computer (but will not be computer adaptive) and will take one to two class periods to complete.
  • Smarter Balanced capitalizes on the precision and efficiency of computer adaptive testing (CAT). This approach represents a significant improvement over traditional paper-and-pencil assessments used in many states today
  • ...3 more annotations...
  • A summative assessment administered during the last 12 weeks of the school year. The summative assessment will consist of two parts: a computer adaptive test and performance tasks that will be taken on a computer, but will not be computer adaptive.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      replacing the EOG
  • Optional interim assessments administered at locally determined intervals. These assessments will provide educators with actionable information about student progress throughout the year. Like the summative assessment, the interim assessments will be computer adaptive and includes performance tasks.
    • Elizabeth Hunter
      Elizabeth Hunter on 16 Jun 12
       
      WOW! This is A LOT of useful information and generally, just a lot of information! As for the Optional interim assessments...it is my understanding the DPS is going to do Small Goal Assessments in every school this upcoming year, will those be the DPS created SGAs or will these be what I see here, Interim Assessments, that would provide me with useful, actionable information, that I could use to help my students improve?
  • Once finalized, the content specifications will serve as the basis for the Smarter Balanced system of summative and interim assessments and formative assessment support for teachers.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Take a look at the links below, I couldnt link them because they were in PDF formation
sheldon reynolds

A summary of "Writing Next" | Adolescent Literacy Topics A-Z | AdLit.org - 1 views

www.adlit.org/27336

writing professional_development shifts math language_arts

shared by sheldon reynolds on 14 Jun 12 - No Cached
  • This report responds to the need for information on how to improve adolescent writing skills.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      I used this paper in my push to get the writing program going at Watts.  It's written by a leader in the field and has some powerful implications for all content subjects especially mathematical writing
  • Graham and Perin believe that writing in general — and teaching writing skills to struggling adolescent learners in particular — has not received enough attention by researchers and educators
  • Following is a listing of the 11 writing interventions Graham and Perin found to be effective, listed in order from greatest positive effect
  • ...8 more annotations...
  • Writing strategies Summarization
    • Elizabeth Hunter
      Elizabeth Hunter on 16 Jun 12
       
      I can't get this one to open and I'm VERY interested in it because I'm trying to put together a writing continuum for our school. Any ideas?
  • Writing for content learning
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Even though this is low on the 11 strategies list, in my opinion this will become more powerful with the switch to common core.
  • The optimal mix is not a specific prescription, but one that the school administrators and teachers need to discover based on student response and classroom culture.
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      Have to be scientific in our approach to finding the mix for the school and each community
  • 1. Writing strategies involve "explicitly teaching adolescents strategies for planning, revising, and/or editing, which has a strong impact on the quality of their writing"
  • involves explicitly and systematically teaching students how to summarize texts" (p. 4), which may involve either a rule-governed or intuitive approach.
  • involves developing instructional arrangements whereby adolescents work together to plan, draft, revise, and edit their compositions"
  • g involves using writing as a tool for learning the subject matter. Although this approach has the least effect on writing quality and only a slight effect on learning content material, research shows it does have a consistent effect on both.
  • teaching writing can be a difficult task for many teachers and sufficient professional development may not be available to adequately bridge the gap between a desire to teach effective writing and successfully doing so
    • sheldon reynolds
      sheldon reynolds on 14 Jun 12
       
      This was the greatest challenge for me as a teacher, its very hard to reach the ability to be comfortable with this.  Anca might need a good resource for the school in this area.
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