12. ACE Frayer A.C.E. is a tool to assist students in translating their learning into extended response that can help them self-monitor their progress. A.C.E. A.C.E. is NOT intended as replacement for rubrics used to guide and evaluate the complete writing process. characteristics Answer Cite Expand
13. ACE template examples Passage to read…. Question to answer… Answer ______________________________________________________________________________________________ Cite Evidence_______________________________________ __________________________________________________ Expand __________________________________________________________________________________________________________________________________________________________________________________________________
14. ACE Template Examples E xplanation:_________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ACE ….. your math questions Question_______________________________________________________________________________________________________________________________ C omputation: A nswer:
15. Synthesis Template Vocabulary Notebook Term: Synthesis Template My Understanding level: 1 2 3 4 Describe: A scaffolding tool to assist students in pulling key information from text and making connections. It could be incorporated as part of the cooperative learning strategy: Think-WRITE-Pair-Share. Draw:
Where have we been? In April for ERPD we had our first introduction to Common Core 8 Mathematical Practices Shifts in ELA/Literacy Shifts that need to be made before next year: 8 practices: conceptual to abstract; focus on problem solving and explaining thinking; decomposing and composing numbers; Balancing Informational and Literary Texts Emphasize literacy experiences across content areas Attention to text complexity Rich questioning and providing answers with evidence based on text Writing from sources Focus on academic vocabulary
Shifts that need to be made before next year: 8 practices: conceptual to abstract; focus on problem solving and explaining thinking; decomposing and composing numbers; Balancing Informational and Literary Texts Emphasize literacy experiences across content areas Attention to text complexity Rich questioning and providing answers with evidence based on text Writing from sources Focus on academic vocabulary
1) What is the importance of cultivating students’ close reading of a text? Helps student develop a fascination, connection with text We have to train students to be good readers Teachers can get in the way of authors intent; to let the work speak to the reader 2) How can we get students to go beyond making the easy connection with the text they are reading to a deeper connection? Asking students where in the text the author said something or where an event occurred. “ Get yourself out of the way” 3) What are questions worth asking? Connection with the text How do we develop a fascination with the text? Text based answers aren’t always helping students make a connection to the text How do you plan? Know what questions to ask – [spent weeks on a unit – yeah, that’ll happen!??! – make better use of PLC, trust someone] Connection with the text How do we develop a fascination with the text? Text based answers aren’t always helping students make a connection to the text How do you plan? Know what questions to ask – [spent weeks on a unit – yeah, that’ll happen!??! – make better use of PLC, trust someone] “ Careful planning; There is a real shift here. [This requires] spending much more time in preparing for instruction by reading carefully yourself.” “ Where did the author say that? Why do you think the author believes that? Show me the words in the text.” “ We talk in terms of pre-reading, during reading and post reading, but in many ways there’s just reading.” “ Students become scholars, not just witnesses of the text.” Less text, more deeply Letter from a Birmingham Jail as a two week lesson; without supplemental video or text. What does that look like? If you are not the driver… do you pay attention?
THIS WAS DEVELOPED BY A SPECIAL ED TEAM BECAUSE THEY WANTED THEIR STUDENTS TO HAVE JUST A QUICK PARAGRAPH TO READ AND ONE QUESTION TO ANSWER. THEY ALSO SAID THEIR STUDENTS NEEDED THE STRUCTURE THAT THIS TEMPLATE GAVE THEM. I’VE HAD HS TEACHERS WHO LIKE IT ALSO AND SAID THEIR STUDENTS NEEDED IT AT FIRST ALSO.
Can we think-write-pair-share with article and word version of document? http://www.wsascd.org/downloads/annual_conf_archives_2007/lanstrintro.pdf
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