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rachel.smith@killeenisd.org karen.jensen@killeenisd.org6th Grade CSCOPE Overview3rd Nine WeeksELAR1Vision:Through the implementation of a full, innovative, rigorous, comprehensive education program, KISD will provide superior learning opportunities so that upon graduation, students are prepared for success in the workforce and/or in higher education

MISSION: Teach so that students learn to their maximum potential

2UBDUnderstanding by Design

Discuss the goals with participants. Teachers will receive his/her own copy of this document.3

4Red-line TEKS for the 3rd 9 Weeks:5GRADE LEVEL TEKSBEFOREMY LANEGRADE LEVEL TEKSAFTERTEKS

COGNITIVE SPECIFICITY

CONTENT TITLE

Differences in Cognitive Specificity

Differences in Content Specificity

Vertical Alignment Study

Grade Level and Content/Course__________ Strand:__________________________

I Introduced in my grade level T Transformed in my grade levelChoose one of the red-line TEKS to facilitate this VAD study. Have teachers reference his/her IFD(s) to reference the specificity. 6

7IFDRed-line TEKS with Specificity6.19(D) make inferences about text and use textual evidence to support understandingMakeINFERENCES ABOUT TEXTIncluding but not limited to: Use information from text Use background knowledge/experience

UseTEXTUAL EVIDENCE TO SUPPORT UNDERSTANDINGIncluding, but not limited to: Title Headings Cover Illustrations Photos Charts, graphs, tables Plot Facts/detailsInference: connecting bits of information to make a logical guess. Readers make inferences by making generalizations, predictions, and drawing conclusions.Prediction: a conclusion about the futureGeneralization: a conclusion about a group of persons, places, or thingsConclusion: a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.Textual Evidence: specific details or facts found in text that support what is inferred

8IFDRed-line TEKS with Specificity6.19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across textsSummarize, Paraphrase, SynthesizeTEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSSTEXTSSummary includes, but is not limited to: Brief, coherent sentences that communicate the key information (short paragraph) A main idea (the central meaning) Main character(s) in fiction Important details that come before the conflict, during the conflict, and important details after the conflictin fiction Must remain true to the author's interpretation and emphasis Focus on what the author is saying

Summarize: to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

Paraphrase: restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation.

Synthesize: to combine elements and parts to form a coherent whole9IFDRed-line TEKS with Specificity6.19(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. MakeCONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES AND PROVIDE TEXTUAL EVIDENCEIncluding, but not limited to: Thematic links Author analysis Personal Connections World ConnectionsThematic links: a logical connection made between or among texts that share similar themesAuthor analysis: a process that connects the author's logical relationship to the text he/she wrote (e.g., perspective, purpose)10Performance IndicatorsRead about an issue on the same topic presented in at least two formats (e.g., speech, newspaper, magazine news cast, website, etc.). Create a graphic organizer (e.g., T-Chart, Venn diagram, etc.) to compare and contrast the authors purpose, perspective, and persuasive techniques. In a small group, discuss and critique the effectiveness of the persuasive techniques based on audience, purpose, and message. (6.Fig19D,E,F, 6.9A; 6.10B; 6.11A,B; 6.13A,B,C)11Test item

12Anchor ChartChoose a red-line TEK to demonstrate this instructional strategy. This could be accomplished through the use of a pocket chart or written on chart paper.13Resources14Comprehension Components

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152 Components we are looking at:QuestioningInferring16Question-Answer RelationshipIN

THE

BOOK

IN

MY

HEAD

Right ThereAnswer is found in one sentence in the text or a primary source documentAuthor and YouTo answer the question use the information in the text or primary source with specific details and background informationThink and SearchNeed to look in different sentences in the book or look in other documents On Your OwnAnswer comes from your knowledge of the subject matter 16Blooms Taxonomy 1717Refer back to flip chartLevels of Blooms Taxonomy18Today we are working on inferences, so try and create a question starter

Launching Sequence

(

Launching Sequenceprogression for planning lessons that allows for a gradual release of responsibility

Concrete Experienceinitial exposure to a thinking strategy; creates bridges from the known to the new; anchors future learning

Sensory Exerciselinks concrete experience with the way kids learn, increasing likelihood of success; could include art, music, food, movement

Wordless Picture Booksenables readers to practice strategic thinking without added responsibility of decoding; provides rich, authentic place for readers of all ages to practice strategic thinking

Time for Textlearners confidently enter the world of text with strategic language in place with new tools for thinking; allows time for kids to practice using them more independently, without teacher dependence

Purposeful talk is necessary turn and talk, eye to eye and knee to knee19Example for InferringConcrete experience:*List what kids say about the shoe (Who wears this slipper?) inference/evidence

Sensory exercise:* tear out ads with pets, families, sports, or entertainment; find an item in that ad that would force the viewer to infer (cut it out or cover it up so kids can check their thinking); can work in pairs

Wordless picture books:* students can start at the beginning or end, make up text to go with pictures based on evidence from illustrationsGets kids talking about inferringWhat I like in a good author isnt what he says, but what he whispers.Logan P. Smith, essayistMost successful strategiesPredicting uses clues from the book and prior knowledgeStudents who pick books from a series are predicting the book will be interesting based on past experiences

Questioning posing and answeringChapters that end with a cliffhanger help us pose questions we want to find the answer to

Visualizing making mental images, graphic organizer, diagram, pictureHelps readers understand connections and relationships among different parts of the text

Connecting - (self, text, world)

Monitoring self-correctingHabits include stopping and rereading, checking pictures, slowing the pace, trying to clarify meanings

Summarizing determining important ideas in a text (big picture, main idea)

Inferring based on evidence (reading between the lines)Difficult for younger students b/c it doesnt say

Using text structure using important elements and organization of a text as a framework for understanding and recalling important ideas (next slide)

22Before Reading (White 178)Picture walk- Text features stroll look at table of contents, headings, introduction, visuals, vocabulary wordsKWL chartsImportant words you would pick words from the story and have kids make predictions; afterwards they can use them as writing promptsPrediction papers checks for prediction accuracyI Wonder students pose questions as a group and check as they read the story

23During/After Reading(White 183-202)Sketch it sketch visual images in their heads after a section is readWhere did that come from? use highlighting tape or post-its to find the sentence that connects to the picture on the pageRead a handful and retell read as much as your hand can cover, then stop and retellQuestion-Answer Relationship (QAR) students create questions and classify them into 3 kinds of questions: right there, think and search, on my ownGoldilocks questions:What did Goldilocks eat? How did baby bear feel when his chair was broken? Do you think Goldilocks will ever go into someone elses house when no one is home?Retelling cardsRoll and AskSomewhere, Sometime, Somebody Retell for fiction stories, students pick a character and complete the retelling form (p. 198) from that perspective (what Baby Bear wants is very different from what Goldilocks wants)ERT Everyone Read To understand, figure out, etc (reference handout)

24During/After Reading25Provided by Region 4 ESC26CurriculumAssessmentInstructionImproved Student AchievementWritten Curriculum (TEKS) Identified Standards Taught Curriculum Opportunity to Learn the StandardsTested Curriculum (TAKS) Measures the Attainment of the Standards

26A district-aligned curriculum is defined as total and complete alignment between the curriculum, assessment, and instruction for all students to achieve the highest level of student achievement.

(mouse click) The written curriculum or the identified standards, (mouse click) the taught curriculum or the opportunity to learn the standards, (mouse click) and the tested curriculum or the system that measures student attainment of these standards must all be the same.

Provided by Region 4 ESC27systematic, explicit instructionteacher modelingguided practiceindependent practiceassessing progress and adjusting instructionsystematic, explicit instructionteacher modelingguided practiceindependent practiceassessing progress and adjusting instructionexplicit, systematic instruction model and demonstrate strategiesguided practiceindependent practicemonitor and assess student progressGradual Release Model27Research-Based Questioning StrategiesProvided by Region 4 ESC28

28As instruction is delivered throughout the curriculum chunks questioning strategies are critical. They are a critical piece of the actual delivery of the instructional plans. The Research-Based Questioning Strategies Handout gives effective questioning strategies that mirror the assessment questioning strategies, and these are the same ones that should be used during the delivery of instruction.

Trainer Notes:Allow participants to review and discuss the Marzano Handout and how this handout can be used during the delivery of instruction. Inference Anchor Chart (Text-Based Responses)Provided by Region 4 ESC29FROM THE TEXTIN MY HEADWHAT I CONCLUDEDirect quotes, details, or events from the textWhat I already know through my experience or background knowledgeConclusions that I can draw from what is in the text and what I already know

29Inference Anchor ChartTypes of Evidence31Types of Evidence: Direct QuotationProvided by Region 4 ESC3232Types of Evidence: ParaphraseProvided by Region 4 ESC33Look at Marzanos High Yield Instructional strategies, what % gain do we see when we have students compare/ contrast?

* High Yield on student achievement and understanding33Types of Evidence: Specific Synopsis Provided by Region 4 ESC3434Provided by Region 4 ESC35Pairing Works* Use paired works in class frequently.

35Community CommitmentsLook at this cycle, and see the progression to excellence. We are adult learners and know how to care for our needs.

Please let us know what you need= evaluation form36Activities

37Desired Results for CSCOPE Study Sessions

Goals: Increase understanding of IFD Ensure content knowledge of TEKS with specificity Demonstrate effective instructional design and implementation Provide opportunities for networking and collaboration

Understandings:Teachers will understand that. . . all instructional design begins with a thorough understanding of the IFD. the IFD includes the content and cognitive specificity for the TEKS. teaching and assessing for understanding enhances mastery of the TEKS. effective instruction involves meaningful tasks that promote deep understanding and are differentiated according to students needs.Essential Questions: When designing instruction, why should you begin with the IFD? Why do the TEKS need specificity? What does effective instruction look like in the classroom? How will you know if students understand?

Knowledge: The teacher will know. . . the individual components of the IFD. the difference between cognitive and content specificity. grade level/content area TEKS.Skills: The teacher will be able to . . . use the IFD to identify or design instruction tightly aligned to the TEKS. deliver instruction that is differentiated according to students needs.