Sunday, August 31, 2014

Resources on how to teach students how to write a Personal Narrative using Patricia Polacco books

Personal narratives are what many elementary, junior high, and high school teachers begin the year teaching and students begin the year writing. One of the main problems that students have when they are writing a personal narrative, at any age, is they try to tell too much information. Personal narratives are best when they are specific and narrowed down to one event. - See more at: http://margodill.com/blog/2009/10/14/wacky-wednesday-lesson-plans-on-teaching-writing-a-personal-narrative/#sthash.1tsItLst.9C7t0575.dpuf <!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:auto; mso-font-pitch:variable; mso-font-signature:-520092929 1073786111 9 0 415 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:10.0pt; margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:Calibri; mso-fareast-font-family:Calibri; mso-bidi-font-family:"Times New Roman";} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:Cambria; mso-ascii-font-family:Cambria; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:"MS 明朝"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} @page WordSection1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.WordSection1 {page:WordSection1;} 


Every year I start the school year by writing personal narratives  One of the main problems that students have when they are writing a personal narrative, at any age, is they try to tell too much information. Personal narratives are best when they are specific and narrowed down to one event.
Personal narratives are what many elementary, junior high, and high school teachers begin the year teaching and students begin the year writing. One of the main problems that students have when they are writing a personal narrative, at any age, is they try to tell too much information. Personal narratives are best when they are specific and narrowed down to one event. - See more at: http://margodill.com/blog/2009/10/14/wacky-wednesday-lesson-plans-on-teaching-writing-a-personal-narrative/#sthash.1tsItLst.9C7t0575.dpuf
Personal narratives are what many elementary, junior high, and high school teachers begin the year teaching and students begin the year writing. One of the main problems that students have when they are writing a personal narrative, at any age, is they try to tell too much information. Personal narratives are best when they are specific and narrowed down to one event. - See more at: http://margodill.com/blog/2009/10/14/wacky-wednesday-lesson-plans-on-teaching-writing-a-personal-narrative/#sthash.1tsItLst.9C7t0575.dpuf

I use Patricia Polacco books as an example of a personal narrative. She is one of my favorite authors and I simply love reading her stories. Many children pick too broad a topic when they write their personal narratives (such as their entire life story from birth to the present grade). Patricia Polacco writes about many childhood memories in her picture books, and she always focuses on one specific time or event in her life, such as when she learned to not be scared of storms or she learned to read.

Here are the titles of some Patricia Polacco books she has written about her family members or herself:
Some Birthday  - Lexile 590
Thank You, Mr. Falker – Lexile 650
The Bee Tree – Lexile 680
Chicken Sunday – Lexile 650
The Blessing Cup – Lexile 740
Thunder Cake – Lexile 630
The Keeping Quilt (sequel to the Blessing Cup) – Lexile 920

Click on the link to access the resource:
2. Patricia Polacco Website

The Keeping Quilt by Patricia Polacco is a great way to introduce the idea of ancestors, family traditions, immigrants, and family members. In the story, Ms. Polacco shares how her family came from Russia. When their clothes became worn, they were made into a quilt. The quilt tells the story of their family. Throughout the story, the family members use the quilt in different ways: as a bedcovering, a tablecloth, a huppa, and a cape, to welcome a baby home.

Suggested Class Discussion Questions for the Keeping Quilt
1. Besides the obvious uses for the quilt, what unique things did it become for this family over the years?

2. What were the traditional gifts given on special occasions and what did they signify? How do they compare to the gifts in your family?

3. From memory, draw a small replica of the quilt. Explain the designs and their origins.

What things in the story would have changed if:
·      Anna's family had not immigrated to the US?
·      The family had not stayed in New York?
·      Anna had not learned to speak English?
·      The family had returned to Russia?

4. What things have been handed down in your family? Search out the oldest thing in your household that has been handed down from one generation to another. If possible, bring it to school and tell its story.

5. Find Ellis Island on the map and think about the twenty million or more people who came through that station. What things in America would be different today without them?

6. Anna's family had been dirt farmers in Russia. Does that mean they raised dirt? What employment did they find in New York? Were they richer or poorer in each succeeding generation?

Visit my Greater Public Schools (GPS Network) site to join me in a conversation about these resources. This site is free and its the largest professional learning community in the nation. Click on the link HERE to take you there. 

Wednesday, August 20, 2014

First Day of Professional Learning at MUSD - Implementing The Unit of Study


We are finally rolling out the work we did all school year and during our summer break in the Language Arts Cadre and on our own time. This summer I met with two other wonderful educators to plan, revise, and write our own second grade curriculum unit. Diana Estrada, Silvia Viramontes and I worked all summer (over 30 days) on this challenging work. We wanted to provide our district with a rigorous unit that addressed the Common Core standards and that we followed the district’s assessment pacing guide. Hence, the English Language Arts units are built around the writing assessments throughout the year.

The following links will take you to the work we completed this summer:



Monday, August 4, 2014

CTA Summer Institute at UCLA



Unit Design
(August 4, 2014 Presentation)
SBAC Claims, Targets, DOKs, and Instruction
Click HERE to access presentation slides


RESOURCES:

Linking Assessments, Standards and Instruction 
(August 6, 2014 Presentation)
Click Here to access Presentation Slides for ELA, Linking Assessments, Standards and Instruction
Click Here to access Presentation Slides for MATH, Linking Assessments, Standards and Instruction 

Engaging Classroom Assessment (ECA) Framework 

Math Performance Task Planner: click HERE
Problem Solving Sheet: Upper Grades
Problem Solving Sheet: Primary
Math Performance Task Planner click HERE
Third Grade Math Unit - Sample
Language Arts Task Planner click HERE

Unit, Lessons, and Performance Task 

The links below are for both Math and Language Arts. Scroll down towards the bottom on this post to view the Language Arts sample lessons and units. 

Resources for Mathematics




A sample unit in Mathematics (“Geometric Transformations”) developed in the state of Delaware.  Click on “Model Units” to view. 

An Algebra I course developed in Alexandria City, VA Public Schools using UbD.  Under “Curriculum Overviews” click on “Sample Algebra Course” to download a pdf file.

SpringBoard® Mathematics with Meaning™ from The College Board presents curriculum maps with Essential Questions for mathematics
Middle and High School Levels (Grades 6-12), including pre-Algebra, Algebra 1, Geometry, Algebra 2, and pre-Calculus. ). Click on link to view.

The New York City BOE Common Core Library includes a searchable database of units, assessment tasks and samples of student work aligned to the Common Core Standards for pre-K – 12 in mathematics and other subjects.

Georgia Department of Education has developed mathematics units for K-12 aligned to the CCSS. Click on the grade band links below; then, you can select specific grades to view the units.

AERO Standards for International Schools include a set of Understandings and Essential Questions in Mathematics. See pp. 8, 17, 33, 49, and 59.

A collection of “authentic” performance assessment tasks in mathematics, are available through a paid subscription (school and district licenses). The assessment tasks include annotated examples of student responses illustrating different performance levels. Sample tasks are available on line. A good Problem-Solving Rubric is available for download.

Leadership in Mathematics Education Group (NCSM)
A collection of “great tasks” ­– performance tasks in mathematics linked to the Common Core Mathematics Standards. This project is a collection of tasks to support implementation of the CCSS. Many of these tasks are drawn from existing sources. Each task includes:
  • Teacher Notes that provide an overview of the task, the Common Core State Standards Content and Practices standards that the task requires
  • Activity Launch that addresses key prerequisite understandings and assesses student readiness for the task
  • Core Task and Extension Activities
Click on “Great Tasks” link to view samples. http://www.mathedleadership.org/ccss/materials.html

MARS Assessment Project offers a collection of formative and summative assessment tasks and “challenges” aligned to the Common Core content and practices in Mathematics.

A set of modules and resources (sample problems) linked to the Standards of mathematical practices. http://www.mathedleadership.org/ccss/itp/index.html

Albuquerque, NM Public Schools have developed sets of math tasks aligned to the Common Core Standards. Choose “math” and grade level to view. (Not all are “authentic” problems).  http://rda.aps.edu/RDA/Performance_Task_Bank/index.cfm

Math Matters – The PBL Academy at Indiana University provides a variety of teacher developed math task and project ideas. You can access most of these resources by signing in as a “guest.”

Emergent Math – A blog containing ideas for interesting math tasks and projects.

A collection of authentic tasks, rubrics and student exemplars developed by the Ontario, CN Ministry of Education. Click on “Exemplars” to view.

The Balanced Assessment Project contains a library of over 300 mathematics assessment tasks and scoring guides for K-12. Although most are not framed as “authentic” problems, the website provides many useful and challenging assessment items.

A collection of challenging mathematics tasks developed by The Mathematics Assessment Resource Service (MARS) -- Michigan State, Berkeley, and the Shell Center.

NCTM has established a library of “reasoning task” ideas linked to the CCSS for the high school level.

A collection of challenging mathematics tasks and accompanying lessons, some of which are linked to the Common Core standards.

A collection of mathematics problems developed by the math department at Phillips Exeter Academy.

Share my Lesson – A free sharing site by and for teachers sharing ideas and resources for math lessons and tasks.
Primary (grades K-2)
Elementary (grades 3-5)
Middle school
High school



Language Arts Resources

Kindergarten Lessons and Unit Plans

1. Tell A Story, 1-2-3 This is the link to the Common Core Standards Curriculum Maps. The kindergarten unit 2 map, Tell a Story, 1-2-3, lists RL.K.2 as a focus standard and supports students in retelling familiar stories in a coherent sequence (beginning, middle, end). The unit also includes opportunities for students to explore multiple versions of the same story in both literature and art. Examples of resources, activities, assessments and interdisciplinary connections to science are also provided. (Source: Common Core Curriculum Maps)

2. ReadWorks  - This website provides access to a three lesson unit on sequencing for kindergartners. In the first lesson, the teacher models how to identify and describe events at the beginning and end of a story. During the second lesson, the teacher builds on these concepts and models how to order events in the middle of the story. The unit concludes with the third lesson, in which the teacher models how to use the sequencing clue words “first” and “then” in a retelling of a story. The third lesson lists RL.K.2 as the focus standard for the lesson. (Source: Read Works)

3. Teaching About Story Structure Using Fairy Tales  - The Read Write Think website offers a unit lesson that focuses on story structure in familiar fairy tales. Although grades K-2 are listed at the top of the plan, the overview of the unit states that the lessons are most appropriate for students in second and late first grade. However, Sessions 1-3 of the unit could be easily adapted for kindergarten students. In these particular lessons, the teacher prompts and supports students in identifying the beginning, middle and end of fairy tales that have been read aloud. Charts to assist with the lesson (see “Printouts” under the “Resources and Preparation” tab) are provided as well as follow up center activities (see “Sessions 7 and 8” under the “Instructional Plan” tab).  (Source: Read Write Think website)

4. Sequencing: The Very Hungry Caterpillar -   This lesson uses the book The Very Hungry Caterpillar by Eric Carle and is the first in a three lesson unit that focuses on sequencing. The next two lessons use the texts Lyle, Lyle Crocodile by Bernard Haber and the Aesop fable The Tortoise and the Hare. The initial lesson focuses on the concepts of beginning, middle, and end while the last lesson supports students in including additional key events and details. Students use story structure supports to retell these familiar stories. (Source: Teacher Vision)

First Grade Sample Lessons and Unit Plans

1. The Amazing Animal World students are asked the essential question, “Can stories about animals teach us lessons about ourselves?” and are expected to retell fictional text using details and focusing on a central message. Interdisciplinary connections to art, science, writing, and vocabulary are provided. (Source: Common Core Curriculum Maps)

2.  Life Lessons lists RL 1.2 as a focus standard and has students examine what stories (including traditional stories, fables, poetry, informational text, and biographies) can teach us about life. Students identify key details of stories and then categorize those details into the following groupings: characters, key events, and settings. The related activities provide interdisciplinary links to language, art, science, and narrative and informational writing. (Source: Common Core Curriculum Maps)

3. In this unit, Junie B. Jones Introduces Literacy Mystery Boxes the teacher reads aloud parts of Barbara Park’s Junie B., First Grader (at last!). Students have partner discussions and write sentences about key events in the story. They also create mystery boxes with pictures or items from the plot that serve as physical reminders for students as they retell the story. Observation and retelling rubrics are provided for assessment and an interactive link helps students make a stapleless book as a culminating activity. (Source: Read Write Think, International Reading Association, NCTE)

4. Retell a Story with Sequence Clue Words The teacher will model retelling a story using sequence words and Eric Carle’s book, My Apron. Then students will practice retelling another book, Kevin Henkes’ Kitten’s First Full Moon, with guidance and feedback, and then use pictures and sequence words to retell the same story independently. (Source: Read Works)

Second Grade Sample Lessons and Unit Plans
1. Season for Chapters - The Common Core Standards Curriculum Maps provides a second grade unit 1 map is titled, Season for Chapters. Although this unit does not directly relate to reading foundational skills, teachers are encouraged to find ways to integrate word study and phonics into the lesson.

2. The Wild West - This second grade, Unit 2, curriculum map does not provide suggestions for integrating phonics into the lesson. Teachers are encouraged to have students identify root words with affixes in the reading as well as identify the syllable types of the syllables in multi-syllabic words found in the text.

3. Building Bridges with Unlikely Friends - The second grade unit 3 map, Building Bridges with Unlikely Friends, encourages teachers to discuss vowel pairs and trigraphs in new words introduced.

4. A Long Journey to Freedom - The second grade unit 4 map focuses on The Long Journey to Freedom. Although this unit does not include activities that directly relate to reading foundational skills, teachers are encouraged to find ways to integrate word study and phonics into the lesson.


Third Grade Sample Lessons and Units

1. Adventures with Dragons, Gods, and Giants- helps students learn to summarize as they read fantasies, poetry, mythology, and informational texts. The activities link writing, multimedia, history, and art to literature. RL 3.2 is listed as a focus standard and retelling myths with key details while noting the message is a main student objective of this unit. (Source: Common Core Curriculum Maps)

2. Stories Worth Telling Again and Again- lists RL 3.2 as a focus standard and has students examine why stories are handed down across generations and cultures. Students will read stories of grandparents and multicultural folktales with tricksters. The related activities provide interdisciplinary links to geography, art, and narrative writing. (Source: Common Core Curriculum Maps)

3. Exploring World Cultures Through Folk Tales These lessons help students learn the basic plot features of folktales as they work in small groups on one of three folk tales from African, Japanese, or Welsh cultures. Students read the assigned story, use a graphic organizer to record the most important events, and retell their folktale during oral presentations that include visual representations of the story and research about the culture. There are websites listed for student online research about each culture and an oral presentation rubric. The folktales are provided to print out, but the plan could also be adapted to other folktales. (Source: Read Write Think, International Reading Association, NCTE)

4. Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis  In this series of lessons, semantic feature analysis, a comprehension strategy that helps students identify characteristics associated with related words or concepts, is used to compare and contrast characteristics of folktales, myths, and fables. It includes whole group lessons, small group lessons, and student graphic organizers and charts. This comprehension strategy is part of the Guided Comprehension Model and references the following book: McLaughlin, M., & Allen, M.B. (2002). Guided Comprehension: A teaching model for grades 3–8. Newark, DE: International Reading Association. (Source: Read Write Think, International Reading Association, NCTE)


4th Grade Units ( (Source: Lonoke Elementary School, AR)
Note: These units were found in the Lonoke Elementary School Website. They are aligned to some of the new Common Core Standards, but also have Arkansas standards listed. Please revise and tailor to California Standards. 
Math
· Unit 1
Reading

5th Grade Units (pdf format)
Language Arts
Reading
Math

Social Studies
· Unit 1
· Unit 2
· Unit 3
· Unit 4
· Unit 5
· Unit 6
· Unit 7
· Unit 8

Engaging Scenarios

Scenarios are a great way to make performance tasks more engaging. They help students learn at a deeper level. Instead of just reading, learners must read with the intent to understand and at times place themselves into the particular situation, giving students information to make decisions. Basically, scenarios turn information into practical application.

Scenarios provide learners the opportunity to:
  • apply knowledge and practice skills relevant to the situation they face
  • analyze, identify issues, solve problems and formulate strategies
  • learn by completing structured learning activities which resemble the challenges they are likely to face in the real world
 Elements of Effective Scenarios

Here are some elements that teachers should consider when creating effective scenarios:
  • involves mentally processing and connecting the content presented to the question/task
  • models “real-life” thinking processes that the learner has to be able to perform
  • presents issue(s) related to the learning outcomes
  • is sufficiently complete, complex and focused
  • presents a situation, problem, or issue
  • appears to be realistic
  • events are in a logical order
  • content is accurate, relevant, and appropriate