Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
You can change this under Settings & Account at any time.
TSHS Common Core Training: Platform 2
Transcript of TSHS Common Core Training: Platform 2
Text cohesion Qualitative Reader and Task Text Complexity Common Core State Standards
TSHS Staff Training: Platform 2 Table Talk:
What makes a text complex? 3 Instructional Shifts
Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language Ex. Lexile, Flesch-Kincaid, ATOS The qualities of the text...
Measured by student/reader
Structure of the text
Language conventionality & Clarity
Knowledge demands of the text
Levels of meaning or purpose in text Variables specific to particular readers, measured by teacher/observation
Purpose & complexity of the task So, why is this important to me? Day 1, Session 1 Day 1, Session 2 Day 2 Students read 2 or 3 shorter informational texts (one may be multimedia) and write an analytic essay incorporating evidence from at least 2 of the sources Students read one shorter piece of literature and one extended (anchor) piece of literature and write:
One narrative using/responding to a literary text
One analytic essay analyzing the texts Students read one informational anchor text and write a summary We must provide students w/ complex texts or they will not be able to effectively complete tasks
The complexity of a text can change w/variations in any of the three dimensions, so, we can revisit texts often...changing the level of rigor as needed
EOCs in ALL SUBJECT AREAS will include complex text
The Common Core State Standards are asking students to “read like a detective and write like an investigative reporter.” How do I determine Text Complexity
& Why is it important? Marzano's
Tiers 1,2,3 The instructional planning process should always include Text, Task, & Instruction Platform 1 Review: source material, complex
texts, informational in walk-through: Student Observation
"What are students doing?" in walk through- Instructional Observation
"What are you doing? How are you having
students complete task?" RIGOR To find this information for your text:
ATOS Analyzer: http://www.renlearn.com/atos/analyze.aspx?type=3
Lexile Analyzer: http://www.lexile.com/analyzer/ “Students in grades 11-12 should learn and use academic language (words used in school) and words and phrases that relate to the subjects they are studying. Students should possess a high level of language skills so they are ready for college/careers. They should be able to determine meanings of unknown words and phrases that are necessary for understanding text on their own.” FLDOE Tier 1: Acquired through every day speech Tier 2: General academic words Tier 3: Discipline-Specific PARCC Math: CCSS EOC Type Q Math: FCAT Type Q 25. This table shows the number of cans placed in a collection bin during a food drive.
Food Drive Results
Type of Food Number of Cans
One can will be randomly selected from the bin. Which is closest to the probability that the can selected will contain fruit or sauce?
Create a large spinner for a game that has at least eight sectors. Each sector should be assigned a different ‘prize’. Prizes should range in value from most appealing to least appealing.
Vary the sectors so that the probability to win a desired prize is much less that the probability to win a lesser desired prize. Calculate the theoretical probability of landing on each prize.
Conduct multiple trials with the spinner and determine the experimental probability of landing on each prize. Which price has the greatest probability and which prize has the least probability? Students in grades 9-12 should be able to identify two-dimensional cross-sections of three-dimensional objects and identify three-dimensional objects generated by rotations of two-dimensional objects. For example, describe the three-dimensional figure formed by rotating a rectangle around its line of symmetry. FLDOE Take away... http://www.parcconline.org/samples/english-language-artsliteracy/grade-10-elaliteracy
http://www.parcconline.org/samples/mathematics/high-school-mathematics we can make more strategic choices! & the
readers already have to attempt the assigned task… WHY it is complex, HOW complex a text is, When we have a clear understanding of Quantitative Reader and Task Qualitative