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Core Knowledge History/Geography
Brad Trout
7/20/2017
How to get your resources
How to get your resources
https://www.coreknowledge.org/curriculum/history-geography/ckhg-online-resources/
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Breakdown
Each Unit consists of:
A teacher Guide (TG)- Chapters (Core Lesson), Additional Activities (AA) and Activity Pages (AP).
Website links to virtual field trips and outside text passages. Unit Assessment. Core Vocabulary. Student Reader (SR)
Breakdown
Teacher Guides
Teacher Guides
Reading Aloud: In each chapter, the teacher or a student volunteer will read various sections of the text aloud.
Turn and Talk: the Guided Reading Supports section of each chapter, provide students with opportunities to discuss the questions in pairs or in groups.
Big Questions: At the beginning of each Teacher Guide chapter, you will find a Big Question, also found at the beginning of each Student Reader chapter.
Scavenger Hunt
Scavenger Hunt
Locate and analyze the following items in your Teacher Guide and Student Reader.
- TG and SR Chapter _: The Story of Canada.
- Core Vocabulary word 'Igloo' in TG and SR (How would you teach it?)
- AP 2.1 (What is it?)
- Check for Understanding- Turn and talk- "What Kinds of things do Canada and the United States share in their histories?" (How can you use this?)
- End of Unit Assessment (What does it look like?)
- Sample Pacing Guide
- Primary Focus Objectives (Valid CLOs? How can you fix them?)
- Big Questions (How can you use these?)
Chapter 1: Visiting Canada
CLO: I can compare and contrast Canda and the United States using a graphic organizer.
Look at chapter 2: The Story of Canada.
Look at chapter 2: The Story of Canada.
Consider the Focus Objectives, Big Question and chapter contents.
Write 1 Clear Learning objective that identifies the 'what' and 'how'. Be prepared to share.
Let's evaluate the CLO:
Does it clear...
Let's evaluate the CLO:
Does it clearly describe what will be learned by the end of the lesson? If not, how can we change it?
Does it clearly state how the students will demonstrate that they have learned the objective? If not, how can we change it?
Anticipatory set
Imagine that you are going on a trip to Canada. How would you prepare for such a trip?
Look at Chapter 2
Look at Chapter 2
Consider the CLO, lesson contents, big question, and Introduce 'The Story of Canada' section.
Write an anticipatory set for this lesson. Be prepared to share.
Evaluate the anticipatory set
Evaluate the anticipatory set
An effective anticipatory set can be any of the following:
- Vocabulary from the lesson
- Background of text
- Question to prompt discussion
- Question to prompt purposeful reading
First cycle
GRaphic Organizer: Canada-USA
- Teach & Model-start the organizer with Canada
- Guided practice with USA
- Check for understanding- show me
- Adjust/Reteach- show your partner (if necessary).
Second Cycle
Second Cycle
- Teach Model- I read you follow along. We are looking for similarities/differences. Letter from Sam-long way from Kansas. "I found one difference. Add it to the map. Differences go on the outside.
- Guided Practice- there was one more subtle difference listed. (Toronto-Kansas). Add it to your map
- Check for understanding- Show me your maps
- Adjust/Reteach- show your partner (if necessary).
If I were teaching students
I would want to do one more cycle.
- Teach/Model- next two paragraphs (bottom of page 2- last sentence before the map on page 4). Show that similarities go in the center. I do one.
- Guided practice- you do more
- Check for understanding- show me or I circulate.
- Adjust/reteach- show your partner (if necessary).
- Independent practice- students read on their own and continue filling out the organizer. Stop at bottom of page 7. I pull struggling students for small group support.
Your turn
Work together to analyze the Lesson (Chapter 2 the story of Canada).
Identify and document the first cycle:
- Teach/Model
- Guided Practice
- Check for understanding
- Adjust/Reteach (a plan just in case)
Evaluate the first cycle
- Teach Model: Small manageable chunks?
- Guided Practice: Students demonstrating the skill?
- Check for Understanding: Quickly assessing the skill? (avoid tutoring).
- Adjust/Reteach: Clarifying, reteaching or having students pair up?
Wash, Rinse, Repeat
Plan out at least one more cycle.
Include your Independent Practice and small group tutoring. Be Prepared to share
Wash, Rinse, Repeat
Afternoon Agenda
With your group of 3 or 4:
- Choose a lesson from any unit in any grade level (3-5).
- Plan your CLO and Anticipatory set.
- Plan at least 2 cycles (Teach/Model, Guided Practice, Check for Understanding.
- Possible Reteach/Adjust opportunities
Evaluate
- Does the CLO address the What and the How?
- Is my anticipatory set engaging?
- How am I breaking down the small manageable chunks?
- What are students doing?
- How am I checking to see if they are ready to move on?