Boone County Schools Early Out for Collaboration

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Boone County SchoolsEarly Out for Collaboration

• October 28, 2008

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Welcome and Introductions
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Traffic Sign Activity
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Do you feel isolated? Do you have time to
collaborate?
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From Dr. Kildare to Medical Teams
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From Perry Mason to Legal Teams
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From Lone Ranger to Law Enforcement Teams
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From Matt Dillon to Cold Case
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From Superheroes to Super Teams
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From Flash Gordon to NASA Teams
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From the Stand Alone Teacher of the 1950s
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Or the 1970s
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to the Stand Alone Teacher of the 21st Century
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Self-Assessment Rubric
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Depth of Knowledge

• Level 1 Recall, recognition. Skill a behavior
  or
• sequence of behaviors learned through practice
• and easily performed
• Level 2 Application of skills, concepts
  conceptual understanding procedural
  understanding
• Level 3 More sophisticated reasoning and
  analysis students required to solve problems,
  draw conclusions
• given data, arguments, situations and other
  information construct mental models translating
  among different representations justifying from
  evidence summarizing a body of text
• Level 4 Extended thinking requires integration
  of knowledge from multiple sources and ability to
  represent knowledge in a variety of ways usually
  requires work over a period of time

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Unpacking the CSOs
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RELA CSO Comparison Grade 4

• Previous Policy
• RLA.4.1.11
• Summarize the authors purpose (e.g., to
  persuade to inform to determine a specific
  viewpoint)

• Revised Policy 07/01/08
• RLA.O.4.1.09 determine authors purposes in
  literary and informational texts and use
  supporting material to justify authors intent
• To persuade
• To entertain
• To inform
• To determine a specific viewpoint

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Now it is your turn!

• Each of you were instructed to have a copy of
  your CSOs with you for today. We will be using
  your CSOs for this activity.
• You will need the blank sheet titled
  Understanding the CSOs

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Activity

• Using the Understanding CSOs document, you will
  select one of the content objectives for your
  grade level to
• Identify what the students will have to know
  (basic facts, vocabulary)
• Identify what the students will have to
  understand (major concepts)
• Identify what the students will have to be able
  to do (performance)
• Is a product required? If so, what is it?

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For Example
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• RLA.O.4.1.09 determine the authors purpose in
  literary and
  informational texts and use supporting material
• to justify authors
  intent
• to persuade
• to entertain
• to inform
• to determine a specific viewpoint

KNOWLEDGE Know what authors purpose is
Know the difference in literary and
informational texts Know the characteristics
of writing designed to persuade Know the
characteristics of writing designed to entertain
Know the characteristics of writing designed
to inform Know the characteristics of
writing designed to designed to
express a specific viewpoint
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• RLA.O.4.1.09 determine the authors purpose in
  literary and
  informational texts and use supporting material
• to justify authors
  intent
• to persuade
• to entertain
• to inform
• to determine a specific viewpoint

REASONING Decide on the authors purpose in
a literary text Decide on the authors
purpose in an informational text Determine
if the author is trying to persuade, entertain,
inform, or express a specific
viewpoint
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• RLA.O.4.1.09 determine the authors purpose in
  literary and
  informational texts and use supporting material
• to justify authors
  intent
• to persuade
• to entertain
• to inform
• to determine a specific viewpoint

Performance Use supporting material to
justify authors intent
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• RLA.O.4.1.09 determine the authors purpose in
  literary and
  informational texts and use supporting material
• to justify authors
  intent
• to persuade
• to entertain
• to inform
• to determine a specific viewpoint

Product None specified
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Now Unpack Your CSOs
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Updates Questions
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Collaboration Success