Transcript Deconstructing the Standards - 2012SummerInstitute

2010 Arizona English Language Arts Standards
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Deconstruct the standards to gain a deeper knowledge of the
embedded skills and rigor layers within and across grade level
bands.
 Use a deconstructed standard and knowledge of rigor to
brainstorm a set of questioning strategies and/or activity ideas for
use in the classroom.
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Essential Questions
Why is it essential to deconstruct the standards in order to build
high quality instruction and achieve student understanding?
 How do standards 1-9 contribute to standard 10 in RL and RI?
 What do students need to know and be able to do?
 How will I know if my students have achieved the desired
trajectory to meet the College and Career Readiness Standards?

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College and Career Readiness Anchor Standard for Reading
Cluster: Key Ideas and Details
Code: R.CCR.1
Standard:
1.Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
VERBS and Verb Phrases:
Students will be able to . . .
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read closely to determine
cite
write and speak
support
NOUNS, ADJECTIVES, ADVERBS (Content
and Skills):
Students will know . . .
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text says explicitly
logical inferences
specific textual evidence
conclusions drawn from text
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At your table “deconstruct” your assigned CCR cluster.
Cluster: Key Ideas and Details
Verbs and Verb Phrases
Students will be able to…
Nouns and Noun Phrases
Students will know…
R.CCR.1
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read closely to determine
cite
write
speak
support

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text says explicitly
logical inferences
specific textual evidence
conclusions drawn from text
R.CCR.2
R.CCR.3
“Bottom Line” Message
Rotate and Review – Comments and Observations
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Rotate and Review:
Questions to Ponder
1. Are the clusters independent or intertwined as you
move down the standards?
2. Does the rigor increase?
3. What are the implications for instruction?
As you review the charts write your
comments/connections on a sticky
note.
Place your note on the chart.
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Grade Levels: 5 – 6 participants
Grade Levels:
Divide into 2 Teams Reading Literature Strand (RL) and
Reading Information Strand (RI)
Teams:
1. Find assigned strand and grade level in your standards
packet.
2. Highlight the verbs and verb phrases in standards 1-9.
3. Highlight the nouns and noun phrases in standards 1-9.
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Your team will need 3 pieces of chart paper, one for each assigned
cluster. Each chart should have the following components.
Grade Level
□ – (RI) or (RL)
Cluster:
Verbs and Verb Phrases
Nouns and Noun Phrases
Code
Code
Code
Code
Code
Code
“Bottom Line”
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Post your charts on the wall by Cluster, Strand, and Grade Level
Key Ideas and Details:
RL - grade levels in ascending order
RI - grade levels in ascending order
Craft and Structure:
RL - grade levels in ascending order
RI - grade levels in ascending order
Integration of Knowledge and Ideas:
RL - grade levels in ascending order
RI - grade levels in ascending order
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Rotate and Review
•Groups will rotate and review the charts by cluster.
•Participants will review the grade level charts, noting
smooth transitions and/or giant leaps.
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Putting it back together…
How do standards 1 through 9 contribute
to standard 10?
What are the implications for students
and teachers as we look across the grade
levels?
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1. Select a cluster from RI or RL that you would like
to use for this activity. Locate the Constructing
Instruction handout behind the activities tab.
2. Brainstorm texts, strategies and learning
activities teachers can use to frame instruction.
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3. Using the Cognitive Rigor Matrix, compare your
list of activities to the 4 levels of DOK as a check
for rigor.
4. Are your activities concentrating in less or more
rigorous areas?
5. How will you use the Cognitive Rigor Matrix to
increase the rigor in your instruction?
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 Why is it essential to deconstruct the
standards in order to build high quality
instruction and achieve student understanding?
 How do standards 1-9 contribute to 10 in RL
and RI?
 What do students need to know and be able
to do?
 How will I know if my students have achieved
the desired trajectory to meet the College and
Career Readiness Standards?
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When you return to your LEAs and
schools consider the next steps in
construction:
1. What have you learned that will help you
show teachers how to gain deeper
understanding of the standards?
2. What other tools and resources will you
need to get the job done?
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Got it Covered
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First Steps
Next Steps
Down the Road
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