CCSS+Walkthrough+Tools

Why is it important to incorporate the pairing of texts in your instruction? How do you decide which texts to pair? How can the pairing of texts provide an opportunity and a challenge for students? [] []  || What materials do students use? How do these materials help them give effective feedback? Why is it helpful for students to communicate writing goals to their partners? How do students use the six traits of writing? [] []  || What role does technology play as a learning tool in Mr. Devlin's classroom? How does Mr. Devlin teach to the Common Core in a way that engages students? What distinguishes this lesson from more traditional reading, writing, and speaking lessons? [] How does the reaction/narrative connect to the final argument? How does this progression (narrative to argument) help students move from details to ideas? From concrete to abstract? Why is it important for students to respond to non-fiction texts? ||  [] How do you decide which standards to address when teaching a text? Why is it important not to force standards and texts together? How can you discover where texts and standards intersect? ||  (Activating Strategy & Vocabulary Introduction)   ||   Students are making connections between their current knowledge and new information presented. ||  [] What's the benefit of doing vocabulary development after completing the various activities around a complex text? When Ms. Langlois reflects on the strategy of pre-teaching vocabulary, what were some of her realizations as her students engaged in this new way of vocabulary development? [] According to the teacher, what are the interdisciplinary connections in this lesson? How do the word and inference walls help students anticipate what they will read? How does the teacher engage students in a discussion using the word and inference walls? [] This lesson asks students to utilize various forms of "communicative functions" through the three-step interview. Why is this important for ELLs? How does the structure of this task ensure that all students are engaged in the work? How did Ms. Park-Friend activate her students' prior knowledge? [] Why is setting a time limit essential to this activity? How can this activity be used as both a pre-teaching and review activity? What are the learning benefits of allowing students to be mobile? [] Why is it important for students to consider what they will read before begin reading? How does this strategy get students curious and excited about what they are about to read? Consider having students make their own "word cloud" in groups after reading an article. ||  (Collaborative Pairs & Numbered Heads)   ||   Students use evidence to build on each other’s observations or insights during discussion or collaboration. ||  [] How does this lesson fit into a larger unit on the Black Panthers? Why does Ms. Nguyen scribe as students talk? How does talking prepare students for writing? [] How does Ms. Groves support English Language Learners? What are the benefits of using the "Talking Rocks" strategy? How do students use talk moves in their discussions? [] What makes the 1-3-6 process successful? Why is it valuable to have students work individually before forming groups? How does working in groups of three prepare students for working in groups of six? [] []  || How could you use physical position to encourage other behaviors? Ms. Duvoor says this strategy helps her classroom feel more academic. Why? How does partner work help students become better at document analysis? []  || Ms. Park-Friend frames the reading by using focus questions. Why is this important for ELLs? Students are interacting with the text in a variety of ways. How do all of these interactions support students to write their own persuasive speeches? ||  In what ways do 'thinking notes' require students to track their response to a text and engage in more thoughtful reading? What other reactions might you have students track when reading? How do 'thinking notes' help students prepare for and structure discussions? [] []  || How does each part of the lesson prepare students for writing? What skills do students develop in the lesson? How could the scaffolds Ms. Norris puts into place be taken away as students gain fluency? [] [] []  || ||  Students habitually provide textual evidence to support answers and responses. ||  [] How can this strategy be applied across subjects areas? Why is it important to support claims with both evidence and reasoning? How does Ms. Pippin support students to explain their reasoning? [] []  || How does a move from content to meaning to style allow students to better understand text? What is Ms. Schaefer looking for when she asks content questions? How does this questioning allow you to assess student understanding of the text? ||  How do students "write to learn?" How does Ms. Culver use questioning to push her students' understanding? What engagement strategies can you learn from Ms. Culver? ||  How do students learn to select useful textual evidence? How do collaborative discussions push students' thinking? Why does Mr. Paris say that the Common Core simplifies life? []  || How could you use literacy partners in your classroom? What kinds of questions might you ask on a literacy self-assessment? How does Ms. Banks set partners up for success? ||  How can a growth mindset be taught? How does embracing struggle fit with a growth mindset? How can a growth mindset build confidence? ||  How are students supported to step up to challenges with courage? This school gets every single graduate into college. What do you notice in the culture of the school that you feel may contribute to that? Where do you see students “going deeper” in their learning? ||
 * Principal Walkthrough Tool to Address ELA CCSS Integration**
 * **CCSS Literacy Teacher Actions** ||  **CCSS Literacy Students Actions**  ||  **Resources/Questions**  ||
 * **(All Content Areas)** ||  **(All Content Areas)**  ||   ||
 * 1) Teacher provides conditions for all students to focus on the selected multiple sources.  ||   Students are identifying appropriate, multiple sources when writing and utilizing sources to make strong arguments or provide accurate information.   ||   []
 * 2) Teacher provides direct instruction to students on how to write in various forms, using rubrics as an instructional tool. ||  Students are writing both argumentative and informational/explanatory text often and follow the procedures and strategies learned to compose these writings.   ||   []
 * 3) Teacher creates conditions for students to write often, and for multiple purposes (writing to learn, inform and short research projects). ||  Students are conducting short and extended research projects alone or in groups.   ||   []
 * 4) Teacher selects text(s) that exhibit exceptional craft and thought or provides useful information. ||  Students are reading texts, or chunks of texts, at the appropriate grade level and/or text complexity. (Scaffold where needed)   ||   []
 * 5) Teacher presents and teaches academic vocabulary; assess background knowledge and plans activities to build upon both.
 * 6) Teacher creates conditions for student conversations & plans tasks where students are encouraged to talk about each other’s thinking.
 * 7) Teacher asks questions that require students to think cognitively beyond DOK Level 2, encouraging students to make comparisons, to summarize and synthesize information from multiple sources. ||  Students are making connections across content areas by reading writing and viewing multiple sources.   ||   Reading Like a Historian: []
 * 8) Teacher employs questions and tasks that are text dependent and text specific, by attending to particular structures, concepts, ideas, events and details. ||  Students are explaining why the concept is important, relevant, or necessary for understanding.   ||   []
 * 9) Teacher uses strategies to keep all students persevering with challenging tasks. ||  Students persist in efforts to read, speak, or write about grade-level texts.   ||   []
 * 10) Teacher expects evidence and precision from students & probes students’ answers accordingly. ||  Students use evidence to build on each other’s observations or insights during discussion or collaboration.   ||   []
 * 11) Questions and tasks require students to cite evidence from the texts to support analysis, inferences and claims. Questions and tasks attend to the academic language in the text.
 * 12) Questions are sequenced to guide students in delving deeper into text and graphics. These inferences should relate to key ideas and the text. ||  Students build on each other’s observations or insights about the text when discussing or collaborating. Deep student-led discussions are observed.   ||   []
 * 13) Teacher provides the conditions for all students to engage in the work of the lesson. ||  Students are taking notes on multiple sources.   ||   []
 * 14) Teacher acts on knowledge of the individual students to promote progress toward independence in grade-level literacy tasks. ||  When possible, students demonstrate independence in completing literary tasks.   ||   []
 * Literacy Partners  ||   Science   ||   []
 * Carol Dweck: Mindset  ||   Struggle   ||   []
 * Mindset  ||   Challenge at the heart of deeper learning   ||   []
 * Learning Forward Webinars  ||   Mentee and Mentor professional learning that increases teaching effectiveness and student achievement   ||  []  ||