Literacy Learning Activity Guides p. 46. Chicago Learning Activity Guides p. 73. Glossary of Common Core and Related Terms p. 80

Transcription

1 Resources: Literacy Learning Activity Guides p. 46 Chicago Learning Activity Guides p. 73 Glossary of Common Core and Related Terms p. 80 Center for Urban Education

2 Book and Exhibit Maker CCSSW2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. FOCUS: Write the title of each page in a book/part of an exhibit. SHOW: Figure out what picture, photo, or diagram would make your topic clear. Name it or sketch it in the each box. TELL: Note what you will write about. What s Important to Know about this Topic Title: What I ll explain: Title: What I ll explain: Title: What I ll explain: Title: What I ll explain: What I ll show What I ll show What I ll show What I ll show Title: What I ll explain: Title: What I ll explain: Title: What I ll explain: Title: What I ll explain: What I ll show What I ll show What I ll show What I ll show Center for Urban Education

3 Make Your Own Exhibit What s the topic? What s the theme of the exhibit? A theme is a way of thinking about a topic. What parts will your exhibit include? Make a list (or outline) of the parts of the exhibit. Make a blueprint for the exhibit. Draw a map showing where the parts will be. It could be a paper mural. See the next page for an example. Construct the Exhibit Draw pictures or make models to illustrate each part of the exhibit. Write labels for your illustrations. Remember to remind your visitors about the theme of your exhibit. For example, you can write questions that get the visitors to look for examples of the theme in your part of the exhibit. What do you do when the exhibit closes? Put it into a book or put it on-line. Center for Urban Education

4 Collect Evidence to Support an Idea CCSSR Anchor Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. TOPIC: IDEA what is an idea you have based on learning about this topic? SUPPORT YOUR IDEA Just write a few words or draw a picture in each box give information or an example that helps make your idea clear. Write a paragraph that makes your idea clear. Center for Urban Education

5 How to Summarize an Event in History or Today CCSSR Anchor Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Time Period: Place: Event: People: How it starts: What happens next: How it ends: Why it ends that way: Other Important Information: Why it is an important event: Write a summary. Tell: who is in it, where it happens, what happens, why, and why it is important. Center for Urban Education

6 I can write a sentence with sight words. Here are some words from the Fry High Frequency Word List Use them and your own words to write sentences. a did her never sing walk about do here new sit want after does him no six warm again done his not sleep was all don t hold now small wash always down hot so we am draw how of some well an drink hurt off soon went and old start were any eat I on stop what are eight if once when around every in one take where as into only tell while ask fall is open ten white at far it or thank who ate fast its our that why away find out the will first jump over their wish be five just own them with because fly then work been for keep pick there would before found kind play these write best four know please they better from pretty think yellow big full laugh put this yes black funny let those you My Sight Word Sentences Center for Urban Education

7 POEM BUILDER: FLOWERS THINK MORE Common Core Anchor Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Draw a picture of plants and flowers. What words tell about your picture? Use your words and words from the next pages to make a poem about plants and flowers. Center for Urban Education

8 Poem Builder Topic: Flowers NOUNS height flower color leaf stem petal plant seed rainfall sunshine soil day rose weed violet dandelion bird butterfly grass garden bouquet bush tree fertilizer root green growth gardener planter florist Center for Urban Education

9 Poem Builder Topic: Flowers VERBS grow flower change water shine fall pick cut plant shade light brighten delight create make transplant dig collect mow shape arrange divide add fertilize water bloom trim Center for Urban Education

10 Poem Builder Topic: Flowers ADJECTIVES bright tall small green blue pink yellow great delightful shiny beautiful pretty soft lush close sharp round colorful unique diverse round pointed long short solid smooth mixed wet fluffy wonderful Center for Urban Education

11 Poem Builder Topic: Flowers ADVERBS quickly slowly softly differently carefully carelessly loudly softly always clockwise happily ably equally daily monthly sharply weekly longways warmly coldly anxiously sadly roughly solidly gently smoothly brightly Center for Urban Education

12 Poem Builder ARTICLES, PRONOUNS, PREPOSITIONS a a a an an an the the the of of of in in in at at at on on on his his his his her her I you we it they their Center for Urban Education

13 Poem Builder PUNCTUATION ,,,,,,,,,,,, ; ; ; ; ????!!!! : : : : Center for Urban Education

14 CONSTRUCTOR DE POEMA: FLORES Piensa Más Common Core Anchor Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Dibuja una imagen de plantas y de flores. Qué palabras hablan de tu imagen? Usa tus palabras y las palabras de las páginas siguientes para hacer un poema sobre las plantas y flores. Center for Urban Education

15 Constructor de Poema Tema: Flores SUSTANTIVOS altura flor color hoja tallo pétalo planta semilla llluvia sol tierra día rosa mala hierba violeta diente de león ave mariposa hierba jardín ramo arbusto árbol abono raíz verde crecimiento jardinero hacendado florista Center for Urban Education

16 Constructor de Poema Tema: Flores VERBOS crecer florecer cambiar regar brillar caer coger cortar plantar dar sombra encender hacer más brillante encantar crear hacer transplantar cavar coleccionar cortar formar arreglar dividir agregar fertilizar regar florecer recortar Constructor de Poema Tema: Flores ADJETIVOS Center for Urban Education

17 claro alto chico verde azul rosa amarillo grande encantadora brillante hermosa linda suave exuberante cerca puntiagudo única redondo lleno de color diversas redondo puntiagudo largo corto sólido liso variado mojado lanoso maravilloso Center for Urban Education

18 Constructor de Poema Tema: Flores ADVERBIOS rápidamente lentamente suavemente de otro modo cuidadosamente sin cuidado fuerte suavemente siempre las agujas del reloj afortunadamente hábilmente igualmente todos los días mensualmente bruscamente semanalmente afectuosamente fríamente con inquietud tristemente torpemente sólidamente suavemente Center for Urban Education

19 Constructor de Poema ARTÍCULOS, PRONOMBRES, PREPOSICIONES un una el la los las un una el de de de en en en a a a sobre sobre sobre su su su sus sus sus yo tu nosotros el ustedes usted Center for Urban Education

20 Constructor de Poema PUNTUACIÓN ,,,,,,,,,,,, ; ; ; ; ????!!!! : : : : Center for Urban Education

21 LIBRO DE LA HISTORIA DE MI FAMILIA Querido Padre de Familia: Por favor ayude a su hijo(a) a escribir este libro de historia. Primer, hablen acerca de los resúmenes de la historia en cada página. Después ayude a escribir las palabras que digan la historia de su familia. Ayude a su hijo(a) a añadir a este libro. Agregue más páginas que relaten las historias de las personas en su familia. Center for Urban Education

22 Este es un libro sobre mi familia. Yo lo escribí. Mi nombre es. Este es un dibujo de mi familia. Este es un libro sobre cosas que mi familia hizo. Así que es un libro de historia. Center for Urban Education

23 EL DÍA QUE NACÍ El día que nací fue un día especial. Esto es lo que mi familia recuerda acerca de ese día. Esto es lo que mi familia dijo cuando me vieron. Center for Urban Education

24 MI FAMILIA SE MUDÓ A CHICAGO Mi familia vino a vivir a Chicago. Esta es la razón por la que decidieron vivir aquí. Esto fue lo que mi familia hizo cuando se mudaron aquí. Center for Urban Education

25 EVENTO ESPECIAL Este es un evento especial en la historia de mi familia. Esto es lo que mi familia hizo. Esto es el porque es importante para mi familia. Center for Urban Education

26 PERSONA ESPECIAL Esta es una persona especial en la historia de mi familia. Esto fue lo que esta persona hizo. Esto es el porque esta persona es importante para mi familia. Center for Urban Education

27 MAS RECUERDOS DE LA FAMILIA Pregúntale a personas en tu familia que recuerden su historia. Escribe el nombre de la persona. Después escribe las cosas que esa persona recuerde acerca de la historia de tu familia. Escribe sus palabras al pie de la letra. Center for Urban Education

28 Chicago History Learning Activities Each activity will result in a product. Students can share learning and expand others knowledge and understanding of Chicago s history. Draw Chicago s history a time-line of important changes. Make a picture glossary of words that are important to understand Chicago s history Write a children s book for a younger student about Chicago s history. Write a summary of a time period in Chicago s history. Write a scenario or play about the time period Make up multiple choice questions about Chicago s history. Create or complete a Venn diagram comparing then to now. Each student writes one page in a class book about Chicago s history. Create or complete a chart classifying the kinds of transportation, communication, and work people did Create or complete a map showing what was important in Chicago in the past. Organize information for a debate about what you think was the important issue at the time shown in the exhibit. Write a letter from someone in Chicago s history. Write a booklet about the topic. Write a diary as if you were a person living in Chicago at a different time. Make a Chicago history alphabet book. Make an exhibit about Chicago s history. Choose a theme and show it. Make an exhibit about Chicago today. Show how the past is part of the present. Write a poem or song about Chicago Changes. Center for Urban Education

29 Make a Book Example Topic: How people lived and worked in Chicago in How people traveled Work people did Homes people lived in Things children learned at school Inventions people used Choices people made Values people had Leaders who made a difference Center for Urban Education

30 Compare and Contrast Chicago History ILS5A I can compare information from a variety of sources. ILS16A I can compare and contrast time periods. Title: Then Now THINK IT THROUGH What are important differences? How is Chicago in the early 1900s like Chicago today? Are they more similar or different? Explain your answers. Center for Urban Education

31 Compara y Contrasta Historia de Chicago ILS5A I can compare information from a variety of sources. ILS16A I can compare and contrast time periods. Título: Entonces y Ahí Aquí y Ahora PIÉNSALO DETENIDAMENTE Qué son diferencias importantes? Cómo es el Chicago de principios de 1900 como el Chicago de hoy? Son más similares o más diferentes? Explica tus respuestas. Center for Urban Education

32 Write an Article: Chicago Changes CCSSR Anchor Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Your assignment from the editor is to write a five-paragraph article about how Chicago has changed. Start by using information from your research about how Chicago was different in the past. Put those in the left circle. In the right circle, put information about how Chicago is different today. In the middle where the circles overlap list any ways Chicago has stayed the same. Chicago in the Past Chicago Today Then write your article. Here is the outline for your article. Paragraph 1: Paragraph 2: Paragraph 3: Paragraph 4: Paragraph 5: Introduction How Chicago was different in the past How Chicago has changed What has stayed the same in Chicago in past and present What I think the future of Chicago will be based on what I learned from comparing and contrasting Chicago in past and present Center for Urban Education

33 Make A Plan for Chicago Progress What should be on the Chicago map in 2020? Draw a picture that shows a change in Chicago that is important to you. Choose one of these parts of Chicago to improve: parks transportation lakefront learning opportunities health safety What s your change? What will you draw to show it? List what you ll include List any symbols you will use What will you include to help people see this is a good change? Center for Urban Education

34 Show: Set Priorities Organize Act Make Progress Tell: Add a short title or caption. Center for Urban Education

35 Standards Glossary What is Performance Assessment? Performance Assessments are assessments that require students to use knowledge and skills in the completion of some project or task. John R. Criswell, source: CPS Powerpoint Presentation to ILTs, February 2012 Performance Assessment But tests aren't the only way to gauge a student's knowledge and abilities, just as reciting formulas and memorizing the periodic table is not the only way to learn chemistry. Throughout the country, many educators are going beyond traditional tests and using performance assessments in their K-12 classrooms to gauge what students know and can do. They're designing projects that require students to apply what they're learning to realworld tasks, like designing a school building or improving the water quality in a nearby pond. And they're giving students the experience, as assessment expert Grant Wiggins says, "of being tested the way historians, mathematicians, museum curators, scientists, and journalists are actually tested in the workplace." In a classroom setting, performance assessment is an essential companion to project learning. By developing comprehensive rubrics by which to evaluate student performances, teachers ensure that projects are more than just fun and engaging activities. They're true tests of a student's abilities and knowledge, linked to standards, and documented so that everyone -- students, parents, and educators -- understands what is being assessed. The "performance" can include a wide range of activities and assignments: from research papers that demonstrate how well students can evaluate sources and articulate an opinion to experiments or problems that enable a teacher to gauge a student's ability to apply specific math or science knowledge and skills. Some performance assessments consist of individual projects; others require groups of students to work together toward a common goal. But whatever the project or problem, well-crafted performance assessments share a common purpose: to give students the chance to show what they know and can do and to provide teachers with the tools to assess these abilities. Center for Urban Education

36 What is the Standards Base? What s Important to Understand for a Standards-Based Curriculum? Here is the BOSTON PUBLIC SCHOOLS answer. Learning Standards --- general descriptions of what every student must know and be able to do in each subject area. For example, a Writing Standard might be, "Students employ a variety of writing formats." Under each standard is a set of specific objectives, such as: "Use conventional formats for written products (margins, spacing, paragraph indents)." Curriculum Frameworks --- important elements that extend the standards, define our expectations in detail, and provide additional guidance to teachers and students in areas such as skill objectives, key questions, and student products. Curriculum (plural: curricula) --- the detailed, teacher-developed description of what students learn and do, week by week or unit by unit. Strands --- subdivisions of a subject to help organize teaching and learning. For example, three mathematics strands are: (1) Patterns, Relations and Functions, (2) Probability and Statistics, and (3) Geometry and Measurement. Product --- a student work or performance that demonstrates what the student knows and can do. Examples: a written report, science project, speech or painting. Key Questions --- challenging, open-ended questions students investigate and answer to develop and demonstrate important skills and understandings. Students must answer these questions well to be promoted. Assessment --- formal and informal ways to determine what students know and can do. Assessments typically are based on information from multiple choice and short answer tests, essay questions, portfolios (collections of student work), and performances (such as a debate or a science experiment). Center for Urban Education

37 Examples of Products Source: Next Generation Assessments International Center for Leadership in Education Student Work Student work is at the heart of learning. Focusing on student work is also an excellent means of measuring the quality of instruction. Student work is defined as the observable effort or tangible products produced by a student. Student work provides the most tangible evidence of the learning process. The best way to judge the quality of teaching and learning is by looking at the work that students are producing in the classroom. Is the work meaningful and challenging? Are all students actively engaged? Do students have a clear understanding of what constitutes outstanding work? Do students who commitment to and enthusiasm for their work? Answers to these questions provide rich evidence of the quantity and quality of learning taking place. Teachers should spend time thinking about what significant pieces of work students will produce and not limit themselves by simply defining the content and objectives for what students will learn. The following list of student work is a good reference for defining student work as part of assessment planning. Advice letter Analysis of painting Analyzing primary sources Argument analysis Article reviews Biography analysis Cartoon Character analysis Chart Complaint letter Data analysis Debate Error analysis Field guide Film analysis Geometric analysis Graph Interview Questions Journal entry Letter writing Literary analysis Logical sequences Map Memo News report Oral history Persuasive letter Planning for a task Poem Poster Preparing for a discussion Proposal Proposals and criteria Questionnaire Questions Real-world problem solutions Road trip directions Rules Scale model Speech critiques Survey Taxonomy Timelines Center for Urban Education