myperspectives 2017 Introduction Welcome to My Pearson Training. Today, we'll explore the student-centered unit structure in myperspectives. We'll go over the unit organization. We'll also review ways to promote collaboration and interaction among students. Lastly, we'll take a look at routines embedded in the program. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 1
Each unit is structured the same way, with an open-ended Essential Question and activities designed to prepare students for the culminating Performance-Based Assessment. Activities are written specifically for each learning element, which helps to keep students engaged throughout the unit. As your class moves through the unit structure, your role will shift from teaching to advising to assessing, as you focus on the unit topic from many perspectives. The unit structure consists of the following elements: Introduction Whole-Class Learning Small-Group Learning Independent Learning Performance-Based Assessment Unit Reflection Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 2
Pacing Plan The Pacing Plan provides a visual representation of how long a unit should take and how many days each element should take. Each day represents a forty- to fifty-minute class period. To help teachers with planning, we've also provided a detailed Curriculum Map for each grade level. You can download it from My Pearson Training and customize it as needed. Now, let's take a closer look at each element within a unit. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 3
Unit Introduction You'll begin each unit with an activity called Jump Start. This activity is designed to introduce students to the Unit Concept, and it is followed by an Introduction video. Next, an open-ended Essential Question is posed to stimulate thoughtful student inquiry. Specific Unit Goals and Academic Vocabulary words are introduced and students will read a Launch Text. This text provides a model for the way students will be writing for the Performance-Based Assessment. At the end of the Unit Introduction, students will write a summary of the Launch Text and complete a QuickWrite based on the content they read and viewed. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 4
Learn about Unit Introduction Launch Text The Launch Text provides students with a common starting point to address the unit topic. After reading the Launch Text, students will be able to participate in discussions about the topic. Audio summaries are available in the Interactive Teacher s Edition or as Unit Resources on Pearson Realize. Word Network With Word Networks, students learn a generative approach to vocabulary. A Word Network is a collection of words related to a topic. As students read the selections in each unit, they will identify words related to the Unit Concept and add them to their Word Network. A Word Network model is included in the Toolkit located at the back of both the Teacher s and Student Editions. Discuss It After the Introduction Video, students will read a Discuss It question, and then answer it before sharing their ideas. Students can use the Discussion Board on Pearson Realize and share their responses in a class discussion. Launch Activity The Launch Activity gives students the opportunity to discuss the unit topic and support their positions. They can draw upon materials they have viewed, read, and analyzed so far in the unit, as well as their prior knowledge. Students are encouraged to keep an open mind and listen to their classmates. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 5
Whole-Class Learning Next, your students will have an opportunity to broaden their perspective as they engage with complex, rigorous texts that are aligned with the Unit Concept. Whole-Class Learning Strategies should be discussed to help set expectations for learning in a whole-class setting. Instruction for the selection begins with introducing students to the Concept Vocabulary. Students will rate their level of familiarity with each Concept Vocabulary word. For every selection, students will read the text a first time to get an overall understanding of it. Then students will read the text again, to revisit parts that are particularly important or complex. Following each selection, your students will process the text in three ways. First, by making meaning of the text through close reading activities and analyzing the author's craft and structure. Next, by completing language development activities with concept vocabulary and conventions practice. Last, through effective expression activities where students work in groups, communicating their own ideas and listening to the ideas of others. At the end of Whole-Class Learning, you'll evaluate what students learned by having them complete a Performance Task. The task guides students through the writing process. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 6
Learn about Whole-Class Learning Teaching Whole-Class Learning pages are in green and are labeled Teaching. During this phase of the unit, you ll provide explicit modeling and scaffolds as your students engage with complex selections. The Performance Task that takes place at the end of the unit is also labeled Teaching. This is not a task where teachers simply provide a prompt and the student responds to the prompt independently. Rather it is a task with explicit step-by-step instruction of the writing process. Lesson Resources For each selection, students will engage in activities that help them make meaning from the text, develop language, and express themselves through speaking and writing. The lesson resources are organized to show which resources support the different types of activity. Close Read Students engage in a first read followed by a close read of the text. In the first read, the students objective is to get a sense of the main idea of a text. They look for key ideas that help them understand what the author is conveying. Students will mark up the text and then use the First-Read Guide to organize their thoughts. Notice, Annotate, and Connect take place during the first read. Respond takes place with the comprehension check immediately after. In the close read, students revisit the text to study it in greater detail. They will take time to analyze not only the author s ideas but the way those ideas are conveyed. Students will make notes about the genre, word choice, and message of the text. Then, they will use the Close-Read Guide to dig even deeper into the text. The first read, close read routines begin at Grade 6 and are designed to be a transferrable life skill for real-world reading. Students can apply this skill when reading across all content areas. Performance Task The Performance Task focuses on the mode of writing introduced at the beginning of the unit in the Launch Text. It helps prepare students for the end-of-unit Performance-Based Assessment (PBA). In this way, the PBA is not a surprise or a big project at the end of the unit. Students take incremental steps along the way. The Performance Task provides scaffolds and prepares students for the Performance-Based Assessment. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 7
Small-Group Learning After students complete the Whole-Class Learning portion of the unit, the role of the teacher shifts from teaching to facilitating. You will facilitate and encourage collaboration as your students work in groups, sharing their own ideas and perspectives. Have students collaborate to reflect, clarify, and refine understanding, ideas, and applications. They can find additional texts and media selections that provide new insights into the Essential Question and Unit Concepts. The same four-part reading routine in Whole-Class Learning is also included in Small-Group Learning. Small-Group Learning ends with a Speaking and Listening Performance Task. This task is designed to help students prepare for the unit Performance-Based Assessment. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 8
Learn about Small-Group Learning Facilitating The Small-Group Learning pages are in turquoise and are labeled Facilitating to reflect the shifting role of the teacher as students take on more responsibility for their learning. The Performance Task that takes place at the end is also labeled Facilitating. Students collaborate as they work through the Performance Task, while the teacher is available to facilitate and support students as needed. Lesson Resources For each selection, students will engage in activities that help them make meaning from the text, develop language, and express themselves through speaking and writing. Lesson resources are organized to show which resources support the different types of activities. During Making Meaning, students will engage in a first read and a close read of the text, analyze the text, learn concept vocabulary, and analyze craft and structure. In Language Development, students develop concept vocabulary from the selection, engage in word study activities, and learn about conventions. Performance Task The Performance Task simulates experiences students are likely to have in the workplace, where they need to collaborate to produce a product. The Performance Task provides scaffolds and prepares students for the Performance-Based Assessment. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 9
Independent Learning After students complete the Small-Group Learning portion of the unit, the role of the teacher shifts from facilitating to advising in Independent Learning. Students will formulate their own unique perspectives during Independent Learning. They will select one online text to read independently based on interest and complexity level. Students will use the four-step process included in the First-Read Guide and Close-Read Guide to help work through their independent selections. Students will have an opportunity to review the evidence they've gathered to support their work on the Performance-Based Assessment. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 10
Learn about Independent Learning Advising The Independent Learning pages are in blue and are labeled Advising. In this section, students select a text to read independently and teachers advise and encourage students as they implement close-reading strategies. Planning For each Independent Learning selection, the Teacher s Edition includes a summary, connection to the unit Essential Question, a connection to the unit Performance-Based Assessment, and a Text Complexity Rubric for each selection. Performance-Based Assessment Prep The Performance-Based Assessment Prep provides students with the opportunity to review evidence they have gathered throughout the unit to prepare for the Performance-Based Assessment. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 11
Performance-Based Assessment After Independent Learning, students are required to demonstrate their learning using their content knowledge, notes from their Evidence Logs, completed activities, and Performance Tasks to complete the unit Performance- Based Assessment. This assessment has two parts a writing component and a speaking and listening component. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 12
Learn about Performance-Based Assessment Assessing The Performance-Based Assessment pages are in orange and are labeled Assessing. At this point in the unit, students demonstrate full ownership of their work. Rubrics Rubrics are provided for each part (Writing and Speaking, and Listening) of the Performance-Based Assessment to enable students and teachers to evaluate the work. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 13
Unit Reflection Lastly, in the Unit Reflection, students have an opportunity to reflect on the Unit Goals, Learning Strategies, and a text of their choice before moving onto subsequent units. This is an important student-centered feature of the program that strongly encourages students to stop and reflect on their growth as learners, as a class, and as individuals before they move on to the next unit. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 14
Closing In this handout, we explored the student-centered unit structure in myperspectives. We went over the unit organization, reviewed ways to promote collaboration and interaction among students, and looked at routines embedded in the program. For additional myperspectives tutorials, visit MyPearsonTraining.com. Copyright 2016 by Pearson Education, Inc. All Rights Reserved. 15