Title: Boone County Schools Early Out for Collaboration
1Boone County SchoolsEarly Out for Collaboration
2Welcome and Introductions
3Traffic Sign Activity
4Do you feel isolated? Do you have time to
collaborate?
5From Dr. Kildare to Medical Teams
6From Perry Mason to Legal Teams
7From Lone Ranger to Law Enforcement Teams
8From Matt Dillon to Cold Case
9From Superheroes to Super Teams
10From Flash Gordon to NASA Teams
11From the Stand Alone Teacher of the 1950s
12Or the 1970s
13to the Stand Alone Teacher of the 21st Century
14Self-Assessment Rubric
15Depth 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
16Unpacking the CSOs
17RELA 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
18Now 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
19Activity
- 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?
20For Example
21- 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
22- 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
23- 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
24- 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
25Now Unpack Your CSOs
26Updates Questions
27Collaboration Success