Chapter 2: Raise to the Level of Content RIGOR MADE EASY

Kelli

High Expectations

This is the first critical aspect of rigor in your classroom. We must consider whether we truly believe students can meet the expectations identified in the new Common Core State Standards (pg. 17). The language we use when we teach the standards can reflect high expectations or low ones (p. 17). What can we say instead of, Yes this is hard, but the state says we have to do this? (***YOUR TURN, LETS BRAINSTORM SOME LANGUAGE THAT WOULD SHOW OUR STUDENTS THAT WE HAVE HIGH EXPECTATIONS OF THEM WHEN THEY ARE COMMUNICATING THAT SOMETHING IS TOO HARD FOR THEM)

Connie

Support

Increased support for student learning is the second critical aspect of rigor.

Graphic Organizers

Chunking

Metacognitive Strategies

Demonstration on Learning

The immediate focus is on summative assessments, but dont forget how critical formative assessments are! One of the best scaffolding strategies is to assess and to assess frequently, to provide feedback, and assist in new goal setting for students.

Places where risk taking is encouraged and supported, minds are challenged, and learning and learners are values. Teachers carefully craft this environment (pg. 19).

Selecting Appropriate Texts

The two extremes: Student select texts that are too easy or too hard!!! It is important that students read books or articles they can finish quickly and easily for building confidence, providing enjoyable experiences, and increasing motivation. However, they will never learn how to deal with challenging materials if that is all they read. Upper grades especially, the focus is on reading to learn, and we must help our student become learners who are capable of handling this complex and changing world we live in. Look for a balance: materials should be difficult enough students are learning something new, yet not so hard they want to give up! Text difficulty should never be a limiting factor, students should be given opportunity to read texts of their choice. Choices!! ****Lets identify some from your classrooms!!!!

Bridget

Considerations/Tools

Lexile Framework (defines readers ability in relation to the difficulty of text) Goldilocks Rules (Too easy, just right, too hard) Five Fingers Test (p.22-23) Vary the level of difficulty/use multiple texts Add perspective (written, audio, and video, and texts written from different perspecitives EX: The Three Little Pigs and The True Story of the Three Little Pigs. Add depth (research time period, subject areas)

Larry Ainsworth and POWER STANDARDS

Endurance- Will this standard or indicator provide students knowledge and skills that will endure throughout a students academic career and professional life? Leverage- Will this standard provide knowledge and skills that will be of value in multiple disciplines? Readiness for the next level of learning- Will this standard provide students with essential knowledge and skills that are necessary for success in the next grade level?

Final thoughts.

WHEN IT COMES TO RIGOR, LESS IS MORE!!!