When I started working with teachers two years ago upon CCSS roll-out in our state (which was slapped, tickled, and relabeled LAFS – Language Arts Florida Standards), it became clear there was going to be a void. Teachers I worked with and spoke to became nervous that there weren’t enough practice materials for students to master the new and more rigorous standards. I began creating resources for them, such as question stems, and they gave great feedback. As time went on, though, and the new state tests loomed on the horizon, I began to see that students in my district weren’t going to get enough test preparation. This was a function of the curriculum our district uses in English/Language Arts. I won’t elaborate beyond saying that it is completely void of any real, consistent, useful traditional assessments and how the curriculum potentially relates to what the students will see and be expected to demonstrate mastery on when they take the state assessment. I figured that if this was the case in my district, it was probably true in others. Based on this assumption, I began creating my CIM line. CIM stands for Continuous Improvement Model. It is based on the “I do,” “we do,” “you do” model of instruction. Students get three rounds of practice – once at the teacher level, seeing the metacognition that goes on during the problem-solving process; then in a guided setting, where the teacher can begin to see the areas needing focus and re-teaching; and finally, independently, demonstrating mastery or lack thereof. For those of you not familiar with the term CIM, I didn’t invent it. It comes from the reading curriculum our district uses, except we call them FCIMs – the “F” standing for (no, not that F word) Florida. Since the LAFS correlate pretty much identically with the ELA Common Core Standards, I just dropped the “F” and my CIMs are designed to help any student in a state with either Common Core or LAFS – or a state who did the same thing Florida did and just put a brand new coat of paint and called it a horse of a different color.
I’ve gotten good feedback from these lessons, so I’ve continued my quest to fill the void. I’ve done almost all of 6th grade Reading Literature standards CIMs (putting the finishing touches on RL.6.7…it should be ready by next Sunday) and have started on the 6th grade Reading Informational Text standards CIMs. That’s what this post highlights: RI.6.2 (central idea and summarizing). This resource has three lessons. Lesson 1 is a scripted teacher lesson that presents questions and a passage, along with commentary and reasoning for students to hear the process aloud to see how the teacher arrived at the answers. Lesson 2 is a guided practice lesson where the teacher helps students reason and analyze their way to the correct answers with a little help here and there. Lesson 3 is an independent lesson where students must demonstrate that they can come to the correct answers on their own. The results of Lesson 3 dictate either re-teaching or moving onto the next concept. These resources aren’t units and they aren’t meant to be stand-alone products. They’re designed to be more like bell work or class starters. They’re only supposed to take about 7-10 minutes each. My plan is to have a full line of RL and RI CIMS for grades 3-11 (I’m not sure 12th grade would have much of a demand, since most states stop testing in either 10th or 11th grade), so you’ll periodically see blog posts from me about the newest CIM I’ve added to the line.
I have a free version you can test out if you think this might be something your students could use. The good news is that if you’re at all familiar with Common Core or LAFS you’ll know that the secondary standards are remarkably similar, so if you have some students who aren’t quite reading on grade level, the 6th grade series might be a good place to start to build some confidence. Of course, if you use it and you like it, leave some feedback and rate the product. It helps me reach my goals and improve my products. Thanks!