1. hTp:// annjohnson.yolasite.com 2. hTp://curriculum21.com

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Integra(ng the Common Core Standards into Your Local School’s Curriculum Dr. Ann Johnson [email protected]

** (c) copyright 2011 -‐ Ann Johnson, all rights reserved

h?p://annjohnson.yolasite.com

h@p://todaysmeet.com/

1.  h?p:// annjohnson.yolasite.com 2.  h?p://curriculum21.com

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Where are you in regards to the CCSS: Common Core State Standards? 1. CCSS…What Standards? 2. I am familiar with them. 3. I have worked to “unpack” them and tried to think about the connecLon in the classroom. 4. I have developed units that integrate the CCSS. 5. I have aligned all my assessments and ac(vi(es to my new units?

Use your phone, tablet or laptop to participate!

Go to m.menLmeter.com

Areas of Focus ü Laying the Founda(on ü Deepen Understanding of the Process – Mapping to the Core (MTTC) ü Making Sense of the Standards ü Unwrapping and Transla(ng the Standards ü Transi(oning to Units and Crosschecking Alignment

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Heidi Hayes Jacobs Ann Johnson Marie Alcock Debbie Sullivan

Four Phases of MTTC Jacobs and Johnson, ASCD 2009

Laying the Founda(on

Launching the Process

Integra(ng & Sustaining the Process

Advancing the Process

Phase I: Laying the Founda(on

Layig the Laying the FoundaLon Founda(on

•  Making Sense of the Standards •  Unwrapping and Transla(ng the Standards •  Crosswalking to Ensure Quality •  Curriculum Mapping Basics

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Class of 2025

Class of 2027

What We Know About Effec(ve Schools

A “guaranteed and viable curriculum is the #1 school-‐ level factor impacLng student achievement.”

-‐Marzano, What Works in Schools

Curriculum is …

A path or course of small steps…

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The Challenge We Face… “We are currently preparing students for

jobs that do not exist and teaching them to use technologies that haven’t been invented, in order to solve problems that we do not know are problems yet. We are living in exponenLal Lmes. With changes whirling all around us, the American school has remained remarkably stagnant.” (Shia Happens)

•  By 2023, a $1000 computer will exceed the capabilities of the human brain. •  By 2049, predictions are that a $1000 computer will exceed the computational capabilities of the human race. •  The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs by the age of 38. •  The top 10 in-demand jobs in 2010 didn’t exist in 2004. •  For students starting a four-year college degree, half of what they learn in their first year of study will be outdated in their third year.

•  A week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the eighteenth century. •  The number of text messages sent and received every day exceeds the planet’s population. •  The amount of technical information is doubling every 2 years. •  10% of the 21st Century is over

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T h e i m

Other Advancements… •  Within three years, we will be able to take a test for DNA at the pharmacy…. We can already take a gene test via mail. •  In vivo technology allows nanoparticle probes on semiconductor quantum dots in the circulatory system to seek out cancerous cells. •  Scientists in Japan have developed a robot that can aid people with mild dementia by giving verbal reminders about things such as appointments and taking medicine. •  Scientists have discovered a new planet beyond our own, Goldilocks zone for life: “not too hot, not too cold.”

The Challenge We Face….

• What do we keep? • What do we delete? • What do we create?

Heidi Hayes Jacobs

One Possible Star(ng Point… •  What are the specific strengths of our current curriculum in your schools? •  What changes if made would strengthen the curriculum? 18

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Standards Defini?on – Level of quality accepted as norm

•  Types of Standards –  State Standards –  College Readiness (ACT) –  Na(onal Organiza(ons –  Interna(onal (AERO) –  Common Core State Standards

www.visualthesaurus.com

Why Standards? -‐ Establish a “staircase” of increasing

complexity in content and skills across the grades and subjects - Provide building blocks for successful classrooms - Ensure a consistent core curriculum for all students

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Cherry Picking

Common Core State Standards

h?p://corestandards.org

Please work in pairs … A.  With a partner at your table select one of the topics on the next slide that is related to the CCSS. B.  Find the informa(on about your topic in the CCSS Document C.  Synthesize the key points. D.  Be prepared to explain and give an example(s) when your table comes back together. E.  Note any terminology that should be highlighted

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CCSS 1.  When, Who, Purpose 2.  OrganizaLonal Structure 3.  College and Career Readiness Standards 4.  Anchor Standards 5.  Text Complexity

8. Standards for WriLng 9.  Informa(onal/ Literature Text Standards 10. Standards of MathemaLcal PracLces 11. Organiza(onal Structure of Math CCSS

At Your Table Share Your Findings… 1.  Combine with other small groups at your table… 2.  Share your informa(on and example(s). 3.  Others in the group should consider possible connec(ons and ques(ons.

ELA Standards •  •  •  •  •  • 

Reading for Literature Reading Informational Text Reading: Foundational Skills (K-5) Writing Speaking and Listening Language

Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-‐12 (integrated in K-‐5)

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Reading

Wri(ng

10 Standards/4 Standards

10 Standards

Speaking & Listening

Language

6 Standards

6 Standards

English Language Arts •  Reading Literature & Informational Text –  Key Ideas & Details –  Craft & Structure –  Integration of Knowledge & Ideas –  Range of Reading & Level of Text Complexity

•  Foundational Skills (K-5) –  Phonics & Word Recognition –  Fluency

English Language Arts •  Writing –  Text Type & Purpose –  Production & Distribution of Writing –  Research to Build & Present Knowledge –  Range of Writing

•  Speaking & Listening –  Comprehension & Collaboration –  Presentation of Knowledge & Ideas

•  Language –  Conventions of Standard English –  Knowledge of Language –  Vocabulary Acquisition

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ELA CCSS •  Individual CC anchor standards can be idenLfied by their strand, CCR status, and number R.CCR.6 •  Individual grade-‐specific standards can be idenLfied by their strand, grade, and number (or number and le?er, where applicable). RI. 4.3 -‐ stands for Reading, Informa(onal Text, grade 4, standard 3

Core Purposes and Types of Student Wri(ng

Balancing Literature and Informa(onal Reading

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Appendices A, B, and C •  Appendix A -‐ contains supplementary material on reading, wriIng, speaking and listening, and language as well as a glossary of key terms. •  Appendix B -‐ consists of text exemplars illustraIng the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks. •  Appendix C -‐ includes annotated samples demonstraIng at least adequate performance in student wri?ng at various grade levels.

College and Career Readiness (CLIs) •  They demonstrate independence. •  They build strong content knowledge. •  They respond to the varying demands of audience, task, purpose, and discipline. •  They comprehend as well as cri(que. •  They value evidence. •  They use technology and digital media strategically and capably. •  They come to understand other perspec(ves and cultures. *Page 19

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Mathema(cs Standards for Mathema?cal Content

Standards for Mathema?cal Prac?ce •  Standards -‐ what students should understand and be able to do. •  Clusters -‐ groups of related standards. •  Domains -‐ larger groups of related standards..

5 Strands – K-‐5 (avg. 27 standards grade) Opera(ons and Algebraic Thinking

Numbers and Opera(ons in Base Ten

Geometry

Coun(ng & Cardinality (Grade K)

Numbers and Opera(ons – Frac(ons (Grades 3-‐5)

Measurement and Data

Grades 6-‐8 •  RaLos & ProporLonal RelaLonships •  The Number System •  Expressions & EquaLons •  Geometry •  StaLsLcs & Probability •  FuncLons (Grade 8)

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Standards for Mathema(cal Content for High School

•  Number and QuanLty •  Algebra •  FuncLons •  Modeling •  Geometry •  StaLsLcs & Probability

CCSS Domain Progression K

1

2

3

4

5

6

7

8

HS

Counting & Cardinality Number and Operations in Base Ten Number and Operations – Fractions

Ratios and Proportional Relationships

Number & Quantity

The Number System Expressions and Equations

Algebra

Operations and Algebraic Thinking Functions Geometry


Functions Geometry

Statistics and Probability

Statistics & Probability

1.NBT.1. Count to 120, star(ng at any number less than 120. In this range, read and write numerals and represent a number of objects with a wri@en numeral. 3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100. 5.NBT.1. Recognize that in a mul(-‐digit number, a digit in one place represents 10 (mes as much as it represents in the place to its right and 1/10 of what it represents in the place to its leo. 7.NS.1. Apply and extend previous understandings of addi(on and subtrac(on to add and subtract ra(onal numbers; represent addi(on and subtrac(on on a horizontal or ver(cal number line diagram. N-‐RN.1. Explain how the defini(on of the meaning of ra(onal exponents follows from extending the proper(es of integer exponents to those values, allowing for a nota(on for radicals in terms of ra(onal exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

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Mathema(cal Prac(ces 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quanLtaLvely. 3. Construct viable arguments and criLque the reasoning of others. 4. Model with mathema(cs. 5. Use appropriate tools strategically. 6. A@end to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

What does literacy look like in the mathema(cs classroom? •  Learn to read mathemaLcal text •  Communicate using correct mathemaLcal terminology •  Read, discuss and apply the mathemaLcs found in literature •  Research mathemaLcs topics or related problems •  Read appropriate text and provide explana(ons for mathemaLcal concepts, reasoning or procedures •  Apply readings to cite mathemaLcal reasoning •  Listen and cri(que peer explanaLons •  Jus(fy orally and in wriLng mathemaLcal reasoning •  Represent and interpret data

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Making Sense of the Standards 1.  Work in pairs or triads 2.  Pull up one of the standards at your grade level. Read through one of the strands carefully and paraphrase the key points. 3.  Examine the standard the grade before and the grade aoer….What is the difference. 4.  Talk it through in your team. Be as PRECISE as possible.

Different Approaches to unwrapping and transla(ng the CCSS…

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•  W.4.2. Write informaLve/explanatory texts to examine a topic and convey ideas and informaLon clearly. Introduce a topic clearly and group related informaLon in paragraphs and secLons; include formaong (e.g., headings), illustraLons, and mulLmedia when useful to aiding comprehension. •  Develop the topic with facts, definiLons, concrete details, quotaLons, or other informaLon and examples related to the topic. •  Link ideas within categories of informaLon using words and phrases (e.g., another, for example, also, because). •  d.Use precise language and domain-‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or secLon related to the informaLon or explanaLon presented.

•  W.4.2. Write informa(ve/explanatory texts to examine a topic and convey ideas and informaLon clearly. Introduce a topic clearly and group related informaLon in paragraphs and secLons; include formarng (e.g., headings, illustraLons, and mulLmedia) when useful to aiding comprehension. •  Develop the topic with facts, definiLons, concrete details, quotaLons, or other informaLon and examples related to the topic. •  Link ideas within categories of informaLon using words and phrases (e.g., another, for example, also, because). •  Use precise language and domain-‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or secLon related to the informaLon or explanaLon presented.

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CCSS Informational Text – 4th Grade Key Ideas and Details

•  Draw on details and examples from a text to support statements about the text. •  Determine the main ideas and supporting details of a text; summarize the text. •  Describe the sequence of events in an historical or scientific account, including what happened and why, based on specific information in the text.



Unit Title: Informational Text - Key Ideas and Details Grade: 4 Big Idea/Major Essen(al Concept Ques(ons

Core Content

Skills

Assessments /Evidence of Learning

•  Suppor(ng •  Supports Details statements •  Specific about the text Examples using specific •  Main Idea details and •  Sequence of examples Events •  Uses •  Process -‐ suppor(ng Drawing details to Conclusions support the •  Fact and main idea Opinion •  Iden(fies and •  Summariza(on summarizes mul(ple ideas main idea(s) in the text •  Orders and explains the sequence of events in the text •  Cites evidence from the text to support conclusions

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Unit Title: Informational Text - Key Ideas and Details Grade: 4 Big Idea/Major Essen(al Concept Ques(ons

Core Content

Determining the key ideas and details in the text can help students determine the author’s purpose.

•  Suppor(ng •  Supports Details statements •  Specific about the text Examples using specific •  Main Idea details and •  Sequence of examples Events •  Explains how •  Process -‐ the suppor(ng Drawing details support Conclusions the main idea •  Fact and •  Iden(fies and Opinion summarizes •  Summariza(on main idea(s) in mul(ple ideas the text •  Orders and explains the sequence of events in the text •  Cites evidence from the text to support conclusions

How can I determine the author’ s purpose?

Skills


Informational Text - Key Ideas and Details Grade: 8 Big Idea/Major Essen(al Concept Ques(ons

•  Core Content Skills

Essays allow a writer to develop a topic through relevant details and support. Writers use a variety of strategies to enhance their message and engage the reader.

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What strategies can I use to help me be a more effec(ve writer? How can I effec(vely support my point of view? Why do writers pick a par(cular structure for wri(ng?

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Thesis statement Focused introductory paragraph 3-‐5 paragraph essay Relevant details and suppor(ng evidence Logical organiza(on of ideas (e.g., order by chronology, importance…) Unity/Cohesion Transi(ons Suppor(ve and illustra(ve materials Sentence variety Style

Writes a 3-‐5 paragraph essay with a clear thesis statement and a focused introductory paragraph, •  Supports the development of the thesis with relevant details, facts, examples, and other informa(on •  Subs(tutes general terms with precise language to explain a topic •  Uses a variety of transi(onal words and phrases to create cohesions within and between paragraphs •  Uses a variety of sentence structures to enhance meaning (e.g., short, simple, compound, complex, compound-‐ complex) •  Uses a variety of sentences to create a certain Skills effect in make your wri(ng more interes(ng •  Includes a •  Explains closing specific statement that evidence that summarizes the supports the informa(on presented analysis of the •  text Uses the criteria levels tohe f •  and Explains performance on development the wri(ng of the to maain rubric ssess idea and how your w ri(ng specific details


• 

Unit Title: Informa(onal Text -‐ Key Ideas and Details Grade: 10

Big Idea/Major Essen(al Concept Ques(ons Key ideas and details in text can be used to make asser(ons, inferences, generaliza(ons, and to draw conclusions.

Core Content

How does •  Development interac(ng with of the text the text provoke •  Development thinking and of an idea response and •  Techniques help us used to determine the introduce and author’s jus(fy key purpose? points •  Connec(on of ideas to informa(onal texts and life •  Influences on authors •  Induc(ve and deduc(ve reasoning

support it •  Analyzes how the author uses ideas, events, and order to strengthen connec(ons •  Analyzes ways in which ideas in informa(onal texts connect to real-‐life situa(ons and represent a view or comment on life •  Researches and analyzes an author’s background, culture, and philosophical assump(ons to detect and explain


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Grades 6-‐8 WriLng

•  Write informaLve/explanatory texts to examine a topic and convey ideas, concepts, and informaLon through the selecLon, organizaLon, and analysis of relevant content. •  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and informaLon into broader categories; include formaong (e.g., headings), graphics (e.g., charts, tables), and mulLmedia when useful to aiding comprehension. •  Develop the topic with relevant, well-‐chosen facts, definiLons, concrete details, quotaLons, or other informaLon and examples. •  Use appropriate and varied transiLons to create cohesion and clarify the relaLonships among ideas and concepts. •  Use precise language and domain-‐specific vocabulary to inform about or explain the topic. •  Establish and maintain a formal style. •  Provide a concluding statement or secLon that follows from and supports the informaLon or explanaLon presented.

•  Write informa(ve/explanatory texts to examine a topic and convey ideas, concepts, and informaLon through the selecLon, organizaLon, and analysis of relevant content. •  Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and informa(on into broader categories; include formaong (e.g., headings), graphics (e.g., charts, tables), and mulLmedia when useful to aiding comprehension. •  Develop the topic with relevant, well-‐chosen facts, defini(ons, concrete details, quota(ons, or other informaLon and examples. •  Use appropriate and varied transi(ons to create cohesion and clarify the relaLonships among ideas and concepts. •  Use precise language and domain-‐specific vocabulary to inform about or explain the topic. •  Establish and maintain a formal style. •  Provide a concluding statement or secLon that follows from and supports the informaLon or explanaLon presented.

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Transla(ng – Precise Language •  What would you see students doing in the classroom? •  How would you explain to your students what you want them to do?

Edi(ng for Quality •  Crosscheck Alignment with Standards – core content and skills •  Edit for Precise Language •  Check alignment with Levels of Understanding •  Add AddiLonal “Agreed Upon” Content and Skills to Be Included

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What would we accept as evidence of learning? …In pairs or triads, brainstorm possible assessments that would allow the students to demonstrate their understanding…

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Informational Writing Grade: 8 Big Idea/Major Essen(al Concept Ques(ons



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What strategies can I use to help me be a more effec(ve writer? How can I effec(vely support my point of view? Why do writers pick a par(cular structure for wri(ng?

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Thesis statement Focused introductory paragraph 3-‐5 paragraph essay Relevant details and suppor(ng evidence Logical organiza(on of ideas (e.g., order by chronology, importance…) Unity/Cohesion Transi(ons Suppor(ve and illustra(ve materials Sentence variety Style

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Writes a 3-‐5 paragraph essay with a clear thesis statement and a focused introductory paragraph, Supports the development of the thesis with relevant details, facts, examples, and other informa(on Subs(tutes general terms with precise language to explain a topic Uses a variety of transi(onal words and phrases to create cohesions within and between paragraphs Uses a variety of sentence structures to enhance meaning (e.g., short, simple, compound, complex, compound-‐ complex) Uses a variety of sentences to create a certain effect in make your wri(ng more interes(ng Includes a closing statement that summarizes the informa(on presented Uses the criteria and levels of performance on the wri(ng rubric to assess your wri(ng

8th Grade WriLng Essays • 

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Phase II: Launching the Process

Launching Launching the Process

the Process

•  Establishing the Purpose for Mapping •  Developing Unit Maps •  Conduc(ng the Read Through Process

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Curriculum Mapping Calendar-based curriculum mapping is a procedure for collecting and maintaining an operational data base of the curriculum in a school and/or district. It provides the basis for authentic examination. Dr. Heidi Hayes Jacobs

Types of Maps Core Maps

Unit Maps

ü Collaborative Maps ü Consensus Maps ü Essential Maps ü District Maps

ü Diary Maps ü Projection Map

Developing Consensus Core Maps § Big Ideas/Major Concepts § Essen(al Ques(ons § Core Content § Precise Skills § Common Assessments

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Elements on a Unit Map ●  ●  ●  ●  ●  ●  ●  ● 

Essen(al Ques(ons Major Concept(s)/Big Idea(s) Core content Precise Skills – content and integrated Terms/Specialized Vocabulary Assessments Ac(vi(es Materials and Resources

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Mapping Provides… •  A Hub for all school improvement efforts •  Ver(cal and horizontal ar(cula(on •  Guaranteed curriculum for all students •  Data for transi(ons between schools •  Targeted instruc(on •  Integra(on of 21st century skills and assessments

Mapping to the CORE Common Core Literacy

UbD

MTTC RTI

Mathema(cal Prac(ces Differen(a(on

Visual Tools: David Hyerle

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Curriculum Mapping is a verb. Creating the maps themselves

…And then Using them to make instructional decisions

Phase III: Integra(ng and Sustaining the Process

Integra(ng and Sustaining the Process

•  Developing Consensus Maps •  Craoing Assessments Aligned to the CCSS •  Integra(ng Literacy Strategies

Curriculum Alignment

Instruc(on

Curriculum

Assessment 81

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Phase IV: Advancing the Process


•  Upgrading Content, Assessment, and Skills •  Using the Five Types of Alignment to Upgrade Maps •  Integra(ng Digital Applica(ons


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Bird by Bird by Ann Lamo? an analogy to curriculum design

…I also remember a story that I know I’ve told elsewhere but that over and over helps me to get a grip: thirty years ago my older brother, who was ten years old at the Lme, was trying to get a report on birds wri?en that he’d had three months to write, which was due the next day. We were out at our family cabin in Bolinas, and he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books on birds, immobilized by the hugeness of the task ahead. Then my father sat down beside him, put his arm around my brother’s shoulder, and said, “Bird by bird, buddy. Just take it bird by bird.

Dr. Ann Johnson [email protected]

h?p:// annjohnson.yolasite.com

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Developing Quality Maps

Dr. Ann Johnson [email protected] ** (c) copyright 2011 -‐ Ann Johnson, all rights reserved

1.  h@p:// annjohnson.yolasite.com 2.  h@p://curriculum21.com 3.  h@p://Enyurl.com/78ywxyd


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Unit Maps



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Sample Maps Kinds of Informa>on you can Level of Specificity glean from a map…

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Thinking Through a Unit ü CraP the Unit Title – A hint of what’s to come ü IdenEfy possible Enduring Understandings/ Big Ideas ü CraP an Overarching Ques>on/Mental Velcro ü IdenEfy evidence – What culminaEng assessment(s) might they do. ü Unpack the specific content and skills needed to successfully complete the assessment ü IdenEfy the CCSS that you can integrate into the unit ü Align ac>vi>es to the skills – What acEvity could the students do to give them pracEce at the skill? ü What resources could support the unit?

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To Begin Our Work… •  Iden>fy the Unit on which you wish to work •  Please idenEfy by >tle. CraO the >tle so that it targets the focus of the unit •  Include the grade level and approximate length of >me

Naming the Unit… Once you have determined the focus of the unit, work with the =tle to clarify the purpose… §  The American PoliEcal System: The Roots of Our Founda>on §  Photosynthesis and Cell ReproducEon: Producing Energy for Life §  Research: Organizing the Informa>on §  Poetry: Rhythm and Rhyme

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Essen>al Ques>ons EUs/Big Idea(s) Core content Precise Skills – content and integrated Terms/Specialized Vocabulary Assessments Ac>vi>es Materials and Resources

Enduring Understandings/Big Ideas Declarative statements that describe concepts that transcends grade levels and courses. • May be thought of as a linchpin/organizer • Target the main idea • Require uncoverage • Go beyond discrete facts or skills to focus on larger concepts, principles, or processes • Go to the heart of the subject • Serve as a conceptual anchor for making facts more understandable and useful • Engage students in the process of learning

Examples of Major Concepts: ¨ A history unit on Ancient Egypt might focus on the concept: ¡ The geographical locaEon of a culture largely determines its social, poliEcal and economic possibiliEes. ¨ A science unit on the Rainforest might focus on the concept: ¡ In the natural world there are systems comprised of interdependent component parts.

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Sample Big Ideas/EUs •  There are Role Models from the past and present who can help define the quali>es of effec>ve leaders. •  The geography, climate, and natural resources of a region influence how people live and work there. •  Writers use different points of view to tell a story from different perspecEves. •  Systems and Communi>es are comprised of interdependent components. •  Writers use suppor>ng details to jus>fy their opinion and support their point of view. •  A quan>ty can be represented numerically in different ways.

Informational Text - Key Ideas and Details Grade: 8 Big Idea/EUs

Essen>al Ques>ons



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Thesis statement Focused introductory paragraph 3-‐5 paragraph essay Relevant details and suppor>ng evidence Logical organiza>on of ideas (e.g., order by chronology, importance…) Unity/Cohesion Transi>ons Suppor>ve and illustra>ve materials Sentence variety Style

Writes a 3-‐5 paragraph essay with a clear thesis statement and a focused introductory paragraph, •  Supports the development of the thesis with relevant details, facts, examples, and other informa>on •  Subs>tutes general terms with precise language to explain a topic •  Uses a variety of transi>onal words and phrases to create cohesions within and between paragraphs •  Uses a variety of sentence structures to enhance meaning (e.g., short, simple, compound, complex, compound-‐ complex) •  Uses a variety of sentences to create a certain Skills effect in make your wri>ng more interes>ng •  Includes a •  Explains closing specific statement that evidence that summarizes the supports the informa>on presented analysis of the •  text Uses the criteria levels tohe f •  and Explains performance on development the wri>ng of the to maain rubric ssess idea and how your w ri>ng specific details


• 

Informa>onal Text -‐ Key Ideas and Details Grade: 10 Big Idea/EUs

Key ideas and details in text can be used to make asser>ons, inferences, generaliza>ons, and to draw conclusions.

Essen>al Ques>ons

Core Content

•  Development of the text •  Development of an idea •  Techniques used to introduce and jus>fy key points •  Connec>on of ideas to informa>onal texts and life •  Influences on authors •  Induc>ve and deduc>ve reasoning

support it •  Analyzes how the author uses ideas, events, and order to strengthen connec>ons •  Analyzes ways in which ideas in informa>onal texts connect to real-‐life situa>ons and represent a view or comment on life •  Researches and analyzes an author’s background, culture, and philosophical assump>ons to detect and explain


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Essen=al Ques=ons Are Mental Velcro that: •  Serve as organizers to target instruc>on •  Cannot be found in the text or answered yes or no •  Require students to consider alterna>ves •  Spark meaningful connec>ons with prior learning and personal experiences •  Provoke deep thought, lively discussions, sustained inquiry, and new understandings •  Are craOed to hook and engage the learner

Essen>al Ques>ons •  How much power should leaders have? •  How can a number be represented in different ways? •  What is my story? •  How can I determine an author’s purpose? •  Is the Civil War s>ll going on today? •  What “truths” can we learn from history? •  What happens when cultures collide?

Informational Text - Key Ideas and Details Grade: 8 Big Idea/EUs

Essen>al Ques>ons



What strategies can I use to help me be a more effec>ve writer? How can I effec>vely support my point of view? Why do writers pick a par>cular structure for wri>ng?

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•  •  • 

•  • 

Thesis statement Focused introductory paragraph 3-‐5 paragraph essay Relevant details and suppor>ng evidence Logical organiza>on of ideas (e.g., order by chronology, importance…) Unity/Cohesion Transi>ons Suppor>ve and illustra>ve materials Sentence variety Style

• 

• 

• 

• 

• 

• 

• 

Writes a 3-‐5 paragraph essay with a clear thesis statement and a focused introductory paragraph, Supports the development of the thesis with relevant details, facts, examples, and other informa>on Subs>tutes general terms with precise language to explain a topic Uses a variety of transi>onal words and phrases to create cohesions within and between paragraphs Uses a variety of sentence structures to enhance meaning (e.g., short, simple, compound, complex, compound-‐ complex) Uses a variety of sentences to create a certain effect in make your wri>ng more interes>ng Includes a closing


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Unit Title: InformaEonal Text -‐ Key Ideas and Details Grade: 10 Big Idea/EUs

Essen>al Ques>ons

Core Content

Key ideas and details in text can be used to make asser>ons, inferences, generaliza>ons, and to draw conclusions.

How does •  Development interac>ng with of the text the text provoke •  Development thinking and of an idea response and •  Techniques help us used to determine the introduce and author’s jus>fy key purpose? points •  Connec>on of ideas to informa>onal texts and life •  Influences on authors •  Induc>ve and deduc>ve reasoning

Skills


•  Explains specific evidence that supports the analysis of the text •  Explains the development of the main idea and how specific details support it •  Analyzes how the author uses ideas, events, and order to strengthen connec>ons •  Analyzes ways in which ideas in informa>onal texts connect to real-‐life situa>ons and represent a view or comment on life •  Researches and analyzes an author’s background, culture, and philosophical assump>ons to detect and explain possible bias in informa>onal text. •  Analyzes main ideas and suppor>ng details within informa>onal text to draw conclusions induc>vely or deduc>vely

Sample EUs/Big Ideas & EssenEal QuesEons

Sample EQs and Eus/Big Ideas •  h@p://www.pdesas.org/ •  h@p://www.nj.gov/educaEon/aps/njscp/ •  h@p://curriculumdesigners-‐ public.rubiconatlas.org/c/pi/v.php/Atlas/ Public/View/Default

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Content The What that is to be taught. •  Content Topics •  Targeted Facts and Key Information •  Additional content that is key to successful mastery Written as noun or noun phrases.

8th Grade – Wri>ng Essays

Skills What students need to know or be able to do in order to demonstrate mastery or understanding of the content. •  Specific •  Observable •  Measurable •  Include Standards and 21st century skills Begin with an ac>on verb. Are clearly stated.

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Content & Skills

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Vocabulary Iden>fy the targeted key new vocabulary that students need to master in a specific unit.

8th Grade – Wri>ng Essays Targeted Vocabulary

Standards Where do standards fit in maps?

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Alignment to the Standards •  Select the CCSS Standards that align to your unit. •  When you revisit the standards, please also look at the grade below and the grade above. •  Translate the standards into precise skills..

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Edi>ng for Quality •  Crosscheck Alignment with Standards – core content and skills •  Edit for Precise Language •  Check alignment with Levels of Understanding •  Add AddiEonal “Agreed Upon” Content and Skills to Be Included

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Ac>vi>es: Align directly with the skills and

provide the opportunity for students to pracEce and become proficient at a specific skill

Skills or Ac>vity? §  Compare and contrast different types of cells. §  Interview a local poli>cian about his or her poli>cal contribu>ons §  Create a poster that categorizes vertebrates and invertebrates §  Categorize insects into groups of vertebrates and invertebrates §  Read and take notes from non-‐ fic>on chapter §  Explain the steps in the problem solving process.

§ List major events on a >meline of US History § Develop a podcast that summarizes the key points in the text. § Keep a fitness log to keep track of aerobic ac>vi>es § Summarize plot by describing the story problem, main events, and the resolu>on § Compute the perimeter of simple geometric figures with unknown side lengths.

What would we accept as evidence of learning? …What assessments would allow the students to demonstrate their understanding…?

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Assessments •  Demonstrations of learning •  Tangible products, projects, or observable performances •  Multiple types of assessment to give a more complete picture of learning

Selected Response

ü MulEple choice ü True/false ü Matching ü Fill in the blank ü Label a diagram

Extended Wriken Response Recent studies indicate that ozone in the upper layers of the Earth's Atmosphere is being depleted. What effect does the depleEon of ozone have, and how is this effect harmful to humans?

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Constructed Response Assessment 12th Grade Reading Constructed Response Discuss the rela>onship between the two cases, Plessy v. Ferguson (1896) and Brown v. The Board of Educa=on of Topeka (1953). Be sure to review the similari>es and differences between the cases and emphasize the rela>onship between the two. Give specific examples from both readings and draw from outside sources and/or personal experiences to support your answer.

Performance Assessments Story Boards Story lines Graphs Charts Observa>onal drawing •  Note cards •  Ar>fact analysis •  •  •  •  • 

Performance Assessments •  Photo essay with text •  ComparaEve observaEons •  Blue prints •  Power point presentaEon •  Thinking Maps & Graphic Organizers

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Performance Assessment

•  Design and construct a motorized vehicle that can produce at least two simultaneous moEons in different direcEons to accomplish a task. When your work is done, you will demonstrate your device and explain how it works. •  You will be given a rubric that will be used to assess your work.

Performance Assessment Third Grade Problem Solving Task

Your favorite job is a window washer hanging on the side of a building to clean windows. On a weekend trip with your family, you see three motels in a row. You no>ce that the Holiday Inn is 4 floors and each floor has a total of 7 windows. The Best Western has 6 floors and each floor has a total of 9 windows. The Comfort Inn has 8 floors and each floor has a total of 5 windows. If you were to wash the windows of the Holiday Inn, how many windows would you wash? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Please solve this problem in more than one way. You must show your solu>on visually and with a number sentence. Materials will be provided if you would like to use them.

Personal/Oral Communica>on

ü InstrucEonal quesEons and answers ü Class discussion ü Oral examinaEon ü Journals, learning logs, etc.

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Choosing the Best Assessment Method How can we determine the method that is the “best fit” for the standards being assessed.

We need to consider: ü Types of standards ü Assessment methods currently in use. ü Assessment methods that are best for the standards being assessed. ü CogniEve demand and level of engagement expected.

Target to be Assessed

Assessment Method Selected Response

Essay

Performance Assessment

Personal Communication

Knowledge

Good match

Good match

Not a good match

Partial match

Reasoning

Partial match

Good match

Good match

Good match

Performance Skills

Not a good match

Not a good match

Good match

Partial match

Products

Not a good match

Partial match

Good match

Not a good match

SEggins adapted by Kallick

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Resources •  h@p://pdesas.org/ Pennsylvania Curriculum Frameworks •  h@p://www.nj.gov/educaEon/aps/njscp/ New Jersey ClarificaEon Project •  h@p://schools.nyc.gov/Academics/ CommonCoreLibrary/SeeStudentWork/ default.htm New York – Student Work/Performance Tasks •  h@p://www.k12.wa.us/smarter/ Smarter Balanced – progression of skills

The Mapping Connec=on Take =me now to examine your maps and / or unit of study and discuss these ques=ons with your team and make revisions:

ü  What assessment(s) might give the best picture of learning? ü  Unpack the assessment(s) – What specific skills are needed for success? Level of understanding?

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Protocol for Upgrading Assessments… Begin by taking one of your

current assessments and upgrade it to incorporate 21st century skills and digital tools. …Share it will a colleague.

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College and Career Readiness (CLIs) •  They demonstrate independence. •  They build strong content knowledge. •  They respond to the varying demands of audience, task, purpose, and discipline. •  They comprehend as well as cri>que. •  They value evidence. •  They use technology and digital media strategically and capably. •  They come to understand other perspec>ves and cultures. *Page 19

They demonstrate independence

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effecEve arguments and convey intricate or mulEfaceted informaEon. Likewise, students are able independently to discern a speaker’s key points, request clarificaEon, and ask relevant quesEons. They build on others’ ideas, arEculate their own ideas, and confirm they have been understood. Without prompEng, they demonstrate command of standard English and acquire and use a wide-‐ranging vocabulary. More broadly, they become self-‐directed learners, effecEvely seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

Mathema>cal Prac>ces 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quanEtaEvely. 3. Construct viable arguments and criEque the reasoning of others. 4. Model with mathema>cs. 5. Use appropriate tools strategically. 6. Akend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

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What does literacy look like in the mathema>cs classroom? •  Learn to read mathemaEcal text •  Communicate using correct mathemaEcal terminology •  Read, discuss and apply the mathemaEcs found in literature •  Research mathemaEcs topics or related problems •  Read appropriate text and provide explana>ons for mathemaEcal concepts, reasoning or procedures •  Apply readings to cite mathemaEcal reasoning •  Listen and cri>que peer explanaEons •  Jus>fy orally and in wriEng mathemaEcal reasoning •  Represent and interpret data

…Revisit your unit, where have you integrated the MathemaEcal PracEce(s) and/or CLIs? If you haven’t, where could you?

Steps in the Process… •  Identify your unit title, length of time •  Determine the Standards that align to the unit •  Identify the content you need to teach so students can demonstrate an understanding. (Crosscheck it with the standards and the “Big Idea/Major Concept”) •  Include corresponding precise skills for each piece of content (cross check with standards and Bloom’s Taxonomy)

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•  Identify the Big Idea/Enduring Understandings and mentally unpack it to crosscheck content and skills. •  Crosscheck with the standards and integrate any missing content and skills •  Identify different types of assessments that would allow students to demonstrate understanding •  Include activities that allow students to practice the critical skills •  Include resources that support the unit and engage students in the learning process

Components: Entry Format •  Common Core Standards– clearly stated skills •  Enduring Understandings/Big Ideas -‐ complete statements. •  Essen>al Ques>ons -‐ ques>ons that aligns with the EU. •  Content -‐ nouns or noun phrases, not complete sentences. •  Skills as ac>on verbs. Do not start with “the student will.”

Coaching Ques>ons… 1.  What is the name of a unit that you normally teach? 2.  Which Common Core will be measured by this unit? 3.  At the end of this unit, what do you want the students to understand and be able to apply to other subjects and outside the classroom? (Enduring Understandings) 4.  What overarching ques>ons do you want the students to be able to answer at the end of the unit? 5.  What specific skills will students need to be able to demonstrate? 6.  What vocabulary are criEcal to the unit?

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UbD

MTTC RTI

Mathema>cal Prac>ces Differen>a>on




Curriculum Mapping Provides •  Hub for all school improvement efforts •  Ver>cal and horizontal ar>cula>on •  Guaranteed curriculum for all students •  Data for transi>ons between schools •  Targeted instruc>on •  Integra>on of 21st century skills and assessments

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h@p:// annjohnson.yolasite.com

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MTTC: Integra-ng the Common Core Standards into Your Local School’s Curriculum Dr. Ann Johnson [email protected]

** (c) copyright 2011 -‐ Ann Johnson, all rights reserved

h>p://annjohnson.yolasite.com

hCp://todaysmeet.com/

1.  h>p:// annjohnson.yolasite.com 2.  h>p://curriculum21.com 3.  h>p:// mappingtothecore.yolasi te.com

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h>p://annjohnson.yolasite.com

Use your phone, tablet or laptop to participate!

Go to m.menEmeter.com

Where are you in regards to the CCSS: Common Core State Standards? 1. CCSS…What Standards? 2. I am familiar with them. 3. I have worked to “unpack” them and tried to think about the connecEon in the classroom. 4. I have developed units that integrate the CCSS. 5. I have aligned all my assessments and ac-vi-es to my new units?

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Areas of Focus ü Laying the Founda-on ü Deepen Understanding of the Process – Mapping to the Core (MTTC) ü Making Sense of the Standards ü Unwrapping and Transla-ng the Standards ü Transi-oning to Units and Crosschecking Alignment


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Four Phases of MTTC Jacobs and Johnson, ASCD 2009

Laying the Founda-on

Launching the Process

Integra-ng & Sustaining the Process


Phase I: Laying the Founda-on

Layig the Laying the FoundaEon Founda-on

•  Why Mapping to the Core? •  Making Sense of the Standards •  Unwrapping and Transla-ng the Standards •  Crosswalking to Ensure Quality

Class of 2025

Class of 2027

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What We Know About Effec-ve Schools

A “guaranteed and viable curriculum is the #1 school-‐ level factor impacEng student achievement.”

-‐Marzano, What Works in Schools

Curriculum is …

A path or course of small steps…

The Challenge We Face… “We are currently preparing students for

jobs that do not exist and teaching them to use technologies that haven’t been invented, in order to solve problems that we do not know are problems yet. We are living in exponenEal Emes. With changes whirling all around us, the American school has remained remarkably stagnant.” (Shi` Happens)

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•  By 2023, a $1000 computer will exceed the capabilities of the human brain. •  By 2049, predictions are that a $1000 computer will exceed the computational capabilities of the human race. •  The U.S. Department of Labor estimates that today’s learner will have 10-14 jobs by the age of 38. •  The top 10 in-demand jobs in 2010 didn’t exist in 2004. •  For students starting a four-year college degree, half of what they learn in their first year of study will be outdated in their third year.

•  A week’s worth of The New York Times contains more information than a person was likely to come across in a lifetime in the eighteenth century. •  The number of text messages sent and received every day exceeds the planet’s population. •  The amount of technical information is doubling every 2 years. •  10% of the 21st Century is over

Other Advancements… •  Within three years, we will be able to take a test for DNA at the pharmacy…. We can already take a gene test via mail. •  In vivo technology allows nanoparticle probes on semiconductor quantum dots in the circulatory system to seek out cancerous cells. •  Scientists in Japan have developed a robot that can aid people with mild dementia by giving verbal reminders about things such as appointments and taking medicine. •  Scientists have discovered a new planet beyond our own, Goldilocks zone for life: “not too hot, not too cold.”

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The Challenge We Face….

• What do we keep? • What do we delete? • What do we create?

Heidi Hayes Jacobs

One Possible Star-ng Point… •  What are the specific strengths of our current curriculum in your schools? •  What changes if made would strengthen the curriculum? 20

Standards Defini?on – Level of quality accepted as norm

•  Types of Standards –  State Standards –  College Readiness (ACT) –  Na-onal Organiza-ons –  Interna-onal (AERO) –  Common Core State Standards

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www.visualthesaurus.com

Why Standards? -‐ Establish a “staircase” of increasing

complexity in content and skills across the grades and subjects - Provide building blocks for successful classrooms - Ensure a consistent core curriculum for all students

Cherry Picking

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Common Core State Standards

h>p://corestandards.org h>p://www.cde.ca.gov/re/cc/

Please work in pairs … A.  Select one of the topics on the next slide that is related to the CCSS. B.  Find the informa-on about your topic in the CCSS Document C.  Synthesize the key points. D.  Be prepared to share your findings with your colleagues.

CCSS -‐ Wri-ng 1.  Anchor Standards 2.  OrganizaEonal Structure of Standards 3.  College and Career Readiness Standards 4.  NAEP WriEng Framework 5.  Appendix A – Defini-on of Wri-ng Types 6.  What is covered and not covered in the standards.

7.  Key features of the Wri-ng Standards 8.  How to read the standards. 9.  Appendix C – Samples of Student Wri-ng 10.  Text Complexity 11. Types of WriEng and how they change across the grades.

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At Your Table Share Your Findings… 1.  Combine with other pairs… 2.  Share your informa-on and example(s). 3.  Consider possible connec-ons and ques-ons.

ELA Standards •  •  •  •  •  • 

Reading for Literature Reading Informational Text Reading: Foundational Skills (K-5) Writing Speaking and Listening Language

Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-‐12 (integrated in K-‐5)

Reading

Wri-ng

10 Standards/4 Standards

10 Standards

Speaking & Listening

Language

6 Standards

6 Standards

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English Language Arts •  Reading Literature & Informational Text –  Key Ideas & Details –  Craft & Structure –  Integration of Knowledge & Ideas –  Range of Reading & Level of Text Complexity

•  Foundational Skills (K-5) –  Phonics & Word Recognition –  Fluency –  Print Concepts (K-1) –  Phonological Awareness (K-1)

English Language Arts •  Writing –  Text Type & Purpose –  Production & Distribution of Writing –  Research to Build & Present Knowledge –  Range of Writing

•  Speaking & Listening –  Comprehension & Collaboration –  Presentation of Knowledge & Ideas

•  Language –  Conventions of Standard English –  Knowledge of Language –  Vocabulary Acquisition

ELA CCSS •  Individual CC anchor standards can be idenEfied by their strand, CCR status, and number R.CCR.6 •  Individual grade-‐specific standards can be idenEfied by their strand, grade, and number (or number and le>er, where applicable). RI. 4.3 -‐ stands for Reading, Informa-onal Text, grade 4, standard 3

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Core Purposes and Types of Student Wri-ng

Balancing Literature and Informa-onal Reading

Appendices A, B, and C •  Appendix A -‐ contains supplementary material on reading, wriIng, speaking and listening, and language as well as a glossary of key terms. •  Appendix B -‐ consists of text exemplars illustraIng the complexity, quality, and range of reading appropriate for various grade levels with accompanying sample performance tasks. •  Appendix C -‐ includes annotated samples demonstraIng at least adequate performance in student wri?ng at various grade levels.

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College and Career Readiness (CLIs) •  They demonstrate independence. •  They build strong content knowledge. •  They respond to the varying demands of audience, task, purpose, and discipline. •  They comprehend as well as cri-que. •  They value evidence. •  They use technology and digital media strategically and capably. •  They come to understand other perspec-ves and cultures. *Page 19

6 Shins in ELA/Literacy •  Balancing InformaEonal and Literary Text •  Staircase of Complexity •  Academic Vocabulary •  Text-‐based Answers •  WriEng from Sources •  Literacy InstrucEon in All Content Areas

Mathema-cs Standards for Mathema?cal Content

Standards for Mathema?cal Prac?ce •  Standards -‐ what students should understand and be able to do. •  Clusters -‐ groups of related standards. •  Domains -‐ larger groups of related standards..

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5 Strands – K-‐5 (avg. 27 standards grade) Opera-ons and Algebraic Thinking

Numbers and Opera-ons in Base Ten

Geometry

Coun-ng & Cardinality (Grade K)

Numbers and Opera-ons – Frac-ons (Grades 3-‐5)


Grades 6-‐8 •  RaEos & ProporEonal RelaEonships •  The Number System •  Expressions & EquaEons •  Geometry •  StaEsEcs & Probability •  FuncEons (Grade 8)

Standards for Mathema-cal Content for High School

•  Number and QuanEty •  Algebra •  FuncEons •  Modeling •  Geometry •  StaEsEcs & Probability

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CCSS Domain Progression K

1

2

3

4

5

6

7

8

HS

Counting & Cardinality Number and Operations in Base Ten Number and Operations – Fractions

Ratios and Proportional Relationships

Number & Quantity

The Number System Expressions and Equations

Algebra

Operations and Algebraic Thinking Functions Geometry


Functions Geometry

Statistics and Probability

Statistics & Probability

1.NBT.1. Count to 120, star-ng at any number less than 120. In this range, read and write numerals and represent a number of objects with a wriCen numeral. 3.NBT.1. Use place value understanding to round whole numbers to the nearest 10 or 100. 5.NBT.1. Recognize that in a mul--‐digit number, a digit in one place represents 10 -mes as much as it represents in the place to its right and 1/10 of what it represents in the place to its len. 7.NS.1. Apply and extend previous understandings of addi-on and subtrac-on to add and subtract ra-onal numbers; represent addi-on and subtrac-on on a horizontal or ver-cal number line diagram. N-‐RN.1. Explain how the defini-on of the meaning of ra-onal exponents follows from extending the proper-es of integer exponents to those values, allowing for a nota-on for radicals in terms of ra-onal exponents. For example, we define 51/3 to be the cube root of 5 because we want (51/3)3 = 5(1/3)3 to hold, so (51/3)3 must equal 5.

Mathema-cal Prac-ces 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quanEtaEvely. 3. Construct viable arguments and criEque the reasoning of others. 4. Model with mathema-cs. 5. Use appropriate tools strategically. 6. ACend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

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What does literacy look like in the mathema-cs classroom? •  Learn to read mathemaEcal text •  Communicate using correct mathemaEcal terminology •  Read, discuss and apply the mathemaEcs found in literature •  Research mathemaEcs topics or related problems •  Read appropriate text and provide explana-ons for mathemaEcal concepts, reasoning or procedures •  Apply readings to cite mathemaEcal reasoning •  Listen and cri-que peer explanaEons •  Jus-fy orally and in wriEng mathemaEcal reasoning •  Represent and interpret data

Making Sense of the Standards •  Select the CCSS Wri-ng Standard. Target Informa-onal Wri-ng. •  Iden-fy the nonnego-ables – content and skills •  Translate the standards into precise skills. •  Look at the grade below and above… What is the difference?

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WriEng – CA CCSS 3-‐5

WriEng – CA CCSS 6-‐8

WriEng CA CCSS 9-‐12

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What would we accept as evidence of learning? …Brainstorm possible assessments that would allow the students to demonstrate their understanding…

Different Approaches to unwrapping and transla-ng the CCSS…



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Unit Title: Informational Text - Key Ideas and Details Grade: 4 Big Idea/Major Essen-al Concept Ques-ons

Core Content

Skills


•  Suppor-ng •  Supports Details statements •  Specific about the text Examples using specific •  Main Idea details and •  Sequence of examples Events •  Uses •  Process -‐ suppor-ng Drawing details to Conclusions support the •  Fact and main idea Opinion •  Iden-fies and •  Summariza-on summarizes mul-ple ideas main idea(s) in the text •  Orders and explains the sequence of events in the text •  Cites evidence from the text to support conclusions

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Transla-ng – Precise Language •  What would you see students doing in the classroom? •  How would you explain to your students what you want them to do?

•  W.4.2. Write informaEve/explanatory texts to examine a topic and convey ideas and informaEon clearly. Introduce a topic clearly and group related informaEon in paragraphs and secEons; include formapng (e.g., headings), illustraEons, and mulEmedia when useful to aiding comprehension. •  Develop the topic with facts, definiEons, concrete details, quotaEons, or other informaEon and examples related to the topic. •  Link ideas within categories of informaEon using words and phrases (e.g., another, for example, also, because). •  d.Use precise language and domain-‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or secEon related to the informaEon or explanaEon presented.

•  W.4.2. Write informa-ve/explanatory texts to examine a topic and convey ideas and informaEon clearly. Introduce a topic clearly and group related informaEon in paragraphs and secEons; include formarng (e.g., headings, illustraEons, and mulEmedia) when useful to aiding comprehension. •  Develop the topic with facts, definiEons, concrete details, quotaEons, or other informaEon and examples related to the topic. •  Link ideas within categories of informaEon using words and phrases (e.g., another, for example, also, because). •  Use precise language and domain-‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or secEon related to the informaEon or explanaEon presented.

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8th Grade WriEng Essays

Edi-ng for Quality •  Crosscheck Alignment with Standards – core content and skills •  Edit for Precise Language •  Check alignment with Levels of Understanding •  Add AddiEonal “Agreed Upon” Content and Skills to Be Included

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Pre Mapping Ac?vity •  Iden-fy a Unit you wish to target that integrates wriEng •  Locate the CCSS that align to your unit •  Unwrap the Standards to determine the nonnego-ables – content and skills •  Determine the level of understanding expected •  Translate the content and skills if needed to make them more precise

Phase II: Launching the Process

Launching Launching the Process

the Process

•  Mapping Basics •  Developing Unit Maps •  Conduc-ng the Read Through Process


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Unit Maps



Developing Consensus Core Maps § Big Ideas/Major Concepts § Essen-al Ques-ons § Core Content § Precise Skills § Common Assessments


Essen-al Ques-ons EUs/Big Idea(s) Core content Precise Skills – content and integrated Terms/Specialized Vocabulary Assessments Ac-vi-es Materials and Resources

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GeQng Started… •  Iden-fy the Unit on which you wish to work •  Cran the -tle so that it targets the focus of the unit •  Include the grade level and approximate length of -me

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Naming the Unit… Once you have determined the focus of the unit, work with the ?tle to clarify the purpose… §  The American PoliEcal System: The Roots of Our Founda-on §  Photosynthesis and Cell ReproducEon: Producing Energy for Life §  Research: Organizing the Informa-on to Support Your Point of View §  Poetry: Rhythm and Rhyme

Enduring Understandings/Big Ideas Declarative statements that describe concepts that transcends grade levels and courses. • May be thought of as a linchpin/organizer • Target the main idea • Require uncoverage • Go beyond discrete facts or skills to focus on larger concepts, principles, or processes • Go to the heart of the subject • Serve as a conceptual anchor for making facts more understandable and useful • Engage students in the process of learning

Examples of Major Concepts: ¨ A history unit on Ancient Egypt might focus on the concept: ¡ The geographical locaEon of a culture largely determines its social, poliEcal and economic possibiliEes. ¨ A science unit on the Rainforest might focus on the concept: ¡ In the natural world there are systems comprised of interdependent component parts.

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Sample Big Ideas/EUs •  There are Role Models from the past and present who can help define the quali-es of effec-ve leaders. •  The geography, climate, and natural resources of a region influence how people live and work there. •  Writers use different points of view to tell a story from different perspecEves. •  Systems and Communi-es are comprised of interdependent components. •  Writers use suppor-ng details to jus-fy their opinion and support their point of view. •  A quan-ty can be represented numerically in different ways.

Essen?al Ques?ons Are Mental Velcro that: •  Serve as organizers to target instruc-on •  Cannot be found in the text or answered yes or no •  Require students to consider alterna-ves •  Spark meaningful connec-ons with prior learning and personal experiences •  Provoke deep thought, lively discussions, sustained inquiry, and new understandings •  Are craned to hook and engage the learner

Essen-al Ques-ons •  How much power should leaders have? •  How can a number be represented in different ways? •  What is my story? •  How can I determine an author’s purpose? •  Is the Civil War s-ll going on today? •  What “truths” can we learn from history? •  What happens when cultures collide?

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Sample EQs and Eus/Big Ideas •  h>p://www.pdesas.org/ •  h>p://www.nj.gov/educaEon/aps/njscp/ •  h>p://curriculumdesigners-‐ public.rubiconatlas.org/c/pi/v.php/Atlas/ Public/View/Default

Content The What that is to be taught. •  Content Topics •  Targeted Facts and Key Information •  Additional content that is key to successful mastery Written as noun or noun phrases.

8th Grade – Wri-ng Essays

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Skills What students need to know or be able to do in order to demonstrate mastery or understanding of the content. •  Specific •  Observable •  Measurable •  Include Standards and 21st century skills Begin with an ac-on verb. Are clearly stated.

Ac-vi-es: Align directly with the skills and

provide the opportunity for students to pracEce and become proficient at a specific skill

Skills or Ac-vity? §  Compare and contrast different types of cells. §  Interview a local poli-cian about his or her poli-cal contribu-ons §  Create a poster that categorizes vertebrates and invertebrates §  Categorize insects into groups of vertebrates and invertebrates §  Read and take notes from non-‐ fic-on chapter §  Explain the steps in the problem solving process.

§ List major events on a -meline of US History § Develop a podcast that summarizes the key points in the text. § Keep a fitness log to keep track of aerobic ac-vi-es § Summarize plot by describing the story problem, main events, and the resolu-on § Compute the perimeter of simple geometric figures with unknown side lengths.

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Assessment •  What would you accept as evidence of learning? •  What assessment(s) would give a complete picture of learning?

Assessments •  Demonstrations of learning •  Tangible products, projects, or observable performances •  Multiple types of assessment to give a more complete picture of learning

8th Grade WriEng Essays

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Components: Entry Format •  Common Core Standards– clearly stated skills •  Enduring Understandings/Big Ideas -‐ complete statements. •  Essen-al Ques-ons -‐ ques-ons that aligns with the EU. •  Content -‐ nouns or noun phrases, not complete sentences. •  Skills as ac-on verbs. Do not start with “the student will.”

Use the following ques-ons to ensure quality and alignment… ü What unit have you targeted? ü What is it that you most hope that students remember? Why is that important? ü What would you accept as evidence? What assessments do you feel would be appropriate? ü What content/skills would they need to know to successfully demonstrate understanding? Are they included in the unit? ü What level of understanding is expected? (Bloom’s and/or DOK) ü Which standards are you targe-ng?



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Phase III: Integra-ng and Sustaining the Process

Integra-ng and Sustaining the Process

•  Developing Consensus Maps •  Craning Assessments Aligned to the CCSS •  Integra-ng Literacy Strategies

Curriculum Alignment

Instruc-on

Curriculum

Assessment 95

Phase IV: Advancing the Process


•  Upgrading Content, Assessment, and Skills •  Using the Five Types of Alignment to Upgrade Maps •  Integra-ng Digital Applica-ons

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Protocol for Upgrading Assessments… Begin by taking one of your

current assessments and upgrade it to incorporate 21st century skills and digital tools. …Share it will a colleague.


UbD

MTTC RTI

Mathema-cal Prac-ces Differen-a-on


Mapping Provides… •  A Hub for all school improvement efforts •  Ver-cal and horizontal ar-cula-on •  Guaranteed curriculum for all students •  Data for transi-ons between schools •  Targeted instruc-on •  Integra-on of 21st century skills and assessments

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Bird by Bird by Ann Lamo> an analogy to curriculum design

…I also remember a story that I know I’ve told elsewhere but that over and over helps me to get a grip: thirty years ago my older brother, who was ten years old at the Eme, was trying to get a report on birds wri>en that he’d had three months to write, which was due the next day. We were out at our family cabin in Bolinas, and he was at the kitchen table close to tears, surrounded by binder paper and pencils and unopened books on birds, immobilized by the hugeness of the task ahead. Then my father sat down beside him, put his arm around my brother’s shoulder, and said, “Bird by bird, buddy. Just take it bird by bird.

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h>p:// annjohnson.yolasite.com

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