1. LHS Communication Arts Department Summer 2011 What kind of team are we going to be?

2. Introduction: A.Materials B.Red, Yellow, Green Cards C.Top 5

3. Objectives Explain why ILT-concept is important for our department Summarize the partnership philosophy Describe the process of translating CCS into our grade-level instruction.

4. 1. FOCUS

6. An organization that has achieved clarity has a sense of unity around everything it does. It aligns its resources, especially the human ones, around common concepts, values, definitions, goals and strategies, thereby realizing the synergies that all great organizations must achieve.

7. 2. BETTER DECISIONS

9. On average, a group will consistently come up with a better answer than an individual could provide.

10. 3. LEARNING

12. People continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking or thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together.

13. PARTNERSHIP PRINCIPLES 1.Equality 2.Choice 3.Voice 4.Dialogue 5.Reflection 6.Praxis 7.Reciprocity

14. What kind of team do we want to be? What kind of team are we? What do good teams do?

15. What about a team that says these kinds of things?

16. Common Core Standards: Materials provided Books available Just “Google It”

17. Great Websites: http://www.corestandards.org http://www.ksde.org/ http://www.ksde.org/Default.aspx?tabid=4778 https://commoncore.org/

18. Common Core: Four Strands- Reading (RL) Writing (W) Speaking and Listening (SL) Language (L)

19. Your Task (creating a Curriculum Map) : 1.Identify the unit or units you want to teach in the first quarter. 2.Select the first one you are going to teach. 3.Break the unit down into no more than 7 sub-categories of teaching (bubbles). 4.Break each sub-category into sub-sub- categories. 5.Identify the ELA Standards you will cover for each sub-sub category.

20. Curriculum Map Rules: 1.No more than 7 bubbles per unit 2.Organized from left to right 3.Line labels used effectively 4.ELA Standards evident at second set of bubbles 5.Identify suggested works: literary texts, informational texts, art, music, and media 6.Identify sample activities

21. MODEL

22. Why this format? Enables “intentional” instruction Makes connections explicit Keeps students and teachers on track Places proper emphasis on CCS

23. Why? Accommodates students’ note taking needs Is a living study guide Provides a learning target for students Is a mechanism for repeated review Helps students monitor progress

24. Guiding Questions

25. Develop Guiding Questions 1.Do the questions effectively address the standards for the unit and the course? 2.Have I written questions rather than objectives or commands? 3.Are the questions open-ended? 4.Do the questions prompt students to use specific learning strategies? 5.Have I written an appropriate variety of knowledge, understanding, and application questions?

26. Develop Guiding Questions 1.Do the questions help students think not only about the content but also about how the content is meaningful or important? 2.Do the questions prompt students to relate learning to their lives or other learning? 3.Do the questions prompt students to identify critical content structures, concepts, or ideas to be learned? 4.Have I limited my questions to six or fewer?

27. Develop Guiding Questions No more than 7 bubbles Organized left to right Line labels used effectively Questions only refer to content that is on the map At least two questions are how or why questions

28. Models

29. Guiding Questions on Sentence Writing 1.How do I use capital letters and end punctuation? 2.How are subjects and verbs used in sentences? 3.What are the sentence types using independent and dependent clauses? 4.How can I make sure that a sentence makes sense?

30. Guiding Questions on Paragraph Writing 1.Why is it important to organize our writing? 2.What are several sequencing patterns I can use to organize my writing? 3.What are topic, detail, and clincher sentences? 4.What are the different types of topic, detail, and clincher sentences? 5.What is the best way for me to put together the various types of sentences in paragraphs? 6.How can I use my understanding of point of view and verb tense to write better paragraphs?

31. Guiding Questions on The New World 1.Why do people explore new worlds? 2.Why do cultures clash, such as Native American, European and African? 3.How does language serve as a barrier and a bridge? 4.How does religion serve as a barrier and a bridge? 5.How does a new world form?

32. Your Task 1.Write Guiding Questions for your first unit. 2.Consider how the CCS will be embedded in the answers. 3.What do students need to know? 4.What do students need to understand? 5.What do students need to be able to do?

33. Create Excellent Specific Proficiencies 1.Proficiencies are partial answers to a guiding question. 2.They focus on one idea A.Are written as a complete sentence B.As concise as possible C.Easily understood by students D.In combination with all other specific proficiencies, represents a complete answer to the guiding question.

34. Specific Proficiencies for Sentence Writing - Example Not: Students need to know how to identify subjects and verbs But: 1.A subject is a noun that says what the sentence is about. 2.A noun is a person, place, thing, quality, or idea. 3.A verb is a word that describes a mental or physical action or state of being. 4.Identify subjects and verbs by (a) first identifying the verb, and then (b) asking who or what plus the verb.

35. Your Task: Write specific proficiencies for one of your Guiding Questions

36. Your Task: Write specific proficiencies for all of your Guiding Questions for your first unit.

37. Informal or Formative Assessments Assessment that… Clearly tells students how well they are performing Clearly tells teachers how well all students are performing Is easy to use Takes little time to implement

38. Your Task: Review a few of the informal or formative assessments individually, and then share with the group. Then as a grade level group, go back to your specific proficiencies and identify the type of formative assessment that could be used to assess whether students are “getting” that proficiency.

39. Review Formative Assessments 1.Use at least a 3-1 ratio of positive comments in the classroom. 2.Ask questions of all students in the class. 3.Ask the same number of questions of all students. 4.Ask students to explain answers. 5.Ask students clarifying questions to expand or correct answers. 6.Read students non-verbal messages indicating understanding or confusion.

40. Review Formative Assessments Avoid giving away answers when asking questions. Use hand signals with class-wide assessments. Consider giving the students progress charts so that they can monitor their own learning.

41. Using Curriculum Maps & Guiding Questions Introducing the Unit: Take 25-40 minutes Teacher co-constructs map with students Prompt students to complete parts of the map in their own handwriting Students speak at least 50% of time during lessons Students store their map where it will be easy to find

42. Daily Use of Curriculum Maps 90% of students have the map out when class begins 90% of students can easily locate their map Begin each class by using the map for a review Use the map to introduce the day’s lesson Students record new content on their map Use map to end the lesson or preview the next day’s lesson

43. End of Unit Review At least 80% of items on summative assessment are on the Curriculum Map that the students completed Take at least 30 minutes to review the content on the map Prompt students to use the map for review When returning the assessments, point out how the map could have helped.

44. Your Task: Review and Complete 1.Review your curriculum map for clarity, completeness and neatness 2.Review your ELA CCS 3.Review your literary and informative texts 4.Review your Guiding Questions 5.Review your Specific Proficiencies for each Guiding Question 6.Review the formative assessments you are using for each proficiency

45. Your Task: Summative Assessment Prepare a Summative Assessment for your Unit. Should have at least 15 multiple choice items Should include at least 3 essay questions