Social Studies/Language Arts Elementary Combined Fall Leadership Training November 30, 2007 Dole Cannery Iwilei Ballroom Rosanna Fukuda, Educational Specialist Carrie Sato, Resource Teacher Petra Schatz, Educational Specialist Maria Gordon, Resource Teacher Debra Masada, Resource Teacher

Introductions & Housekeeping Who is At Your Table?

Teachers struggling to teach an overloaded curriculum!

DOE Strategic Goal #1: Improve student achievement through standards-based education

DH/Leadership Conferences SCHOOL LEADERSHIP COMPLEX AREA TEAM OCISS TRAINING METHOD Face-to-Face Information Sharing & Training Work Sessions w/ Group Discussions and Feedback FALL CONFERENCES Statewide Agenda planned by OCISS/ISB Includes training and work sessions Participants asked to return to schools to share information and implement tasks to collect student work SPRING CONFERENCES Statewide (extended core) Customized conferences for each district (core) OCISS collaborates with Complex Area Team to plan the agenda MEME

DESIRED OUTCOMES Participants will leave this conference with… Integration strategies to increase student achievement in both Social Studies and Language Arts An understanding of the Hawaii Content and Performance Standards III (HCPS III) Standards Implementation Process Model for use in assessment and instruction;

Desired Outcomes Continued (Breakout Sessions) Social Studies An understanding of how Marzanos taxonomy can support the creation of standards-based assessment tasks New assessment tasks for classroom use and to support the gathering of student work during the school year Language Arts An understanding of the method of assessing language arts benchmarks by reviewing and discussing the released HSA items, rubrics and student examples Identified student work samples for a range of proficiencies for selected benchmarks

UPDATES ~Instructional Materials Review Social Studies December 2006-February 2007 Teacher review of textbooks November 2006 Preliminary list of recommended textbooks by McREL Spring 2007 Final Selection for recommended textbooks Beyond... Review of supplemental materials

UPDATES ~Instructional Materials Review Language Arts Spring 2008 List of recommended textbook by for Language Arts Fall 2007 List of recommended textbooks for Elementary Reading Beyond... Review of supplemental materials

The Websites! (draft)

Literacy Opportunities in Our Back Yard Barry Lane Maui- Feb 7 Honolulu- Feb 10 IRA Regional Conference: Hawaii-Nov th Katie Ray January 13, 2007

Taxonomic Level Trainings 10/13- North/South Central 11/6- Farrington Kaiser 11/13- CKW 11/20-11/21-Mckinley/Roosevelt 11/27- Lanai 11/30- Kaimuki Kalani 12/05- NPW 12/12- Kauai 1/30- Molokai 2/5- Kailua/Kalaheo 2/6- Hilo/Laupahoehoe/Waikea

Integration: Language Arts & Social Studies

Desired Outcome: Integration Strategies to increase student achievement in both Social Studies and Language Arts (10 min) Everyone answers the following question. I/We currently integrate language arts and social studies by… Share your own practice(s) or those of your school

HCPS III Implementation Process Model: Integrating SS/LA 1. Identify relevant benchmarks. 2. Determine acceptable evidence and criteria. 3. Determine learning experiences that will enable students to learn what they need to know and to do. 4. Teach and collect evidence of student learning. 5. Assess student work to inform instruction or use data to provide feedback. 6. Evaluate student work and make judgment on learning results and communicate findings. The HCPS III Implementation Process Model is used by teachers to plan and implement standards-based curriculum, assessment, and instruction.

(Take out the Deconstructing the BenchmarksHCPS III worksheet) STEP1. Identify relevant benchmarks Start with the Benchmark Maps -examine shared content/concepts/skills Which are natural bed-fellows? -easily lend themselves to a shared task SS· Describe the physical and human characteristics that make different regions unique LA Use specific verbs and adverbs to describe people, places, things, or events.

STEP 1. (cont.) Identify relevant benchmarks Start with the Benchmark Maps -examine shared content/concepts/skills Which are natural bed-fellows? -easily lend themselves to a shared task Revolutionary War Describe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures · Explain how the Revolutionary War caused the movement of people LA 5.1.2: Use a variety of grade- appropriate print and online resources to research a topic 5.4.6: Write bibliographical entries for periodicals 5.6.2: Give informal reports or presentations to inform 5.6.6: Use gestures, facial expressions, eye contact to enhance the spoken word.

Deconstructing the benchmarks Content -the stuff you need to learn Literary elements (characters, setting, plot,) Synonyms Antonyms Idioms Imagery people Events Places Ideas Skills -the thing you do: Organize information Describe Explain Summarize Edit Locate information

Deconstructing the benchmarks Content John Adams Ben Franklin Thomas Paine King George III Patrick Henry Thomas Jefferson Bunker Hill (Breeds Hill) Lexington and Concord Saratoga Boston Massacre Boston Tea Party Stamp Act Alliances (French, Native Americans) Movement of people e.g. gender-(men off to war), political (loyalists to England and other safe-havens, leadership to Europe to gather support, etc.) Skills Research -framing and answering questions -note-taking (including essential vs. incidental) -organizing the information -finding appropriate resources (e.g., websites, periodicals, human, etc.) -citing sources -oral communication skills e.g. eye contact, facial expressions, and gestures.

STEP 2. Determine acceptable evidence and criteria A. What task can be created that will allow students to demonstrate proficiency of ALL identified benchmarks? Revolutionary War Describe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures Explain how the Revolutionary War caused the movement of people LA 5.1.2: Use a variety of grade- appropriate print and online resources to research a topic 5.4.6: Write bibliographical entries for periodicals 5.6.2: Give informal reports or presentations to inform

STEP 2. Determine acceptable evidence and criteria Task: We have been talking about the ideas of conflict. As you know, war is a conflict between nations and/or peoples. The revolutionary war was such a conflict. This war has special meaning for all Americans because it was the outcome of this war was the birth of a new nationthe United States. As a member of your CL group, you will use a variety of print and on- line resources to research the major events of the war, including key battles, key alliances, and the roles played by key figures. You will then describe these findings to the class in an oral presentation. Though you may divide up the presentation, each is responsible to hand in an individual research report on the major events (including key battles, key alliances, and the roles played by key figures) and how this war caused the movement of people. You must be sure to write the bibliographical entries for your sources.

STEP 2. Determine acceptable evidence and criteria AdvancedProficientPartially Proficient Novice Thoroughly research and analyze the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures and explain, with clear and precise detail, how the Revolutionary War caused the movement of people Describe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures and explain, with detail, how the Revolutionary War caused the movement of people Name the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures and give examples of how the Revolutionary War caused the movement of people Recognize some of the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures and recognize that the Revolutionary War caused the movement of people

STEP 2. Determine acceptable evidence and criteria AdvancedProficientPartially Proficient Novice by using substantive information from an extensive variety of grade-appropriate print and on-line resources. Write bibliography entries for your resources with accuracy and completeness. Give highly effective oral presentation to clearly inform classmates about the Revolutionary War. by using relevant information from a variety of grade- appropriate print and on-line resources. Write bibliography entries for your resources with no significant errors. Give effective oral presentation to inform classmates about the Revolutionary War. by using some relevant information from a few grade- appropriate print and on-line resources. Write bibliography entries for your resources with one or two or missing elements or several errors in style. Give a marginal oral presentation that somewhat informs classmates about the Revolutionary War. by using very little relevant information from grade- appropriate print and on-line resources. Write bibliography entries for your resources with most elements missing or many errors in style. Give ineffective oral presentation that do not inform classmates about the Revolutionary War.

STEP 3. Determine the learning experiences that will enable students to learn what they need to know and to do Build Background Knowledge-KWL, Anticipation Guide etc. Mini lesson on framing and answering questions through historical research Mini lesson on researching both print and on-line resources Reading comprehension lessons including think alouds on determining importance Mini lesson on how to correctly write a bibliographic entry Mini lesson on report-writing skills e.g., organizing ideas, checking facts, identifying the relevant details, using resources correctly (no copying!) Mini lesson on effective oral communication e.g. adjusting voice to suit the purpose, pace, eye contact, etc. Cooperative learning skills

HCPS III Implementation Process Steps 1-3 (Planning) 1. Identify the Relevant Benchmarks 2. Determine Acceptable Evidence and Criteria 3. Determine the learning experiences that will enable students to learn what they need to know and to do

In Your Classroom... 4: Teach and collect evidence of student learning 5: Assess student work to inform instruction or use data to provide feedback 6: Evaluate student work and make judgments on learning results and communicate findings

Now Its Your Turn! Collaboratively complete the deconstructing the benchmarks HCPS III worksheets. (Step 1-Identify the Relevant Benchmarks, Slides 16-19) Use the NCR paper to record the assessment task(s) and rubric. (Step 2- Determine Acceptable Evidence and Criteria, Slides 20-23) Begin to record the learning experiences. (Step 3- Determine the Learning Experiences, Slide 24)

My self-system has gone on overload!