1. English Language Arts Professional Development Using PUSD Electronic Resources November 2014

2. Outcomes Build capacity to use Common Core ELA Standards in tandem with 2014 ELD Standards to implement the CCSS ELA Course Descriptions Use the Theory of Action (Plan-Do-Check-Act) to support the implementation of the CCSS ELA Course Descriptions Build the capacity to prepare and teach lessons aligned to the expectations set forth in the CCSS ELA Course Descriptions

3. Essential Questions How does today’s work connect with our on-going District initiatives of A.I.R 2 the 4Cs and the full implementation of the CCSS? How do the Key Themes in the ELA/ELD Framework inform instructional practices for all students and connect to our on-going district initiatives of A.I.R. 2 the 4 Cs and the full implementation of the CCSS? How do PLCs collaborate to plan and implement to fidelity the CCSS ELA course descriptions? How does today’s work inform our next steps?

4. Technology Acrostic Use the acrostic to answer the following questions— How do you feel about technology use in your classroom? How do you use technology in your classroom?

5. Professional Reading: Review 2014 English Language Arts/English Language Development Framework: Key Themes AND Pages 55- 57 of the ELA/ELD Framework beginning with “Amplification of the Key Themes in the CA ELD Standards” What insights do you have about the ELA/ELD Framework based on these readings?

6. Professional Reading Teaching with Technology o Why Teach with Technology o Humanities sources are Increasingly online o Technology and essential skills for the 21 st Century Technology and academic performance o There are many fundamental reasons for incorporating technology in the classroom o Studies and significant findings

7. PUSD E-Sources Constructed a 3 branch Tree Map with the following headings: o I’ve used that! o That looks interesting! o That looks so interesting that I think I will try it! As you watch the Prezi- categorize the E-Sources that you see into one of the categories on the Tree Map.

8. PUSD E-Sources http://tinyurl.com/21CLPUSD

9. PUSD E-Sources I’ve used that! o Share with those in your group which E-sources you have used and how they worked for both you and your students. That looks interesting! o Share with your group which of the E-sources you though were interesting but not so interesting to use in class. That looks so interesting that I think I will try it! o Share with your group which of the E-sources you thought were so interesting that you are willing to give them a try. What are your initial thoughts on how to implement the e-source in your class?

10. Unit 2/3 Key Assignment As a grade level, choose a key assignment to work with for the remainder of the session. Reminders o Key Assignments are sign posts on the road as teachers work through the unit with their students o Teachers may need several lessons to complete each Key Assignment In this part of the session, grade levels will work on those lessons that will be needed for students to complete the Key Assignment.

11. Unit 2/3 Key Assignment (cont’d) As you review one Key assignment in preparation to plan a lesson as a grade- level, keep the following in mind: Key Themes At least 1 PUSD E-Source from the That looks so interesting that I think I will try it! branch of your Tree Map High School Only: Instructional Methods and Strategies from UC Course Submission

12. Resources http://tewt.org/