1. GVC…A Guaranteed and Viable Curriculum Language Arts Kansas City, Kansas USD 500 Language Arts Kansas City, Kansas USD 500

2. Objectives Teachers will become familiar with where to find the Pacing Guides and begin to become familiar with the standards. Teachers will become familiar with where to find resources to support the curriculum. Teachers will become familiar with where to find the Pacing Guides and begin to become familiar with the standards. Teachers will become familiar with where to find resources to support the curriculum.

3. Standards  KCK standards are a hybrid of state, common core and ACT standards. These are defined as the curriculum.  Textbooks, novels, anthologies are resources  KCK standards are a hybrid of state, common core and ACT standards. These are defined as the curriculum.  Textbooks, novels, anthologies are resources

4. Work from last year in Reading Reading Standards were chunked, deleted, and refined: Middle School 35 standards to 13 High School 27 standards to 13 Reading Standards were chunked, deleted, and refined: Middle School 35 standards to 13 High School 27 standards to 13

5. Work from last year in Writing Writing Standards were chunked, deleted, and refined: Middle School : 28 standards to 9 High School : 29 standards to 9 Language Standards 3 standards total. Writing Standards were chunked, deleted, and refined: Middle School : 28 standards to 9 High School : 29 standards to 9 Language Standards 3 standards total.

6. Total number of Standards Grades 6-12 the same standards Middle School: 2010-11: 63 standards 2011-12 25 standards High School: 2010-11: 56 standards 2011-12: 25 standards Grades 6-12 the same standards Middle School: 2010-11: 63 standards 2011-12 25 standards High School: 2010-11: 56 standards 2011-12: 25 standards

7. Digging into the Pacing Guides Step One: Log into compass (teacher…teacher) Step Two: Go to resource manager Step Three: District Resources Step Four: KCKPS 5-Step process Step Five: HS Courses Step Six: Choose your grade level Step 7: Choose your content Step One: Log into compass (teacher…teacher) Step Two: Go to resource manager Step Three: District Resources Step Four: KCKPS 5-Step process Step Five: HS Courses Step Six: Choose your grade level Step 7: Choose your content

8. Scope and Sequence  Standards are divided into four units of study. Unit One : Short Story Unit Two : Research/Informational Texts Unit Three : Novel Unit Four : Drama Poetry and Informational texts embedded through each unit.  Standards are divided into four units of study. Unit One : Short Story Unit Two : Research/Informational Texts Unit Three : Novel Unit Four : Drama Poetry and Informational texts embedded through each unit.

9. Instructional Windows  There are four units in a school year  There are two Instructional Windows per unit. (total of 8)  Each Instructional window has a checkpoint assessment attached. (total of 8)  Ex: Unit I: Short Story  Instructional Window 1: Checkpoint I  Instructional Window 2: Checkpoint II  There are four units in a school year  There are two Instructional Windows per unit. (total of 8)  Each Instructional window has a checkpoint assessment attached. (total of 8)  Ex: Unit I: Short Story  Instructional Window 1: Checkpoint I  Instructional Window 2: Checkpoint II

10. What are checkpoints?  Checkpoints are formative multiple choice assessments that measure a student’s knowledge of particular standards.  8 checkpoints total given at the end or during Instructional window.  Only standards assessed are Reading standards and Language Standards  Checkpoints are formative multiple choice assessments that measure a student’s knowledge of particular standards.  8 checkpoints total given at the end or during Instructional window.  Only standards assessed are Reading standards and Language Standards

11. Spiraling Curriculum…means two things  Standard are the same grades 6-12. (level of analysis and depth will change)  Power standards repeat to ensure understanding AND Students do not come to you as blank slates.  Standard are the same grades 6-12. (level of analysis and depth will change)  Power standards repeat to ensure understanding AND Students do not come to you as blank slates.

12. Reading standards that spiral  Inference  Summarization  Theme/Main Idea  Character  Setting  Plot  Inference  Summarization  Theme/Main Idea  Character  Setting  Plot

13. Writing Standards that spiral  Informative writing  Clear and Concise writing  Revision  Use of Technology  Gathering Information  Supporting Evidence  Informative writing  Clear and Concise writing  Revision  Use of Technology  Gathering Information  Supporting Evidence

14. Now What…  Studying the standards  What are the processing verbs?  What are the essential components? Process known as deconstruction of standards  Studying the standards  What are the processing verbs?  What are the essential components? Process known as deconstruction of standards

15. Example 1: Summarize and paraphrase information clearly preserving the author ’ s intent. ( ▲ R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT) Verbs: Summarize, paraphrase Components: information, preserve author ’ s intent. Summarize and paraphrase information clearly preserving the author ’ s intent. ( ▲ R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT) Verbs: Summarize, paraphrase Components: information, preserve author ’ s intent.

16. Example 2  * Cite textual evidence that supports the main idea of passages from a variety of cultures. ( ▲ R8.1.4.10, R8.2.1.4, CC.RI.2, CC.RI.3, 117/118120/130, ACT)  Verbs: Cite, supports Components: textual evidence, main idea, variety of cultures  * Cite textual evidence that supports the main idea of passages from a variety of cultures. ( ▲ R8.1.4.10, R8.2.1.4, CC.RI.2, CC.RI.3, 117/118120/130, ACT)  Verbs: Cite, supports Components: textual evidence, main idea, variety of cultures

17. Paired Deconstructing  In pairs, choose two standards  Identify the verbs  List the components  In pairs, choose two standards  Identify the verbs  List the components

18. Review  Prior Knowledge : Reviewed history of standards  Teacher Input : Modeled where to find standards  Student Participation : Deconstruction of standards  Check for Understanding: 10 minute write…  Prior Knowledge : Reviewed history of standards  Teacher Input : Modeled where to find standards  Student Participation : Deconstruction of standards  Check for Understanding: 10 minute write…

19. Standards: In regards to Language Arts standards, I understand… I still need more clarity… In regards to Language Arts standards, I understand… I still need more clarity…

20. Resources  Compass  http://kckliteracycurriculum.wikispaces.c om/ http://kckliteracycurriculum.wikispaces.c om/ District professional development will focus on how to use writing in the classroom in order to learn…(past the red pen)  Compass  http://kckliteracycurriculum.wikispaces.c om/ http://kckliteracycurriculum.wikispaces.c om/ District professional development will focus on how to use writing in the classroom in order to learn…(past the red pen)

21. How you teach…  Thematic Units  Project Based Learning  Multiple novels, short stories, informational text  Literature Circles  Writer’s Workshop  Thematic Units  Project Based Learning  Multiple novels, short stories, informational text  Literature Circles  Writer’s Workshop

22. Understanding by Design 1. What do I want my students to learn. (standards) 2. How will I know that my students understand the standards( assessment) 3. What resources will I use to assess and teach the standards ( texts) 4. How will I teach the standards ( instruction) 1. What do I want my students to learn. (standards) 2. How will I know that my students understand the standards( assessment) 3. What resources will I use to assess and teach the standards ( texts) 4. How will I teach the standards ( instruction)

23. To put it simply.. Students everyday need opportunities to…  Read a text deeply for meaning.  Write about what they are reading at a deep level.  Discuss what they are reading at a deep level. Students everyday need opportunities to…  Read a text deeply for meaning.  Write about what they are reading at a deep level.  Discuss what they are reading at a deep level.

24. Thank You We were all first year teachers at some point…  Stay idealistic…our kids need you!!!!!!!!!  Read read read and write write write. We were all first year teachers at some point…  Stay idealistic…our kids need you!!!!!!!!!  Read read read and write write write.