Welcome

Cognitive Countdown 3-2-1

Cognitive Countdown  Write 3 thoughts you might have about curriculum development  Write 2 questions you may have about curriculum development  Write 1 concern you might have about curriculum development

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Curriculum Development is like… baking a cake because…

Agenda  Welcome and Sponge Activator  Prioritizing the Standards  Identifying Supporting Standards  Naming Units of Study  Reflection and Action Planning

 Understand how to select and prioritize standards for the optimization of student learning.  Understand the process of creating curricular units of study. Outcomes

Why Prioritize the Standards

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We plan as if there are 365 days of instruction. There are only 180 days of instruction. But are there really?

You Do The Math 125 days x 5.5 hours hours of instruction

You Do The Math hours  150 standards 4.5 hours per standard

Agenda  Welcome and Sponge Activator  Prioritizing the Standards  Identifying Supporting Standards  Naming Units of Study  Reflection and Action Planning

Prioritizing Standards

FILTERS Endurance Leverage Readiness

Over Time (endurance) Across Content (leverage) Toward Next Skill (readiness) Priority Standard

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Over Time (endurance) Across Content (leverage) Toward Next Skill (readiness) Priority Standard

Lookin’ At 2

Lookin’ At 2 Standard

Lookin’ At 2 Standard Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Cite textual evidence to support analysis of what the text says explicitly …as well as inferences drawn from the text

Lookin’ At 2 Standard Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text Determine two or more Main ideas of a text Explain how they are supported …by key details Summarize the text

The Choice

Nervous?

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The Choice Determine a central idea of a text and how it is conveyed through particular details; provide summary of the text distinct from personal opinions or judgments 6 th Grade Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text 5 th Grade Determine the main idea of a text and explain how it is supported by key details; summarize the text 4 th Grade

The Choice Determine a central idea of a text and how it is conveyed through particular details; provide summary of the text distinct from personal opinions or judgments 6 th Grade Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text 5 th Grade Determine the main idea of a text and explain how it is supported by key details; summarize the text 4 th Grade

The Choice Determine a central idea of a text and how it is conveyed through particular details; provide summary of the text distinct from personal opinions or judgments 6 th Grade Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text 5 th Grade Determine the main idea of a text and explain how it is supported by key details; summarize the text 4 th Grade

The Choice Determine a central idea of a text and how it is conveyed through particular details; provide summary of the text 6 th Grade Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text distinct from personal opinions or judgments 5 th Grade Determine the main idea of a text and explain how it is supported by key details; summarize the text 4 th Grade

Shoulder Partners Face Partners Think – Pair – Share 1.Think of one word to describe how you are feeling compared to when we started this activity. 2.Stand and share your word and thoughts with your letter partner. Think – Pair – Share 1.Think of one word to describe how you are feeling compared to when we started this activity. 2.Stand and share your word and thoughts with your letter partner.

Break

Welcome Back

Lookin’ At 5

LUNCH

WELCOME BACK I’m stuffed!

Agenda  Welcome and Sponge Activator  Prioritizing the Standards  Identifying Supporting Standards  Naming Units of Study  Reflection and Action Planning

Rat in a Maze

Supporting Standards

Start Here

What does prioritizing standards look like across grade levels?

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Many Hands Make the Work Light 1.Read the Standards for Literature 2. Prioritize the Standards Write it on a green post-it note 3. Determine Supporting Standards Write it on a yellow post-it note 4. Find the Eliminated Standards Write it on a pink post-it note

Priority Standards Supporting Standards Standards to Eliminate RL 7.3 Analyze how particular elements… RL 7.1 Cite several pieces of textual… RL 7.9 Compare and contrast a fictional… RL 7.2 Determine a theme or central idea… RL 7. Analyze how an author develops…. RL 7.3 Analyze how drama’s or poems… RL 7.4 Determine meaning of words and phrases… RL 7.8 Not applicable to literature… RL 7.10 Read and comprehend Literature…

Sharing

Agenda  Welcome and Sponge Activator  Prioritizing the Standards  Identifying Supporting Standards  Naming Units of Study  Reflection and Action Planning

 Understand how to select and prioritize standards for the optimization of student learning.  Understand the process of creating curricular units of study. Outcomes GOT IT!

Start Here Curriculum

Creating Units of Study 1.Prioritize the Standards 2. Names the Unit(s) of Study 3. Choose the Supporting Standards 4. Wash, Rinse, and Repeat

Priority Standards Unit of Study Supporting Standards

Three Types of Units Topical – focus on a specific portion of a larger subject

Three Types of Units Topical – focus on a specific portion of a larger subject Examples: Solids and Liquids Place value Narrative writing

Three Types of Units Skill-based – emphasis on application

Three Types of Units Skill-based – emphasis on application Examples: Regrouping Converting fractions to decimals Capitalizing and punctuating a piece of writing

Three Types of Units Thematic – broader – emphasize connections to other topics Examples: Life cycles Family ancestry History of dance

Three Types of Units – How do you decide? What is the purpose and dominant focus? What is the unit supposed to accomplish? Which type of unit (topical, skill-based, thematic) would best enable the teacher to accomplish the purpose and focus of the unit?

Priority Standards 6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.W.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 6.SL.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 6.L.3a Vary sentence patterns for meaning, reader/listener interest, and style.

Priority Standards Unit of Study ?

Priority Standards Unit of Study What’s the Big Idea?

6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.W.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 6.SL.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 6.L.3a Vary sentence patterns for meaning, reader/listener interest, and style.

What’s the Big Idea? Supporting Standards (examples) 6.RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 6.L.2b Spell correctly. 6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

Putting It All Together

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Persuading Readers in Writing

 Understand how to select and prioritize standards for the optimization of student learning.  Understand the process of creating curricular units of study. Outcomes GOT IT!

The journey of a thousand miles begins with a single step

Reflecting What do you need to know about yourself as a leader in order to effective lead this process?

Ready, Set, Action Reflect on the today’s learning and the status of your curriculum development. Identify at least three action steps you will take between now and May 2.

CONTACT INFO/QUESTIONS Save the Date May 2, :00-12:10 Troy Global Campus

Questions Mandy Lohman ? ? ?

Thank You for Attending!