BUILDING A STRONG CURRICULAR FOUNDATION - PATHWAY TO RIGOROUS CURRICULUM DESIGN (RCD) WINTER 2014 Prepared & Presented By: Maria Escalera, Heather Goodwin-Parreno, Marla Oravets, & Michelle Pierce

LEARNING PROGRESSIONS & 21 CENTURY SKILLS by, Marla S. Oravets

Objectives  To have a clear understanding of learning progressions  To realize what it means for our students to be 21 st century learners

Learning Progressions Remember the 3 Shifts in ELA 1. Regular practice with complex text and its academic language 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

Look at Shift #1

Learning Progressions cont.  Serve as an “architectural framework” that keeps learning moving  Serve as a vehicle for instructional practice and assessment design  “Unwrapping” process provides clarity for skills and concepts embedded in the standards

CCR Reading Anchor Standard 3 R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.6.3Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward resolution. RL.5.3Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). RL.4.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RL.2.3Describe how characters in a story respond to major events and challenges. RL.1.3Describe characters, settings, and major events in a story, using key details. RL.K.3With prompting and support, identify characters, settings, and major events in the story.

Instructional Alignment Chart Strand: Reading Subheading: Key Ideas and Details Anchor Standard: RL/RI 1 Reading 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. Standard for Grade 2:Standard for Grade 3:Standard for Grade 4: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Changes:

Step 1: Unwrapping the Standards Standard 1: RL/RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. SkillsConceptsBloom’sDOK questions ask answer  demonstrate o refer  understanding of text o to text explicitly

Learning Progressions Chart Standard 1:RL/RI.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Previous Grade:Current Grade:Next Grade: ask questions (5 Ws & H)askquestionsrefer to details and examples answer questions (5Ws & H)answerquestionsexplain text explicitly demonstrate understanding of key details demonstrate understanding of text draw inferences from text o refer to text explicitly

Table Time  Using the standards provided, work with a partner to determine the skills and concepts that change over the grade spans

Learning Progressions for Reading Anchor 1

Learning Progressions for Writing Anchor 1

21 st Century Skills “To succeed in the 21 st century, all students need to perform to high standards and acquire mastery of rigorous core subject material.”

21 st Century Skills  Creativity and Innovation  Critical Thinking and Problem Solving  Communication and Collaboration  Flexibility and Adaptability  Initiative and Self-Direction  Social and Cross-Cultural Skills  Productivity and Accountability  Leadership and Responsibility Learning and Innovation Skills Life and Career Skills

Creativity & Innovation  Think Creatively  use wide range of idea creation techniques (e.g. brainstorming)  Work Creatively with Others  be open and responsive to different perspectives  view failure as an opportunity to learn

Alignment of P21 to CCSS  How alignment relates to CCSS ELA:  P21 encourages creative writing and creating and delivering presentations  Life and Career Skills  The CCSS for ELA emphasizes reading lengthy and complex text along with research and writing longer texts

4 th Grade Example:  Common Core Standard RL.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. SL.4.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and text, building on others’ ideas and expressing their own clearly. RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4 – 5 text complexity band proficiently, with scaffolding as needed at the high end of the range.  P21 Skills Represented  Critical Thinking  Collaboration  Communication

Critical Thinking & Problem Solving  Reason Effectively  Use various types of reasoning  Make Judgments and Decisions  Effectively analyze and evaluate evidence, arguments, claims and beliefs  Interpret information and draw conclusions based on best analysis  Solve Problems  Solve unfamiliar problems in both conventional and innovative ways

Communication & Collaboration  Communicate Clearly  Articulate thoughts and ideas effectively  Use communication for a range of purposes  Collaborate with Others  Work effectively and respectfully with diverse team  Exercise flexibility and willingness to accomplish a common goal

Flexibility & Adaptability  Adapt to Change  Adapt to varied roles, job responsibilities, and schedules  Willingness to work in a climate of ambiguity  Be Flexible  Incorporate feedback effectively  Deal with praise, setbacks, and criticism

Initiative & Self-Direction  Manage Goals and Time  Set goals  Balance short-term and long-term goals  Work Independently  Be Self-directed Learners  Go beyond basic mastery of skills and/or curriculum and reflect critically on past experiences

Social & Cross-Cultural Skills  Interact Effectively with Others  Know when it is appropriate to listen and when to speak  Conduct themselves in a respectable, professional manner  Work Effectively in Diverse Teams  Respect cultural differences

Productivity and Accountability  Manage Projects  Set and meet goals  Prioritize, plan and manage work to achieve intended result  Produce Results  Demonstrate additional attributes associated with producing high quality products

Leadership and Responsibility  Guide and Lead Others  Use interpersonal and problem-solving skills to influence and guide others  Inspire others to reach their very best  Be Responsible to Others  Act responsibly with the interests of the larger community in mind