Elementary Social Studies

2 Introductions Name 1 Teacher, AAA Elementary School Name 1 Teacher, AAA Elementary School Name 2 Teacher, BBB Elementary School Name 2 Teacher, BBB Elementary School Name 3 Teacher, CCC Elementary School Name 3 Teacher, CCC Elementary School

Norms Be constructively engaged. Be constructively engaged. Share your best thinking. Share your best thinking. Listen actively. Assume positive intent. Listen actively. Assume positive intent. Model the attitude of a life-long learner. Model the attitude of a life-long learner. Take care of your needs. Take care of your needs. Enjoy the Day! 3

Today’s Goals Teachers will Teachers will examine critical features and enhancements of the HISD curriculum documents. examine critical features and enhancements of the HISD curriculum documents. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in their classrooms. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in their classrooms. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs. 4

Graphic Organizer for Personal Goal Setting and Feedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction 5  1

Goal Setting Reflect on the Graphic Organizer Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum. Based on your reflection, write at least one learning goal for your work today. 6  1

Recording Data Category My current understanding of the purpose of this component My understanding at the end of the day of this component Learning Focus Key Concepts/Key Skills ELPS/CSLAEKS LLTW strategies Essential Understandings Guiding Questions Power Objectives Formative Assessments Technology Enhancements and Resources Renzulli Learning 7

Critical Features and Enhancements of the HAPGs 8

Enhanced Components For Key Concepts / Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 9  2

Key Concepts / Key Skills Concepts share common attributes, and are timeless, universal, abstract, and broad. Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life. 10

Notice the Key Concepts listed here: rules, law, behavior, order, etc. How do these concepts relate to the Learning Focus description and the Essential Understandings? 11

 English Language Proficiency Standards (ELPS) Purpose Purpose Make content comprehensible by Make content comprehensible by o Pairing content and language objectives o Addressing students’ language levels o Building academic language 12

Student Expectations’ categories: Student Expectations’ categories: Learning Strategies Learning Strategies Listening, Speaking, Reading, Writing Listening, Speaking, Reading, Writing  English Language Proficiency Standards (ELPS) 13

14  English Language Proficiency Standards (ELPS) ELPS correlations will be denoted by inserting the ELPS icon immediately underneath the HISD Objective with corresponding ELPS objectives. 14

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ELPS Correlation Practice Choose an objective from the HAPG with an ELPS correlation. Choose an objective from the HAPG with an ELPS correlation. Read the instructional considerations and strategies columns. Read the instructional considerations and strategies columns. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Use a Think-Aloud to explain your reasoning. Use a Think-Aloud to explain your reasoning. 16  3-6

Formative Assessments Formative assessments represent an ongoing process in which teachers use multiple examples of student work to: monitor and adjust instruction provide feedback for students measure the extent to which students have made progress toward a learning target 17

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Essential Understandings EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures. EUs reflect the deeper understandings associated with specific factual content. EUs can be tested against and supported by facts. 19

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Guiding Questions Guiding questions engage student thinking at the analysis level or higher and facilitate students’ thinking towards the Essential Understandings. 21

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Literacy Leads the Way 10 Best Practice Strategies Same across all content areas for student mastery Same across all content areas for student mastery Aligned to Marzano’s categories Aligned to Marzano’s categories Linked to Literacy Leads the Way flipchart with ELL accommodations Linked to Literacy Leads the Way flipchart with ELL accommodations 23

Literacy Leads the Way 10 Best Practice Strategies KWL Think-Pair-Share Frayer Model Summary Frames Two-Column Notes Rubrics Think-Aloud RAFT Anticipation Guide Graphic Organizers 24  16-17

25  flip chart Literacy Leads the Way (LLTW)

LLTW Strategies with ELL Accommodations 26  19-29

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Resources Adopted text: Scott Foresman, Social Studies (K- 5) Adopted text: Scott Foresman, Social Studies (K- 5) Supporting documents Supporting documents Technology enhancements and links Technology enhancements and links Other resources Other resources 28

Renzulli

Review Enhanced Components Using Two-Column Notes Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 30  2

Assessment Assessment FOR Learning Assessment OF Learning 31

Define “Assessment” Using Frayer Models 32  30-33

Research behind Formative Assessments: Research indicates that formative assess- ment can significantly improve student learning. Yet this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003). Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. Assessment for Learning. New York: Open Univ. Press,

Formative Assessment Each 9-weeks’ HAPG will have at least one example of a formative assessment that teachers can use to check students’ understanding. Each 9-weeks’ HAPG will have at least one example of a formative assessment that teachers can use to check students’ understanding. Let’s look at some of the formative assessments from the Social Studies planning guides. Let’s look at some of the formative assessments from the Social Studies planning guides. 34  34-38

Summary Frame The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. Formative and Summative Assessment are alike in that they both _______. Formative and Summative Assessment are alike in that they both _______. 35  flip chart

Instruction Using the HAPG for Effective Lesson Planning 36

One Schema for Lesson Planning G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize 37  39-41

Lesson Planning Using the lesson planning worksheet and the HAPG for your grade level, create a set of plans for the first nine weeks of instruction. Using the lesson planning worksheet and the HAPG for your grade level, create a set of plans for the first nine weeks of instruction. Be prepared to share your work with another team at the end of this activity. What thoughts do you have about the process and documents? Be prepared to share your work with another team at the end of this activity. What thoughts do you have about the process and documents? 38  42

Graphic Organizer for Personal Goal Setting and Feedback In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction 39  1

Links to Department Websites Curriculum Documents; Power Objectives; Links to TEA Literacy Commitments and LLTW website district CBA information; TAKS 40

Social Studies Web Page Contact Information Key Resources: TAH Grant, Heritage Months, History Fair, and TAKS Announcements and Archives Web Resources, Textbook Info 41

Feedback in CLEAR Online HAPG Feedback Form: Complete and submit. 42

We want to hear from you. You will be receiving a survey. Please respond. 43

Thank You! 44