CES Team Meeting Week of December 1, 2014

Tight on Norms Review at Each Meeting as Reminder Discuss Team Accountability Complete “Team Foundations” Form and Submit to Jill

Agenda/Minutes Use New Form to Help to Guide Teamwork Celebrate Successes Plan for Next Meeting Note Any Needs/Ways in Which We Can Help

Celebrate Success! How will your team celebrate? How will we celebrate as a school?

Guaranteed and Viable Curriculum

Guaranteed and Viable Curriculum What Do We Want Students to Learn? Intended: what we want them to learn. Implemented: what actually gets taught. Attained: what they actually learn.

How Do We Get to a Guaranteed & Viable Curriculum? Keep, Drop, Create Study content standards. Come to consensus on what students need to know, understand and be able to do for each power standard. Bring upcoming unit and planbook. What aligns with standards?- Keep (yellow) What doesn’t align?- Drop (pink) What standard(s) is(are) not being addressed?- Create (green)

Students can hit any target they can see and which stands still for them. -Rick Stiggins

Unwrapping Standards Make sense of the standards. Provide direction for planning. Determine exactly what is most important for students to: 1) know (the concepts or content) and 2) be able to do (skills).

Unwrapping Standards Concepts: abstract ideas that point to a larger set of understandings (e.g. peace, patterns, power) Content: specific information students need to know in a given standard. (facts, vocab, etc.) Both concepts/content are found in the important nouns and noun phrases embedded in the standards. From the work of Larry Ainsworth

Unwrapping Standards The skills (what students need to be able to do) are found in the verbs embedded in the standards. From the work of Larry Ainsworth

How We Unwrap Standards Determine which standard to unwrap. Underline the nouns and noun phrases (key concepts) and circle the verbs (skills). Organize concepts, content, and skills in a graphic organizer or curriculum map. From the work of Larry Ainsworth

Standard: Students should know (Content): (facts, vocab, formulas, etc.) Students should be able to (Skills): Students should understand (Concepts): (Big ideas, enduring understandings) Learning Targets 1.I can… 2.I can… 3.I can…

CC H Grade 3: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) What are higher order VERBS? These suggest skills to be mastered. Compare Contrast What are the key NOUN (CONCEPTS) and what do they suggest about big ideas? themes common threads character development What key facts (knowledge) must students know? Definitions: theme, settings, plots, author, characters, series The facts stated in the text and basic story elements What must students be able to do? Identify similarities and differences Understand story elements & how they convey a message to readers Use graphic organizer to compare/contrast effectively

Standard: CC H Grade 3: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series) Students should know (Content): (facts, vocab, formulas, etc.) -definitions of theme, setting, plot, series, character, author -what it means to compare and contrast (similarities & differences) Students should be able to (Skills): -Identify theme, setting, plot, character -Compare/contrast literary devices above -Complete a graphic organizer Students should understand (Concepts): (Big ideas, enduring understandings) -How authors use literary devices to convey a message to readers -How books in a series are alike and different Learning Targets 1.I can… 2.I can… 3. I can…

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