Secondary English Language Arts

2 2 Introductions Add Presenters Secondary ELA Curriculum Team Dr. Keith Yost- Manager Marisa Hartling- Content Specialist Rebecca Keeling- Content Specialist

3 3 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!

4 4 Today’s Goals 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.

5 5 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 

6 Goal Setting Reflect on the Graphic Organizer. Use a Think-Pair-Share to discuss one or two components of the curriculum documents you would like to explore in greater depth. Based on your reflection, write at least one learning goal for your work today. 6

7 Recording Data 7

8 Critical Features and Enhancements of the HAPGs 8

9 Critical Features and Components For New ELA TEKS Key Concepts English Language Proficiency Standards (ELPS) Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 9 

10 New ELA TEKS Mandatory implementation in the school year Contain 35% new material Most reading and writing objectives are genre specific Strands include Reading, Writing, Oral & Written Conventions, Research, and Listening & Speaking

11 Key Concepts Concepts share common attributes, and are timeless, universal, abstract, and broad. ELA contains macro and micro concepts. Macro concepts are listed under Key Concepts. Micro concepts are divided into Reader’s, Listener’s, Viewer’s Craft/Writer’s and Speaker’s Craft. 11

12 Reader’s, Listener’s, and Viewer’s Craft / Writer’s and Speaker’s Craft (Micro Concepts) Key Concepts (Macro Concepts)

13  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.

14 Student expectations categories: Student expectations categories: Learning Strategies Learning Strategies Listening Listening Speaking Speaking Reading Reading Writing Writing  English Language Proficiency Standards (ELPS) 

15  English Language Proficiency Standards (ELPS) 15

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17 ELPS Correlation Practice Choose an objective from the HAPG with an ELPS correlation. Choose an objective from the HAPG with an ELPS correlation. 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. Turn to a table partner and use a Think-Pair- Share to explain your reasoning. Turn to a table partner and use a Think-Pair- Share to explain your reasoning. 

18 Formative Assessments Formative assessments are part of an ongoing process in which teachers use multiple examples of student work to: monitor and adjust instruction provide feedback for students measure student progress toward a learning target 18

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20 Essential Understandings (EUs) EUs contain two or more concepts stated as generalizations that transfer to other situations, through time and across cultures. EUs reflect the deeper understandings associated with specific content. EUs can be tested against and supported by facts.

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22 Guiding Questions Guiding questions facilitate student thinking at the analysis level or higher and direct student thinking towards the Essential Understandings. 22

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24 Literacy Leads the Way 10 Best Practice Strategies Same across content areas for student mastery Same across content areas for student mastery Aligned to Marzano’s categories Aligned to Marzano’s categories Contained within the Literacy Leads the Way flipchart Contained within the Literacy Leads the Way flipchart

25 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 

26 Literacy Leads the Way (LLTW)

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28 LLTW strategies with ELL Accommodations 28 

29 Resources Adopted texts Adopted texts Supporting Documents Supporting Documents Technology enhancements and links Technology enhancements and links Professional resources Professional resources

30 Renzulli

31 Review Enhanced Components Using Two-Column Notes Key Concepts English Language Proficiency Standards (ELPS) Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 31

32 Assessment Assessment FOR Learning Assessment OF Learning 32

33 Define Summative and Formative Assessment Using Frayer Models 

34 Research behind Formative Assessments: Research indicates that formative assessments 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. Harrison, C, Lee, C., Marshall, B., William, D. (2003). Assessment for learning. Berkshire, England: Open Univ. Press) 34

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37 Summary Frames The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF 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 _______.

38 Instruction Using the HAPG for Effective Lesson Planning 38

39 Process for Planning Read the HAPG Read the HAPG Map objectives on a planning tool (calendar, bi-weekly planner, etc.) Map objectives on a planning tool (calendar, bi-weekly planner, etc.) Design a lesson plan using a research- based lesson design such as GANAG Design a lesson plan using a research- based lesson design such as GANAG

40 Organization of New HAPGs Vocabulary Pre-reading During Reading After Reading Pre-writing Drafting Revising Editing Publishing Objectives Organized in Bundles:

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42 Mapping Objectives HAPGs are frameworks for instructional planning. To plan individual lessons, objectives must first be mapped in a logical progression integrating the various TEKS strands where applicable. Maps include calendars, bi-weekly or weekly planners, or other tools recommended by your school.

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44 Your Turn At your table, use the cycle 1 HAPG for your grade level and the bi-weekly planner to map the first 8-12 objectives to be taught. 

45 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 

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47 Your Turn At your table, select 3-4 objectives from the bi-weekly planner to develop a lesson. Using the Lesson Planning Template, design the lesson according to the components of GANAG. As you design your lesson, incorporate corresponding Instructional Considerations, Strategies, and Resources from the HAPG. 

48 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 on a scale of 1-4: 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 

49 Links to Department Websites district CBA information and TAKS Literacy Commitments and LLTW website Curriculum Documents, Power Objectives, Links to TEA 49

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51 Secondary ELA WIKI

52 Feedback in CLEAR Online 52 HAPG Survey Complete and submit

53 We want to hear from you. You will be receiving a survey. Please respond. Thank You! 53