Mapping to the Core Professional Learning Community ELA DAY 2 What shape is your personality? Please sign in and pick up Materials for MAPPING SECTION

Our PLC Norms Listen to understand Set aside preconceived notions Speak openly and honestly Pay attention to your “feathers” * Manage electronic devices Members of a professional learning community recognize they cannot accomplish their fundamental purpose of high levels of learning for all students unless they work together collaboratively.

Research shows that a well- articulated curriculum, aligned to standards, is critical for student achievement. (Marzano 2003, 2006)

Instruction Curriculum Assessment Curriculum Alignment Improved Student Achievement

Housekeeping

Big/Ideas for this course Day 1-Laying the Foundation- Phase 1 Day 2-Consensus Mapping-Phase 2 Day 3- Continue Unit Development and align assessments- Phase 3 Ongoing-Read-throughs and differentiate for learners while upgrading with web 2.0 tools- Phase 4 Training on Mapping Software and entering units in the system in Avon coming soon!

Day 2 Phase 2 of Curriculum Mapping Learn a new routine (Back to Back partner and Chalk Talk) Team Activity on Strand Assignment Reading Speaking and Listening Writing Language Shoring up the Foundation for Mapping Unwrapping the Standards Lunch 11:30-12:30 on your own Unit Planning Chart your progress toward expectations on your BLUE sheet PLUS/DELTA

Back to Back Partner…

NEW ROUTINE DEEPENING AND PRACTICING UNDERSTANDING CHART TALK Materials – Chart Tablet and Markers one color per person DONE IN SILENCE First person, goes to chart and writes a statement based on the cue given. Second person adds to the idea, or adds a new idea. Continue so everyone has a chance and use as much paper as needed. Leader should be looking for connections or write a question mark indicating further explanation.

Get into your STRAND Groups Determine Roles- Leader, Recorder, Time Keeper, Reporter Discuss the following: 1.What did you discover about the MODEL Curriculum? 2.What did you learn about your grade level? 3.Are there apparent STEPS between grades K-2? If so, attempt to chart those as staircase. IF NOT, where do you notice gaps? 30 minutes

Break- 10 minutes

Textbook as Curriculum Essential Curriculum Curriculum Maps Benchmark Skills Critical Skills Assessments Aligned to a Program Assessments Aligned to Essential Curriculum? Assessments Aligned to Benchmark and Critical Skills in Curriculum Map Instruction Focused on a Program Instruction Focused on Teaching Strategies Instruction Focused on learning through an enacted Curriculum Map: K-12 Consistent and Standardized Professional Development Customized and Responsive Professional Development: Training, Coaching, Leadership, Through data analysis From... To… 21 st Century Mapping

Making Sense of Mapping OLD Curriculum TermsNew Curriculum Terms 1. Goal 2. Lesson Plan 3. Scope & Sequence Resource Guide 4. “Understands…” 5. Materials 6. Objective 7. Collaboration 8. Test/Quiz 1. Essential Questions 2. Activities 3. Curriculum Map-Living doc 4. Higher Order Thinking Verbs 5. Resources 6. Benchmark and Critical Skills, Learning Targets 7. Collaboration 8. Formative and Summative Assessments aligned to skills

Potential Roles of Administrators in the Mapping Process Include the mapping process in policies and procedures Communicate with staff, board, parents, community Make connections and hooks with current initiatives Work toward clarity in expectations/goals Deal with resistors Support staff Training Staff development plan Time Accountability Read-throughs Addressing gaps, repetitions, etc Leadership team Deal with obstacles Serve as a coach in the process Use data to make decisions

Potential Roles and Responsibilities of Curriculum Teacher Leaders Communicate Goals and progress towards goals regularly with, Staff, Principals, Building Leadership Team, District Leadership Team, Central Office As a team, determine who will gather reports using the mapping technology and how you will provide feedback Assist with the development of a Professional Development Plan to provide needed skill training the areas of curriculum, instruction and assessment. Consider Peer Observations to ‘coach’ each other on the use of new instructional strategies Plan and collaborate with other building teams to help make connections Work with staff to revise and update Building Improvement Plan Help facilitate discussions about data with staff Keep focused on the “Big Picture” and help staff make the connection Be aware and sensitive to different adult learning styles Be a coach and cheerleader: clarify, guide, nudge, and support Model good facilitation skills Provide support to new staff, teach them the initial processes Understand the curriculum software and provide support or request formal training if needed

Consensus Maps A collaborative document that identifies the ‘non-negotiables’ THE CORE, for each course or subject to meet the needs of all learners to ensure they are college and career ready. This helps to eliminate repetition and identify gaps.

UNWRAPPING the Standards

Phase 2 Unwrapping Process 1.Identify nouns and noun phrases to identify the CONTENT 2.Locate verbs to identify the SKILLS 3.Use Resources to better understand the Depth of Knowledge, Level of Bloom’s 4.Construct a list of skills that are essential to become proficient in the identified standard 5.Review charts to look for K-2 gaps in skills. 6.Determine that skills: 1.Are aligned to the Learning Target categories, use Marzano Resource 2.Have the level of rigor necessary to meet the expectations of the standard 7.Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills

Let’s practice … RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Identify the nouns… RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Identify the nouns and noun phrases… RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Locate the verbs… RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Locate the verbs… RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

What is the depth of knowledge?

Determine the level of understanding… KnowledgeReasoning Demonstrati on Product ExplainPredictObserveDesign DescribeInferPerformProduce IdentifyClassifyComposeMake DefineCompareConductWrite RecallSummarizeSpeakDraw RecognizeAnalyzeOperateRepresent SelectEvaluateInvestigateDisplay ListGeneralizeCollectModel

BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

BIG IDEAS/Major Concept Declarative statement that identifies the concepts that transcends grades and subjects. Serve as an umbrella concept Holds the main idea Gets to the HEART of the subject Serves as a conceptual anchor EXAMPLE Writing is a recursive process that conveys ideas, thoughts, and feelings. Writers use supporting details to justify their opinion and support their point of view

ESSENTIAL QUESTIONS (related to BIG IDEAS and Enduring Understandings) Over –arching interrogatives that provide focus and engage students Organizes to sharpen focus Higher level thinking Mental Velcro Connections beyond content being studied “So why is this important?”

EXAMPLES What strategies can I use when I come to a word I don’t know? How can reading fluently help me to understand what I am reading? What skills do good readers have that help them understand a story? How do literary elements impact a story? How does understanding words and how they are used help me to become a better reader?

SKILLS/Learning Targets What do students need to know or be able to do in order to demonstrate mastery or understanding of the content? SPECIFIC, OBSERVABLE, CRITICAL SKILLS, and 21 st Century Skills. Begin with an ACTION VERBS

KEY TERMS/VOCABULARY What terms are essential to this grade level?

The Unit Mapping Process BRAINSTORM means that you ‘dump your thoughts’ as quickly as possible without discussion. CONSIDER YOUR PASSION!

Lunch 11:30-12:30

Lexiles- match text to kids Lexile.com FIND A BOOK Use AIMSWEB lexiles to get an idea of the range. Go 50 above and 100 below for independent level

The Unit Mapping Process 1.Determine the STRANDS that can be integrated for the unit 2.Identify the Big Idea/ Major Concepts 3.Develop Essential Questions (Reword your big idea into a question) 4.Unpack the Core CORE 5.Include corresponding precise skills for each piece of content (cross check with MODEL curriculum) 6.Check level of understanding for alignment with standards 7.Identify the assessments that would allow students to demonstrate understanding

NEW ROUTINE CHART TALK Materials – Chart Tablet and Markers one color per person DONE IN SILENCE First person, goes to chart and writes a statement based on this cue. What have you learned about the mapping process and what are the benefits? Second person adds to the idea, or adds a new idea. Continue so everyone has a chance and use as much paper as needed. Leader should be looking for connections or write a question mark indicating further explanation.

UNIT MAPPING by GRADE LEVEL

Break- 10 minutes

Pacing Guide by Grade Level First Trimester What Reading, Writing, Spaaking/Listening, Language Standard Statements are introductory? Second Trimester What Reading, Writing, Speaking/Listening, Language Strands are next? Third Trimester What Reading, Writing, Speaking/Listening, Language Strands are next (most difficult level of understanding)

NEW ROUTINE DEEPENING AND PRACTICING UNDERSTANDING CHART TALK Materials – Chart Tablet and Markers one color per person DONE IN SILENCE First person, goes to chart and writes a statement based on the cue given. Second person adds to the idea, or adds a new idea. Continue so everyone has a chance and use as much paper as needed. Leader should be looking for connections or write a question mark indicating further explanation.

Curr. Mapping Team Planning Tool Goal(s):Evidence of Progress/Products to Be Produced Action StepsWho Analyze formative or benchmark data to discuss instructional changes to meet the needs of all learners Review student work samples and Appendix B writing samples Include 21 st Century Skills (web 2.0, collaboration, real/relevant opportunities) in units

Next STEPS 1.Think about your Unit ideas and how you can differentiate instruction for diverse learners. 2.Visit the MODEL curriculum site to investigate any links. 3.We will be aligning assessments to the skills/targets.

Check your individual progress toward the Learning targets for this course on your BLUE SHEET