1. Welcome

2. Cognitive Countdown 3-2-1

3. Cognitive Countdown 3-2-1  Write 3 thoughts you might have about curriculum development  Write 2 questions you may have about curriculum development  Write 1 concern you might have about curriculum development

4. Shoulder Partners Face Partners Pick a Partner

5. Curriculum Development is like… baking a cake because…

6. Agenda  Welcome and Sponge Activator  Prioritizing the Standards  Identifying Supporting Standards  Naming Units of Study  Reflection and Action Planning

7.  Understand how to select and prioritize standards for the optimization of student learning.  Understand the process of creating curricular units of study. Outcomes

8. Why Prioritize the Standards

9. Shoulder Partners Face Partners Shoulder Partner

10. We plan as if there are 365 days of instruction. There are only 180 days of instruction. But are there really?

11. You Do The Math 125 days x 5.5 hours 687.5 hours of instruction

12. You Do The Math 687.5 hours  150 standards 4.5 hours per standard

13. Agenda  Welcome and Sponge Activator  Prioritizing the Standards  Identifying Supporting Standards  Naming Units of Study  Reflection and Action Planning

14. Prioritizing Standards

15. FILTERS Endurance Leverage Readiness

16. Over Time (endurance) Across Content (leverage) Toward Next Skill (readiness) Priority Standard

17. Shoulder Partners Face Partners Number Partner

18. Over Time (endurance) Across Content (leverage) Toward Next Skill (readiness) Priority Standard

19. Lookin’ At 2

20. Lookin’ At 2 Standard

21. Lookin’ At 2 Standard Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text Cite textual evidence to support analysis of what the text says explicitly …as well as inferences drawn from the text

22. Lookin’ At 2 Standard Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text Determine two or more Main ideas of a text Explain how they are supported …by key details Summarize the text

23. The Choice

26. Nervous?

27. Shoulder Partners Face Partners Face Partner

28. The Choice Determine a central idea of a text and how it is conveyed through particular details; provide summary of the text distinct from personal opinions or judgments 6 th Grade Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text 5 th Grade Determine the main idea of a text and explain how it is supported by key details; summarize the text 4 th Grade

29. The Choice Determine a central idea of a text and how it is conveyed through particular details; provide summary of the text distinct from personal opinions or judgments 6 th Grade Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text 5 th Grade Determine the main idea of a text and explain how it is supported by key details; summarize the text 4 th Grade

30. The Choice Determine a central idea of a text and how it is conveyed through particular details; provide summary of the text distinct from personal opinions or judgments 6 th Grade Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text 5 th Grade Determine the main idea of a text and explain how it is supported by key details; summarize the text 4 th Grade

31. The Choice Determine a central idea of a text and how it is conveyed through particular details; provide summary of the text 6 th Grade Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text distinct from personal opinions or judgments 5 th Grade Determine the main idea of a text and explain how it is supported by key details; summarize the text 4 th Grade

32. Shoulder Partners Face Partners Think – Pair – Share 1.Think of one word to describe how you are feeling compared to when we started this activity. 2.Stand and share your word and thoughts with your letter partner. Think – Pair – Share 1.Think of one word to describe how you are feeling compared to when we started this activity. 2.Stand and share your word and thoughts with your letter partner.

33. Break

34. Welcome Back

35. Lookin’ At 5

36. LUNCH

37. WELCOME BACK I’m stuffed!

38. Agenda  Welcome and Sponge Activator  Prioritizing the Standards  Identifying Supporting Standards  Naming Units of Study  Reflection and Action Planning

39. Rat in a Maze

41. Supporting Standards

42. Start Here

43. What does prioritizing standards look like across grade levels?

44. Shoulder Partners Face Partners Number Groups

45. Many Hands Make the Work Light 1.Read the Standards for Literature 2. Prioritize the Standards Write it on a green post-it note 3. Determine Supporting Standards Write it on a yellow post-it note 4. Find the Eliminated Standards Write it on a pink post-it note

46. Priority Standards Supporting Standards Standards to Eliminate RL 7.3 Analyze how particular elements… RL 7.1 Cite several pieces of textual… RL 7.9 Compare and contrast a fictional… RL 7.2 Determine a theme or central idea… RL 7. Analyze how an author develops…. RL 7.3 Analyze how drama’s or poems… RL 7.4 Determine meaning of words and phrases… RL 7.8 Not applicable to literature… RL 7.10 Read and comprehend Literature…

48. Sharing

50. Agenda  Welcome and Sponge Activator  Prioritizing the Standards  Identifying Supporting Standards  Naming Units of Study  Reflection and Action Planning

51.  Understand how to select and prioritize standards for the optimization of student learning.  Understand the process of creating curricular units of study. Outcomes GOT IT!

52. Start Here Curriculum

53. Creating Units of Study 1.Prioritize the Standards 2. Names the Unit(s) of Study 3. Choose the Supporting Standards 4. Wash, Rinse, and Repeat

54. Priority Standards Unit of Study Supporting Standards

55. Three Types of Units Topical – focus on a specific portion of a larger subject

56. Three Types of Units Topical – focus on a specific portion of a larger subject Examples: Solids and Liquids Place value Narrative writing

57. Three Types of Units Skill-based – emphasis on application

58. Three Types of Units Skill-based – emphasis on application Examples: Regrouping Converting fractions to decimals Capitalizing and punctuating a piece of writing

59. Three Types of Units Thematic – broader – emphasize connections to other topics Examples: Life cycles Family ancestry History of dance

60. Three Types of Units – How do you decide? What is the purpose and dominant focus? What is the unit supposed to accomplish? Which type of unit (topical, skill-based, thematic) would best enable the teacher to accomplish the purpose and focus of the unit?

61. Priority Standards 6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.W.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 6.SL.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 6.L.3a Vary sentence patterns for meaning, reader/listener interest, and style.

62. Priority Standards Unit of Study ?

63. Priority Standards Unit of Study What’s the Big Idea?

64. 6.RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.W.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 6.SL.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 6.L.3a Vary sentence patterns for meaning, reader/listener interest, and style.

65. What’s the Big Idea? Supporting Standards (examples) 6.RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. 6.L.2b Spell correctly. 6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 6.L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

66. Putting It All Together

67. Shoulder Partners Face Partners Number Groups

68. Persuading Readers in Writing

69.  Understand how to select and prioritize standards for the optimization of student learning.  Understand the process of creating curricular units of study. Outcomes GOT IT!

70. The journey of a thousand miles begins with a single step

71. Reflecting What do you need to know about yourself as a leader in order to effective lead this process?

72. Ready, Set, Action Reflect on the today’s learning and the status of your curriculum development. Identify at least three action steps you will take between now and May 2.

73. CONTACT INFO/QUESTIONS Save the Date May 2, 2014 9:00-12:10 Troy Global Campus

74. Questions Mandy Lohman 616-915-7986 MLohman@thecenterforcharters.org ? ? ?

75. Thank You for Attending!