2. Targeted Mapping Marie Alcock Ph.D.

3. Two questions for TODAY 1.How do we USE our maps? 2.How do we DEVELOP our maps?

4. First some basic definitions Diary Map Curriculum DATA Consensus Map

5. How do we USE maps?

6. What to we cut? What do we keep? What do we create?.

7. Class of 2024- this year’s preschool

8. Are children and youth processing information differently?

9. Stephen Wilmarth, Chapter 5- Curriculum 21: Essential Education in a Changing World ( edited by HH Jacobs), ASCD, 2010 Image courtesy Sivlia Rsoehthal Tolesano www.langwitches.com www.langwitches.com

10. Standards and EQs Lesson Plans Our Data Informed Discussions Assessments Summary: one target at a time

11. What are these conversations really like?

12. Data Student Achievement Data Curriculum Data Perception Data Student Data Environmental Data Research Data

13. Dual Purpose Mapping Baseline Entries (Long term Goal) Targeted Entries (Short Term Goal)

14. How Targeted Mapping Works Use Review Process Why are you mapping? Implemented Curriculum Pick the Conversation Make the Decisions Quality Maps? Collect the Curriculum data

17. Revisions to Units All revisions or upgrades are worked into existing or new units

19. Steps to plan conversation Use varied sources of data to identify target and standard Brainstorm common vocabulary Identify tag for maps and reports to run Generate sample map entries Begin data collection Generate reports, collect assessment data, student work (2 weeks prior to conversation) Host conversation using review process Learning Systems Associates

20. How do we DEVELOP our maps?

21. FIVE TYPES OF ALIGNMENT  Internal: The elements in a teacher or district curriculum map align to one another.  Cumulative: The curriculum maps build year to year; class to class K-12 and beyond.  External: Curriculum and assessment maps align to external standards geared toward future productivity.  To Students: Curriculum and assessment maps are designed to match the needs of specific learners in specific locations for their future.  Global: The aims and actions of our school curriculum and programs will help our learners connect to global communities.

22. Standards Definition – Level of quality accepted as norm  Types of Standards  State Standards  Common Core  College Readiness (ACT)  National Organizations  International (AERO)

23. “Unpacking” Standards ELA Word Recognition- Lit. Competency  Use knowledge of a variety of decoding strategies, such as letter-sound correspondence, syllable patterns, decoding by analogy, word structure, use of syntactic (grammar) cues, and use of semantic (meaning) cues, to read unfamiliar words  Integrate sources of information to decode unfamiliar words, self-monitor, and self-correct for word-reading accuracy  Use word recognition skills and strategies quickly, accurately, and automatically when decoding unfamiliar words  Recognize at sight a large body of high-frequency words and specialized content vocabulary 6th Grade: Decoding Strategies: *Letter Sound… *Syllable Patterns.. *Analogy *Word Structure *Syntactic *Semantic Self-Monitoring Self-Correcting Fluency High Frequency Words Content Vocabulary fluency

24. Integration of Knowledge and Ideas Informational Text - CC 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

25. Integration of Knowledge and Ideas Informational Text - CC 7. Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. 8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. 9. Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.

26. Reading Standards – Grades 11-12  Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.  Determine the central ideas or information of a primary or secondary source; provide a accurate summary that makes clear the relationships between the key details and ideas.  Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.

27. Naming the Unit… Once you have the determined the focus of the unit, work with the title to clarify the purpose…  Research: Organizing the Information  Persuasive Essays: Make Me Believe It  Poetry: Creating the Mood  Historical Fiction: How did we get from there to here?  Figurative Language: Writing with Pizzazz

28. Using Concept(s)…to Sharpen the Focus  Concept: -A relational statement -sharpens focus and helps to determine what needs to be taught -sharpens focus and helps to determine what needs to be taughtExample(s): ? Location determines a country’s economic possibilities. ? Writers use supporting details to justify their opinion and support their point of view. ? Systems are comprised of interdependent components.

29. Essential Questions Over-arching interrogatives that provide focus and engage students ? Organizers to sharpen focus ? Higher-level thinking ? “Mental Velcro” ? Connections beyond content being studied ? “So why is this important”…?

30. Which of the following are Essential Questions? What makes a family a community? What are the three main branches of the government? Is the Civil War still going on today? Who are everyday heroes? What do good readers do? What are the parts of an insect? What makes a family a community? What are the three main branches of the government? Is the Civil War still going on today? Who are everyday heroes? What do good readers do? What are the parts of an insect?

31. Assessments: Tangible Products Evidence of Student Learning  Documentaries  Surveys  Diagrams  Web 2.0 applications  Persuasive speech  Create models  Legal Briefs  Broadcasts  Web page  Hypothesis testing  Grant proposals  Video Conference  Podcasts  Media Criticism  Captions  Original plays  Graphic organizers  Digital Storytelling

32. Content THE “WHAT” THAT IS TO BE TAUGHT  Key areas of focus from the standards  Core content specific to the content topics  Targeted facts and key information  Written in noun form

33. Learning Targets/Skills WHAT STUDENTS NEED TO KNOW OR BE ABLE TO DO IN ORDER TO DEMONSTRATE MASTERY OR UNDERSTANDING OF THE CONTENT Are specific, observable and measurableAre specific, observable and measurable Include benchmark skills, critical skills, and 21 st century skillsInclude benchmark skills, critical skills, and 21 st century skills Begin with action verbs….Begin with action verbs….

34. Precision is Critical to a Successful Performance Consider the precise skills needed for any performance: Basketball A Musical Art Show A Documentary

35. Examples of Precise Skills  Find the main idea and supporting details  Estimate sums and differences using rounding techniques to the nearest 1000.  Alphabetize to the second letter  Interpret data represented in a bar graph  Identify root words, suffixes and prefixes  Label the parts of an informative speech Explain the difference between fact and opinion Locate and Identify parts of a book: title page, table of contents, index and glossary Compare and contrast the benefits and limitations of a hybrid car and SUV Define the hypothesis and conclusion of an “if-then” statement Analyze four primary documents written by John F. Kennedy Tell time to the minute

36.  Compare and contrast different types of cells.  Interview a local politician about his or her political contributions  Create a poster that categorizes vertebrates and invertebrates  Categorize insects into groups of vertebrates and invertebrates  Read and take notes from non-fiction chapter  Explain the steps in the problem solving process. Skills or Activity?  List major events on a timeline of US History  Develop a podcast that summarizes the key points in the text.  Keep a fitness log to keep track of aerobic activities  Summarize plot by describing the story problem, main events, and the resolution  Compute the perimeter of simple geometric figures with unknown side lengths.

38. Steps in the Process… 1. Unpack the standard 2. Identify your unit topic and subtitle 3. Identify your Big Idea/major concept 4. Develop your Essential Questions (reword your Big Idea/Major Concept, others?) 5. Unpack the content you need to teach (check standards) so students can demonstrate an understanding of the Big Idea/Major Concept 6. Include corresponding precise skills for each piece of content (cross check with standards) 7. Align assessments to the skills and standard

39.  Check level of understanding for alignment with standards  Check Common Core for standards you can integrate in your unit  Determine assessments that would allow students to demonstrate understanding and align with the expected level of understanding  Include activities that allow students to practice the skills  Include resources that support the unit and engage students in the learning process

40. Contact Information Learning Systems Associates Marie Alcock Ph.D. 973 479-7724 malcock33@gmail.com