1. Aligned Round Rock Curriculum ARRC Update August 2010

2. RRISD Instructional Timelines Format has been standardized across grade levels and departments Resources are prioritized in the “Recommended Lessons and Learning Experiences” section The term “Recommended” has been removed from Instructional Timelines

3. RRISD Instructional Timelines New section: “Required Lessons” – assured experiences for all students ELPS Resources & suggested instructional practices have been hyperlinked for ease of access

4. Elementary Mathematics

5. Instructional Timelines Required Model Lessons Measurement Patterns and Algebraic Reasoning Computational Fluency

6. Elementary Mathematics Instructional Timelines New Computational Fluency Timelines Prerequisites – in Kindergarten Timelines Strategies for Computational Fluency Addition - Subtraction – Grades 1 & 2 Multiplication - Division – Grades 3 & 4 Remediation recommendations – Grade 5

7. Secondary Math

8. Secondary Math Revised At-a-Glance Documents Re-aligned with District Calendar to give more time in short first semester Includes number of instructional days for each unit

9. Secondary Math Revised At-a-Glance Documents Includes dates of district and state assessments by six weeks Includes uniform notation of tested and high stakes student expectations

10. Elementary Science ARRC New Features for 2010-2011

11. Elementary Science 2010 TEKS – RRISD High-Stakes TEKS Correlation to 2010 TEKS – 1998/2010 TEKS Transition Gaps in Prior Instruction Vocabulary – K-5 Master List by Grade & by Alpha Sort – English & Spanish – Essential Scientific and Academic Vocabulary – Key Definitions for Specificity

12. TEKS-Aligned Assessment Resources – Keeley Formative Assessment Probes & Manipulatives – Exemplars Performance Assessments Curricular Connections – Vertical Alignment TEKS – Middle School TEKS for Specificity, as needed

13. Secondary Science

14. Secondary Science ARRC Updates  At-a-Glance Maps reflect the new Science TEKS/SE  At-a-Glance Maps have been developed for elective Science courses as well as core courses.  Middle School TEKS reflect the greatest changes to scope and sequence due to specific grade level emphases, although all grades still have units reflecting Life, Earth, and Physical Science :  6 th Grade Physical Science  7 th Grade Life Science  8 th Grade Earth Science

15. Secondary Science ARRC Updates  Drafts of Instructional Timelines for elective courses are in development for the first time  Core Components include:  Specificity to assist teacher teams in designing units and lessons  Vocabulary divided into two sections  Vocabulary to review and pre-assess for prior knowledge  Vocabulary new for mastery in the unit

16. Secondary Science ARRC Updates  Enhancements under development:  An Emerging Leader Cohort of Grades 6-9 teachers are developing tiered lessons, assessment items, and resources aligned to the new TEKS/SE  Our goal is to be proactive and poised for success in meeting College and Career Readiness Standards and the rigor of STAAR and EOC as we transition to new assessments

17. Elementary Social Studies

18. Goals 2010-2011 Integration of Social Studies and ELA TEKS/Instruction –Lessons –Interactive Student Notebook Bundling of new TEKS –Teacher facilitators will examine TEKS and make revisions to the Instructional Timelines

19. Secondary Social Studies

20. Goals 2010-2011 Increase alignment of content and assessment to instruction Planning Cadres  Middle School Grades  World Geography  World History Bundling of new TEKS  Teacher facilitators will examine TEKS and make revisions to the Instructional Timelines Increase Professional Development in content areas  College and Career Readiness Workshops Grades 9, 10, and 11  Muslim Histories and Cultures Project January 2011 Grades 6, 9, and 11

21. Social Studies TEKS Kindergarten through 10 th Grade have been clarified and are included in the Instructional Timelines Social Studies TEKS 11 th, Grade, Government, and Economics are partially clarified Effective date of revised social studies and economics TEKS - August 23, 2010

22. Elementary Language Arts

23. * Most units are three weeks in length. * Genres addressed in reading are paired with complimentary genres in writing. * No more than two grade levels study the same genre at a given time in order to ensure there are ample resources.

24. TEKS and SE’s are clarified with greater specificity. Core Components TEKS/SEs Clarification: Theme & Genre is often thought of as traditional/classical literature: folktales, fables, fairytales, legends/myths. However, when examining the TEKS/SEs carefully, students are also required to examine texts that focus on contemporary and historical contexts. The purpose of Theme & Genre is to explain cultural values, themes, and lessons specific to individual cultures. African folktales typically honor mental acuity and the ability to problem solve over physical strength and brawn. Characters who are old and wise are revered while youth is typically associated with foolishness or naivety. European-based folktales honor youth, beauty, and strength over age and wisdom. Native American tales honor nature and respect for the Earth as admirable traits, as well as a willingness to experience hardship and adversity as a way of fighting egocentrism. TEKS/SEs Clarification: 4.18(B) write letters whose language is tailored to the audience and purpose (e.g. a thank you note to a friend) and that use appropriate conventions (e.g. date, salutation, closing) [in response to text read] Note: Students should write letters for a wide variety of purposes – the tone of the letters will change dependent upon the purpose. The emphasis is not upon students simply writing letters correctly, but the various reasons why students should write letters.

25. Instructional Resources Websites (hot links)  Media Education Lab Media Education Lab  Media Literacy Network Media Literacy Network  Pearson Successnet Leveled Readers for Science and Social Studies content Pearson Successnet Leveled Readers for Science and Social Studies content Books o Buckner, A. E. (2005). Notebook know-how: strategies for a writer’s notebook. Portland, ME: Stenhouse Publishers.(27 copies, iBistro) o Calkins, L. M. (2003). Launching the writing workshop. Portsmouth, NH: Firsthand. (36 copies, iBistro) o Fletcher, R. J. (1996). A writer’s notebook: unlocking the writer within you. New York: Avon Books. (54 copies, iBistro) o Fletcher, R. J. (1996). Breathing in, breathing out: keeping a writer’s notebook. Portsmouth, NH: Heinemann. (12 copies, iBistro) o Fletcher, R. J., & Portalupi, J. (2005). Lesson’s for the writer’s notebook. Portsmouth, NH: Heinemann. (24 copies, iBistro) o Fountas, I. C., & Pinnell, G. S. (2001). Guiding readers and writers, grades 3-6: teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann. (170 copies, iBistro) Resources such as recommended professional literature and hyperlinks for teacher/student use. Supporting documents, such as model lessons, tools for establishing writing notebooks and text selection are also embedded within the ARRC.

26. Secondary English Language Arts

27. ARRC Overview Pages for Middle and High School New Feature: “Snapshots” of Instructional Timelines (1-2 pages)  Unit Titles and pacing featured  Benchmark Assessments and TAKS Test dates documented  “Focus Genres” Highlighted  Major work products noted for each unit  Vocabulary and Grammar Skills Emphasized in Each Unit/Timeline

28. Middle School ARRC Highlights  Introductory Unit:  Reader’s/writer’s notebook, status of the class charts, conferencing, independent reading, and reading responses that integrate embedded, textual evidence.  In each semester, both fictional and expository genres are “visited” during the sequence of instruction. Reading genres are paired with complimentary writing genres. There are multiple opportunities throughout the year for readers to make connections between and across multiple texts of various genres.  Research has been carefully dispersed at each grade level.

29. High School ARRC Highlights  A balance of fictional and expository genres are featured each semester to provide students with multiple opportunities to work with both types of texts as critical readers.  Work products and assessments are delineated with teaching notes.  Pacing suggestions/considerations are included in each unit from master teachers.  Ongoing assessment and best practices are written in each Instructional Timeline.  Research has been carefully dispersed at each grade level to maximize the use of campus resources.

30. ARRC Feedback Located on ARRC home page Encourage feedback