Curriculum Designers, Inc. - School Improvement Network

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Assessment Data. • Upgrading Dated Content, Skills, and Assessments. • Integrating Web 2.0 tools, Digital and Media
Curriculum Designers, Inc. www.curriculum21.com [email protected]

Guiding  Ques+ons   •  How  can  we  make   sense  of  the  Common   Core  Standards?     •  How  can  we  integrate   the  Common  Core   Standards  into  our  local   school    curriculum  to   support  student   learning?    

Four  Phase:  MAPPING  TO  THE  CORE-­‐  Implementa+on  Process   I. Laying the Core Foundation •  Laying the Foundation: Definition and Purpose •  Unpacking and Translating the Standards •  Ensuring Quality and Precision through Crosswalks

II. Launching The Mapping Process •  Mapping the Curriculum •  Transitioning to Units •  Developing Consensus Core Maps

III. Sustaining the Core Mapping Process: Informing Curriculum with Assessment Data •  Informing the Maps through the Review of Data •  Developing Benchmark Assessments •  Integrating 21st Century and Literacy Skills into the Maps •  Implementing Five Alignment Perspectives to the Common Core – Master Mapping •  Developing an Implementation Plan

IV. Advancing the Work: 21st Century Upgrades •  Upgrading Dated Content, Skills, and Assessments •  Integrating Web 2.0 tools, Digital and Media Literacy •  Versioning: New Structures and Forms •  Responding to the Future *H.  H.  Jacobs.  (to  be  released,  2011).  Mapping  to  the  Core:  Integra0ng  the  Common  Core  Standards  into  Your  Local  School  Curriculum.  School   Improvement  Network  PublicaGons:  SLC,  Utah.    

I. Laying the Foundation •  Defini+on  and  Purpose  of  Standards   •  Organiza+onal  Structure  Common  Core   Standards   •  Terminology   •  Making  Sense  of  the  Standards   •  Transla+ng  the  Standards   •  Crosswalking:    Ensuring  Quality  

Common  Core  State  Standards  

           hKp://corestandards.org  

Standards      Defini0on  –  Level  of  quality  accepted   as  norm    

•  Types  of  Standards   –  State  Standards     –  Common  Core   –  College  Readiness  (ACT)   –  NaGonal  OrganizaGons   –  InternaGonal  (AERO)    

Why Standards? -­‐    Establish a staircase of increasing

complexity in content and skills across the grades and subjects - Provide building blocks for successful classrooms - Ensure a consistent  core  curriculum   for  all  students    

                                   Cherry  Picking  

ELA Standards •  •  •  •  •  •   

Reading for Literature Reading Informational Text Reading: Foundational Skills (K-5) Writing Speaking and Listening Language

Literacy  in  History/Social  Studies,  Science,  and  Technical  Subjects     Grades  6-­‐12  (integrated  in  K-­‐5)  

English Language Arts •  Reading Literature & Informational Text –  Key Ideas & Details –  Craft & Structure –  Integration of Knowledge & Ideas –  Range of Reading & Level of Text Complexity

•  Foundation Skills (K-5) –  Phonics & Word Recognition –  Fluency

English Language Arts   •  Writing –  Text Type & Purpose –  Production & Distribution of Writing –  Research to Build & Present Knowledge –  Range of Writing

•  Speaking & Listening –  Comprehension & Collaboration –  Presentation of Knowledge & Ideas

•  Language –  Conventions of Standard English –  Knowledge of Language –  Vocabulary Acquisition    

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. •  Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. •  Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. •  Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). •  Use precise language and domain-specific vocabulary to inform about or explain the topic. •  Provide a concluding statement or section related to the information or explanation presented.  

W.5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. •  Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. •  Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. •  Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). •  Use precise language and domain-specific vocabulary to inform about or explain the topic. •  Provide a concluding statement or section related to the information or explanation presented.  

Unit Title: Informative Writing          Grade:    5   Big  Idea(s)/ Major  Concept (s)  

Essen+al   Ques+ons  

Core  Content  

Skills  

•  Focused  topic   •  Clearly  states   •  FormaRng  –   topic  in  wri+ng   headings,   •  Uses   illustra+ons,   FormaRng  –   mul+media   headings,   •  Topic   illustra+ons,   Development   and   through  –   mul+media  to   facts,   aid  in   defini+ons,   comprehension   examples,     quota+ons,   etc.   •  Phrases  and   Clauses  to   link  ideas   •  Precise   Language   •  Concluding  

Assessments/ Evidence  of   Learning  

CC Informational Text – 4th Grade Key Ideas and Details

•  Draw on details and examples from a text to support statements about the text. •  Determine the main ideas and supporting details of a text; summarize the text. •  Describe the sequence of events in an historical or scientific account, including what happened and why, based on specific information in the text.

CC Informational Text – 4th Grade Key Ideas and Details

•  Draw on details and examples from a text to support statements about the text. •  Determine the main ideas and supporting details of a text; summarize the text. •  Describe the sequence of events in an historical or scientific account, including what happened and why, based on specific information in the text.

Unit Title: Informational Text - Key Ideas and Details Grade: 4 Big  Idea/Major   Essen+al   Concept   Ques+ons  

Core  Content  

Skills  

•  Suppor+ng   •  Supports   Details   statements   •  Specific   about  the  text   Examples   using  specific   •  Main  Idea   details  and   •  Sequence  of   examples   Events   •  Explain  how   •  Process  -­‐   the  suppor+ng   Drawing   details  support   Conclusions   the  main  idea   •  Fact  and   •  Iden+fies  and   Opinion   summarizes   •  Summariza+on   main  idea(s)  in   mul+ple  ideas   the  text   •  Orders  and   explains  the   sequence  of   events  in  the   text   •  Cites  evidence  

Assessments /Evidence  of   Learning  

Unit Title: Informational Text - Key Ideas and Details Grade: 8 Big  Idea/Major   Essen+al   Concept   Ques+ons  

Core  Content  

Skills  

•  Text  Analysis   •  Inferences   •  Connec+ons   through   comparison,   analogies,   and/or   categories   •  Bias  and   Propaganda   •  Purpose,   Structure,  and   Elements  of   Informa+onal   Text  

•  Cites  evidence   that  supports   the  analysis  of   the  text   •  Cites  evidence   that  supports   inferences   drawn  from   the  text   •  Analyzes  the   development   of  the  central   idea  in  the   text   •  Uses   comparisons,   analogies,  and   categories  to   analyze   connec+ons  in  

Assessments /Evidence  of   Learning  

What is a BIG IDEA? Why are they so critical to learning and to mapping?   • A Big Idea is a major concept stated as a relational statement that provides the focus and basis for acquiring knowledge. • Concept based learning sustains long term recall of facts vs. isolated fact base learning. • A major concept is synonymous with the enduring understanding or Big Idea from UbD.

Big Idea or Major Concept Declarative statement that describes concepts that transcends grade levels and courses. • Serves as an umbrella concept • May be thought of as a linchpin/organizer • Holds the main idea • Goes to the heart of the subject • Serves as a conceptual anchor for making facts more understandable and useful

Examples  of  Major  Concepts:   ¨ A  history  unit  on  Ancient  Egypt  might  focus  on   the  concept:   ¡ The  geographical  locaGon  of  a  culture  largely   determines  its  social,  poliGcal  and  economic   possibiliGes.     ¨ A  science  unit  on  the  Rainforest  might  focus  on   the  concept:     ¡ In  the  natural  world  there  are  systems   comprised  of  interdependent  component  parts.    

Sample Big Ideas/Main Concepts ü Writing is a recursive process that conveys ideas, thoughts and feelings. ü Writers use different points of view to tell a story from different perspectives. ü Information to gain or expand knowledge can be acquired from a variety of sources. ü Effective language builds social and academic knowledge. ü Writers use supporting details to justify their opinion and support their point of view.

Unit Title: Informational Text - Key Ideas and Details Grade: 4 Big  Idea/Major   Essen+al   Concept   Ques+ons  

Core  Content  

Skills  

Determining  the   key  ideas  and   details  in  the   text  can  help   students   determine  the   author s   purpose.  

•  Suppor+ng   •  Supports   Details   statements   •  Specific   about  the  text   Examples   using  specific   •  Main  Idea   details  and   •  Sequence  of   examples   Events   •  Explain  how   •  Process  -­‐   the  suppor+ng   Drawing   details  support   Conclusions   the  main  idea   •  Fact  and   •  Iden+fies  and   Opinion   summarizes   •  Summariza+on   main  idea(s)  in   mul+ple  ideas   the  text   •  Orders  and   explains  the   sequence  of   events  in  the   text   •  Cites  evidence  

Assessments /Evidence  of   Learning  

Essential Questions Are Mental Velcro that: •  Serve as organizers to target instruction •  Push students to higher levels of thinking •  Serve as a connector across curricular areas •  Cannot be answered yes or no or found in the text

Essen+al  Ques+ons   •  How  can  I  become  a  “good”  reader?   •  How  do  rules  of  language  affect   communica+on?   •  What  strategies  can  I  use  to  well  wri_en   product?   •  What  is  my  story?   •  What  can  I  do  when  I  don’t  understand   everything  in  a  text?  

•  What  “truths”  can  we  learn  from  fic+on?     •  How  can  I  become  an  effec+ve  writer?  

Unit Title: Informational Text - Key Ideas and Details Grade: 4 Big  Idea/Major   Essen+al   Concept   Ques+ons  

Core  Content  

Determining  the   key  ideas  and   details  in  the   text  can  help   students   determine  the   author s   purpose.  

•  Suppor+ng   •  Supports   Details   statements   •  Specific   about  the  text   Examples   using  specific   •  Main  Idea   details  and   •  Sequence  of   examples   Events   •  Explain  how   •  Process  -­‐   the  suppor+ng   Drawing   details  support   Conclusions   the  main  idea   •  Fact  and   •  Iden+fies  and   Opinion   summarizes   •  Summariza+on   main  idea(s)  in   mul+ple  ideas   the  text   •  Orders  and   explains  the   sequence  of   events  in  the   text   •  Cites  evidence  

How  can  I   determine  the   author  s   purpose?  

Skills  

Assessments /Evidence  of   Learning  

Unit  Title:  InformaGonal  Text  -­‐  Key  Ideas  and  Details   Grade:    10  

Big  Idea/Major   Essen+al   Concept   Ques+ons   Key  ideas  and   details  in  text   can  be  used  to   make  asser+ons,   inferences,   generaliza+ons,   and  to  draw   conclusions.    

Core  Content  

How  does   •  Development   interac+ng  with   of  the  text   the  text  provoke   •  Development   thinking  and   of  an  idea   response  and   •  Techniques   help  us   used  to   determine  the   introduce  and   author s   jus+fy  key   purpose?     points   •  Connec+on  of   ideas  to   informa+onal   texts  and  life   •  Influences  on   authors   •  Induc+ve  and   deduc+ve   reasoning    

Skills  

•  Explains   specific   evidence  that   supports  the   analysis  of  the   text   •  Explains  the   development   of  the  main   idea  and  how   specific  details   support  it   •  Analyzes  how   the  author   uses  ideas,   events,  and   order  to   strengthen   connec+ons   •  Analyzes  ways  

Assessments /Evidence  of   Learning  

   What  would  we  accept  as   evidence  of  learning?        …In  pairs  or  triads,  brainstorm   possible  assessments  that   would  allow  the  students  to   demonstrate  their   understanding…  

Four  Phase:  MAPPING  TO  THE  CORE-­‐  ImplementaGon  Process   I. Laying the Core Foundation •  Laying the Foundation: Definition and Purpose •  Unpacking and Translating the Standards •  Ensuring Quality and Precision through Crosswalks

II. Launching The Mapping Process •  Mapping the Curriculum •  Unit Design •  The Big Picture - Consensus Core Maps

III. Sustaining the Core Mapping Process: Informing Curriculum with Assessment Data •  Informing the Maps through the Review of Data •  Developing Benchmark Assessments •  Integrating 21st Century and Literacy Skills into the Maps •  Five Alignment Perspectives to the Common Core – Master Mapping •  Developing an Implementation Plan

IV. Advancing the Work: 21st Century Upgrades •  Upgrading Dated Content, Skills, and Assessments •  Integrating Web 2.0 tools, Digital and Media Literacy •  Versioning: New Structures and Forms •  Responding to the Future *H.  H.  Jacobs.  (to  be  released,  2011).  Mapping  to  the  Core:  Integra0ng  the  Common  Core  Standards  into  Your  Local  School  Curriculum.  School   Improvement  Network  PublicaGons:  SLC,  Utah.    

Curriculum Designers, Inc. www.curriculum21.com [email protected]