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]