English Language Arts Professional

DevelopmentUsing PUSD Electronic Resources

November 2014

Outcomes• Build capacity to use Common Core ELA

Standards in tandem with 2014 ELD Standards to implement the CCSS ELA Course Descriptions

• Use the Theory of Action (Plan-Do-Check-Act) to support the implementation of the CCSS ELA Course Descriptions

• Build the capacity to prepare and teach lessons aligned to the expectations set forth in the CCSS ELA Course Descriptions

Essential Questions

• How does today’s work connect with our on-going District initiatives of A.I.R2 the 4Cs and the full implementation of the CCSS?

• How do the Key Themes in the ELA/ELD Framework inform instructional practices for all students and connect to our on-going district initiatives of A.I.R.2 the 4 Cs and the full implementation of the CCSS?

• How do PLCs collaborate to plan and implement to fidelity the CCSS ELA course descriptions?

• How does today’s work inform our next steps?

Technology AcrosticUse the acrostic to answer the

following questions—

• How do you feel about technology use in your classroom?

• How do you use technology in your classroom?

Professional Reading: Review

2014 English Language Arts/English Language Development Framework: Key Themes AND Pages 55-57 of the ELA/ELD Framework beginning with “Amplification of the Key Themes in the CA ELD

Standards”

• What insights do you have about the ELA/ELD Framework based on these readings?

Professional Reading

• Teaching with Technologyo Why Teach with Technologyo Humanities sources are Increasingly onlineo Technology and essential skills for the 21st

Century• Technology and academic performance

o There are many fundamental reasons for incorporating technology in the classroom

o Studies and significant findings

PUSD E-Sources• Constructed a 3 branch Tree Map

with the following headings:o I’ve used that!o That looks interesting!o That looks so interesting that I think I will try it!

• As you watch the Prezi- categorize the E-Sources that you see into one of the categories on the Tree Map.

PUSD E-Sources

http://tinyurl.com/21CLPUSD

PUSD E-Sources• I’ve used that!

o Share with those in your group which E-sources you have used and how they worked for both you and your students.

• That looks interesting!o Share with your group which of the E-sources you though were

interesting but not so interesting to use in class.

• That looks so interesting that I think I will try it!o Share with your group which of the E-sources you thought were so

interesting that you are willing to give them a try. What are your initial thoughts on how to implement the e-source in your class?

Unit 2/3 Key Assignment

As a grade level, choose a key assignment to work with for the remainder of the session.

• Reminderso Key Assignments are sign posts on the road as

teachers work through the unit with their studentso Teachers may need several lessons to complete

each Key Assignment

In this part of the session, grade levels will work on those lessons that will be needed for students to

complete the Key Assignment.

Unit 2/3 Key Assignment (cont’d)

• As you review one Key assignment in preparation to plan a lesson as a grade-level, keep the following in mind:• Key Themes• At least 1 PUSD E-Source from the That

looks so interesting that I think I will try it! branch of your Tree Map

• High School Only: Instructional Methods and Strategies from UC Course Submission

Resources• http://tewt.org/