Understanding the Standards We Teach – English Language Arts.
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Transcript of Understanding the Standards We Teach – English Language Arts.
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KYAE COMMON CORE STANDARDS
PROFESSIONAL DEVELOPMENT FY 2011-2012
Understanding the Standards We Teach –English Language Arts
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Entering Activity
1. Using a Post-it note and marker, write your response to the following question:
“What does the word ‘standard’ suggest to you?” Think of an example outside of education.
3. Post your notes on flip charts that best fit your responses.
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Understanding the Standards We Teach
Developed by KYAE Based on Standards in Action: Innovations for
Standards-Based Education. (November 2009). Produced by U.S. Department of Education Office of Adult and Vocational Education, MPR Associates, Inc, and Susan Pimentel, Inc.
Presented by Dawn Hanzel, Collaborative Center for Literacy Development at the University of Kentucky
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Agenda
Goals and Objectives (Course Map) Overview of the KYAE Common Core
Standards for English Language Arts Process for Unpacking the Components of
Standards Process for Building Sample Activities Practice Unpacking Assigned Standards Closing Activity
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Professional Development Overview
Directors Online Introductory Activities Directors’ Orientation Instructional Support PlanningDirectors and Instructors Online Introductory Activities Unit 1A Face-to-Face Meeting Unit 1A Team Activity Unit 1B Face-to-Face Meeting Unit 1B Team Activity
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How the Four PD Units Fit Together
UNIT 2 Translating
Standards into Curriculum
UNIT 3 Focus on
Assignments
UNIT 4 Observations
Effective Teaching and Learning
Practices
UNIT 1 Understanding the
Standards We Teach
Then revisit units to respond to indentified professional development needs of staff.
Start here and work your way through the units.
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Anticipated Outcomes
Participants will -
Become active members of a learning community concerned with the implementation of standards.
Gain a common understanding of the benefits and challenges involved in implementing the standards.
Learn to unpack the standards and align curriculum, texts, and other resources to the standards.
Create standards-based instructional resources designed to engage instructors and students with the most important ideas, questions and skills related to the standards.
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Objectives and Activities
Develop a consensus with a learning community team implementing a process to…
Unit 1A
Unpack the Components of the Standards
Build Sample Activities
Unit 1B
Align Resources to Standards
Complete Materials for Instructional Use
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Common Core State Standards
Mission Statement“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”
http://www.corestandards.org
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About the StandardsThese standards define the knowledge and skills students should
have within their K-12 education careers so that they will graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.
The standards – Are evidence-based Are aligned with college and work expectations Are clear, understandable and consistent Include rigorous content and application of knowledge through
high-order skills Build upon strengths and lessons of current state standards Are informed by other top performing countries, so that all
students are prepared to succeed in our global economy and society.
http://www.corestandards.org/about-the-standards
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Structure of the Standards CCSS are the Kentucky Core Academic Standards (K-
12) and the KYAE Common Core Standards. www.corestandards.org KCAS KYAE Common Core Standards- divided into NRS levels with adult
literacy text examples
Standards for Math Standards for English Language Arts & Literacy for
History/Social Studies, Science and Technical Subjects
E/LA/Literacy Appendices A: Review of Supporting Research, Glossary B: Text Exemplars and Sample Performance Tasks C: Writing Samples
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Structure of the English Language Arts Standards
Discipline (English Language Arts, Literacy for History/Social Studies, Science & Technical Subjects)
Content Area (CA) (reading, writing, speaking/listening)
Type of text- Reading (literature, informational, foundational)
College and Career Readiness Standards (CCR) Anchor Standards
NRS levels (1-6) and Grade level (K-12)
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English Language Arts StandardsTop-down Engineering
Inform
• College and Career Readiness• College and Career Anchor Standards
Inform
• English/LA & Literacy Standards in Reading, Writing, Speaking and Listening, and Language per grade-level
Inform
• Curricula, Texts, Materials, Assessment Instruments• Quality Teaching and Assessment
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The Standard Format Reading for Information Fourth grade Standard #1 Under the content strand “Key
Ideas and Details” No benchmark
How do you identify it?
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Design Principles For ELA Standards
Increased focus on results/mastery of content
Integrated model of literacy with emphasis on communication
Inclusion of research and media skills Shared responsibility for students’
literacy development
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Students who are college and career ready in reading, writing, speaking, listening, and
language
Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience, task,
purpose, and discipline. Comprehend as well as critique. Value evidence. Use technology and digital media strategically and
capably. Come to understand other perspectives and cultures.
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Unpacking the Components of the Standards
Resource that “unpacks” each standard into its component parts:
Skills
Concepts/Content
Context
Cognitive Demands or Level of Thinking
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Bloom’s Taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
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Why Unpack the Standards?
Help staff address how best to –
Maintain focus on the right content and skills
Teach to the appropriate level of complexity
Plan aligned curriculum/assessments
Support common expectations for students
(SIA Unit 1-6)
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RL3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
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RL 4.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text (e.g., a character’s thoughts, words, or actions).
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The Unpacking Process
With your team…
Review each standard in Column 1 to identify the skill demands of the standard, and write them down in Column 2.
Identify the content or concepts related to each skill contained within each standard and enter them into Column 3.
Identify the context in Column 4.
Use Boom’s Taxonomy to identify level of the thinking/cognitive demand in and list in Column 5.
(SIA Guide Unit 1-11)
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Confirm Unpacking
Cover up the standard in Column 1. Do the phrases listed in Column 2-5 describe the standard?
Do the unpacked skills, concepts (content), and context contain only words actually appearing in the standard?
Is each unpacked skill linked to the appropriate unpacked content or concept?
As you read the content and skills, do they represent what you would expect of a student in meeting this standard ?
(SIA Unit 1-11&12)
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Unpacking Guidelines(Guided Practice)
Keep in mind while completing the unpacking process:
Review the directions as a group.
If there is a benchmark, consider it as it relates to the overarching standard.
Allow everyone in the group to read the standard silently. Ask one person to read it out loud.
Unpack the standard or benchmark as a group, and come to a consensus.
Confirm unpacking as a group.
Gather questions/comments for reflection/clarification.
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Faster is not better.
Using the blank unpacking chart, write the identifier RL5.1 under the column “Standard.”
Read the standard silently.
Someone read it out loud.
Come to a consensus on the components of the standard.
Confirm the unpacking.
Move to the next standard.
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Reflections
What was beneficial about the unpacking exercise (process, chart, etc.)?
Challenging?
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Building Sample Activities
Real-world activity that matches the cognitive and conceptual demands of the standard
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Why Build Sample Activities?
To show how a particular standard can be addressed in the classroom and …
Target instruction to the right level of complexity.
Help instructors design lessons for students.
Articulate the demands across levels and clarify expectations.
Support shared professional learning and common expectations for students.
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Building Sample Activities Criteria
Build sample activities tied to specific standards that -
Describe a relevant real-life activity. Attract and hold student interest. Reflect the right level of complexity given the cognitive
demand of the standard. Result in an end-product that is meaningful to students. Make connections to other standards, as appropriate. Matches the unpacked standard (e.g. in terms in
cognitive demand).All in a few sentences…
(SIA Guide Unit 1-12)
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Building Sample Activities(Guided Practice)
Review directions as a group.
Develop sample activities for unpacked standards.
Review the Building Sample Activities Criteria.
Share sample activities with another group.
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Reflections
What was beneficial about the building sample activities exercise (process, charts, etc.)?
Challenging?
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What is the challenge?
All reaching towards the same goal
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Building the ladder as we go, we are pioneers in a statewide and nationwide effort to improve student readiness for college and career.
We have a team and we have tools.
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Next Steps
Implement plan.Meet as a team to unpack.Complete charts electronically .Post on Angel on a weekly basis.Coach will review and provide feedback.Consult with coach.Complete reflections.
Complete postings 2 days prior to the next face-to-face session.