1 Common Core State Standards High School ELA Session One: September 4-7, 2013.
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Transcript of 1 Common Core State Standards High School ELA Session One: September 4-7, 2013.
1
Common Core State Standards
High School ELA
Session One: September 4-7, 2013
Essential Questions
How do we develop as professional educators to prepare students for college and career? (CSTP 6)
How are CCSS and Scope and Sequence different from what we did before? How will my instruction change to meet these demands? (CSTP 6.1, 2 & 3)
How will we plan instruction for college and career readiness? (CSPT 4.2, 3 & 4)
Write:
What are standards?
CCSS Implementation Goals
Teachers will understand and implement the CCSS in ELA/Literacy, ELD and Mathematics to operationalize the instructional shifts
Teachers will understand, develop and implement CCSS-aligned formative, interim, and summative assessment practices
Teachers and leaders will understand and implement CSTP’s and FUSD Leadership standards in alignment with CCSS
Overarching Outcomes for the Year~CCSS~
Teachers and leaders are able to articulate independently expectations for students found in CCSS each quarter.
Teachers and leaders are able to understand
and utilize the Scope & Sequence to plan and deliver lessons and modules in CCSS each quarter.
Teachers and leaders use student work to drive planning and determine student growth for each quarter.
5
Commitments
Plan utilizing grade level Scope and Sequence Integrating reading, writing, speaking and listening
Teach to the standards identified in your Scope and Sequence
Include Depth of Knowledge (DOK) levels 2 and 3
Session One Objective
By the end of the session, teachers will be able to demonstrate an understanding of identified Common Core grade level standards and the FUSD Scope and Sequence by collaboratively designing an instructional sequence which reflects appropriate Depth of Knowledge and the demands of the Scope and Sequence (integration of reading, writing, speaking and listening).
Objective application
Each teacher will deliver this instruction and bring back evidence in the form of student work and an experiential reflective narrative for Session Two.
Professional Meeting Norms9
Value the opportunity to learn by coming prepared and by being willing to participate with an open mind.
Keep side-bar conversations to a minimum. Put all questions on the parking lot.
Silence all cell phones. Refrain from texting during the meeting.
Close laptops until collaboration work time. Start and end on time. Honor break and lunch times. Stay for the entire meeting
CCSS National Timeline
Coordinated by Council of Chief State School Officers and National Governors Association Developed College and Career Readiness Anchor
Standards Summer 2009 Released Common Core State Standards (CCSS)
June 2010Adopted by California August 2010 (15%
augmentation)Full Implementation 2014-2015 school year
Fresno Unified Reading Performance Levels11
Grade
CST* Percentage Proficient
2009
NAEP Percentage
Basic or Above
NAEP Percentage Proficient or
Above
4th 46% 37% 11%
8th 38% 45% 12%
* CST Data from California Department of Education website at www.cde.ca.gov
EAP~ Early Assessment Program
School2010 2011 2012
ReadyNot yet ready
ReadyNot yet ready
ReadyConditional
ly readyNot yet ready
Bullard 20.3% 79.7% 20.5% 79.5% 24.8% 16.7% 58.5%
Cambridge 100.0% 0.7% 99.3% 1.1% 98.9%
Design Science 29.1% 70.9% 15.9% 84.1% 36.0% 32.0% 32.0%
DeWolf 100.0% 1.5% 98.5% 1.1% 1.1% 97.8%
Duncan 9.5% 90.5% 9.3% 90.7% 6.6% 13.3% 80.1%
Edison 27.0% 73.0% 28.1% 71.9% 28.3% 17.8% 53.9%
Fresno 6.8% 93.2% 6.8% 93.2% 6.8% 8.5% 84.6%
Hoover 12.0% 88.0% 12.3% 87.7% 12.6% 12.9% 74.6%
McLane 4.6% 95.4% 7.3% 92.7% 5.1% 10.0% 84.9%
Roosevelt 4.4% 95.6% 8.9% 91.1% 8.6% 11.3% 80.1%
Sunnyside 7.1% 92.9% 8.9% 91.1% 10.8% 12.9% 76.3%
Young 0.9% 99.1% 100.0% 0.7% 0.7% 98.6%
Total 10.1% 89.9% 11.3% 88.7% 11.8% 11.2% 77.0%
CCSS Portrait of College and Career Ready Student
Page 7 of the CCSS Introduction
College and Career Readiness
14
Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience,
task, purpose, and discipline. Comprehend as well as critique. Value and use evidence. Use technology and digital media strategically
and capably. Come to understand other perspectives and
cultures.
Anchor Text
“From Common Core Standards to Curriculum: Five Big Ideas”
By Jay McTighe and Grant Wiggins
Related text
Video (Teaching Channel CCSS ELA) College and Career Readiness Anchor Standards
Discuss
Four A’s Text Protocol
AssumptionsAgreeArgueAspire
Stop and write:
How might the CCSS impact your instructional planning?
Consider specific evidence from text (including video)
Scope and Sequence:Four Corners
1. You are completely comfortable with the S & S document; you could lead training yourself.
2. You are comfortable with the S & S, but need more time and opportunities to process.
3. You are not clear on what this document means for your instructional planning.
4. You haven’t had time to read and/or process the document, so you aren’t sure what to make of it yet.
Read, write, discuss
Big Idea #2 What is curriculum? What role do standards play in curriculum?
FUSD Scope and Sequence
Overview: the draft Unpack What questions do you want to pose?
LunchOne hour
Module Study
Text: Big idea #4
Task: Unpack samples What standards? What DoK? Student voice? Students reading and writing?
Application
Plan instructional sequence
Complex text Task aligned to standards and DoK Students write, speak, and read
Share Bring student work samples to Session 2 Write a reflective narrative about what worked/what
didn’t work
Commitments
Plan utilizing grade level Scope and Sequence Integrating reading, writing, speaking and listening
Teach to the standards identified in your Scope and Sequence
Include Depth of Knowledge (DOK) levels 2 and 3
Session One Objective
By the end of the session, teachers will be able to demonstrate an understanding of identified Common Core grade level standards and the FUSD Scope and Sequence by collaboratively designing an instructional sequence which reflects appropriate Depth of Knowledge and the demands of the Scope and Sequence (integration of reading, writing, speaking and listening).
Objective application
Each teacher will deliver this instruction and bring back evidence in the form of student work and an experiential reflective narrative for Session Two.
Closure
Homework Feedback