Mapping to the Core

Professional Learning

CommunityELA DAY 2

What shape is your

personality?

Please sign in and pick upMaterials for MAPPING SECTION

Our PLC Norms•Listen to understand•Set aside preconceived notions•Speak openly and honestly•Pay attention to your “feathers”

*Manage electronic devices

Members of a professional learning community recognize they cannot accomplish their fundamental purpose of high levels of learning for all students unless they work together collaboratively.

Research shows that a well-articulated curriculum, aligned to standards, is critical for student achievement.

(Marzano 2003, 2006)

Instruction Curriculum

Assessment

Curriculum Alignment

ImprovedStudentAchievement

Housekeeping

Big/Ideas for this course

Day 1-Laying the Foundation- Phase 1Day 2-Consensus Mapping-Phase 2Day 3- Continue Unit Development and align

assessments- Phase 3Ongoing-Read-throughs and differentiate for

learners while upgrading with web 2.0 tools-Phase 4

Training on Mapping Software and entering units in the system in Avon coming soon!

Day 2 Phase 2 of Curriculum Mapping• Learn a new routine (Back to Back partner and Chalk Talk)• Team Activity on Strand Assignment

• Reading • Speaking and Listening• Writing• Language

• Shoring up the Foundation for Mapping• Unwrapping the Standards • Lunch 11:30-12:30 on your own• Unit Planning• Chart your progress toward expectations on your BLUE sheet• PLUS/DELTA

Back to Back Partner…

NEW ROUTINE

DEEPENING AND PRACTICING UNDERSTANDING

CHART TALK

Materials – Chart Tablet and Markers one color per person

DONE IN SILENCE

First person, goes to chart and writes a statement based on the cue given.

Second person adds to the idea, or adds a new idea.

Continue so everyone has a chance and use as much paper as needed.

Leader should be looking for connections or write a question mark indicating further explanation.

Get into your STRAND Groups Determine Roles- Leader, Recorder, Time Keeper, Reporter

Discuss the following:1.What did you discover about the MODEL Curriculum?2.What did you learn about your grade level?3.Are there apparent STEPS between grades K-2? If so, attempt to chart those as staircase. IF NOT, where do you notice gaps?

30 minutes

Break- 10 minutes

Textbook as Curriculum

Essential Curriculum

Curriculum MapsBenchmark Skills

Critical Skills

Assessments Aligned to a

Program

Assessments Aligned to Essential

Curriculum?

Assessments Aligned to

Benchmark and Critical Skills in Curriculum Map

Instruction Focused on a

Program

Instruction Focused on Teaching Strategies

Instruction Focused on

learning through an enacted

Curriculum Map: K-12

Consistent and

Standardized

Professional Developme

ntCustomized

and Responsive Professional Developmen

t: Training, Coaching,

Leadership,Through data

analysis

From... To… 21st Century Mapping

Making Sense of Mapping

OLD Curriculum Terms New Curriculum Terms1. Goal2. Lesson Plan3. Scope & Sequence Resource Guide4. “Understands…”5. Materials6. Objective7. Collaboration8. Test/Quiz

1. Essential Questions2. Activities3. Curriculum Map-Living doc4. Higher Order Thinking Verbs5. Resources6. Benchmark and Critical Skills, Learning Targets7. Collaboration8. Formative and Summative Assessments aligned to skills

Potential Roles of Administrators in the

Mapping Process• Include the mapping process in policies and procedures• Communicate with staff, board, parents, community• Make connections and hooks with current initiatives• Work toward clarity in expectations/goals• Deal with resistors• Support staff• Training• Staff development plan• Time• Accountability• Read-throughs• Addressing gaps, repetitions, etc• Leadership team• Deal with obstacles• Serve as a coach in the process• Use data to make decisions

Potential Roles and Responsibilities of Curriculum Teacher Leaders

• Communicate Goals and progress towards goals regularly with, Staff, Principals, Building Leadership Team, District Leadership Team, Central Office

• As a team, determine who will gather reports using the mapping technology and how you will provide feedback

• Assist with the development of a Professional Development Plan to provide needed skill training the areas of curriculum, instruction and assessment.

• Consider Peer Observations to ‘coach’ each other on the use of new instructional strategies

• Plan and collaborate with other building teams to help make connections• Work with staff to revise and update Building Improvement Plan• Help facilitate discussions about data with staff• Keep focused on the “Big Picture” and help staff make the connection• Be aware and sensitive to different adult learning styles • Be a coach and cheerleader: clarify, guide, nudge, and support• Model good facilitation skills • Provide support to new staff, teach them the initial processes• Understand the curriculum software and provide support or request formal training if

needed

Consensus MapsA collaborative document that identifies the ‘non-negotiables’ THE CORE, for each course or subject to meet the needs of all learners to ensure they are college and career ready. This helps to eliminate repetition and identify gaps.

UNWRAPPING the Standards

Phase 2 Unwrapping Process1. Identify nouns and noun phrases to identify the CONTENT

2. Locate verbs to identify the SKILLS

3. Use Resources to better understand the Depth of Knowledge, Level of Bloom’s

4. Construct a list of skills that are essential to become proficient in the identified standard

5. Review charts to look for K-2 gaps in skills.

6. Determine that skills:1. Are aligned to the Learning Target categories, use Marzano Resource2. Have the level of rigor necessary to meet the expectations of the standard

7. Write a learning progression that reflects the sequential steps for introducing, developing, and reinforcing concepts and skills

Let’s practice …

RI.8.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Identify the nouns…

RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Identify the nouns and noun phrases…

RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Locate the verbs…

RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

Locate the verbs…

RI.8.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.

What is the depth of knowledge?

Determine the level of understanding…

Knowledge Reasoning Demonstration Product

Explain Predict Observe DesignDescribe Infer Perform ProduceIdentify Classify Compose MakeDefine Compare Conduct WriteRecall Summarize Speak Draw

Recognize Analyze Operate RepresentSelect Evaluate Investigate Display

List Generalize Collect Model

BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging AnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding ApplyingUsing information in another familiar situation Implementing, carrying out, using, executing UnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining RememberingRecalling information Recognizing, listing, describing, retrieving, naming, finding

BIG IDEAS/Major Concept

Declarative statement that identifies the concepts that transcends grades and subjects.

•Serve as an umbrella concept•Holds the main idea•Gets to the HEART of the subject•Serves as a conceptual anchor

•EXAMPLE•Writing is a recursive process that conveys ideas, thoughts, and feelings.•Writers use supporting details to justify their opinion and support their point of view

ESSENTIAL QUESTIONS (related to BIG IDEAS and Enduring Understandings)

Over –arching interrogatives that provide focus and engage students

Organizes to sharpen focusHigher level thinkingMental VelcroConnections beyond content being studied“So why is this important?”

EXAMPLES

What strategies can I use when I come to a word I don’t know?

How can reading fluently help me to understand what I am reading?

What skills do good readers have that help them understand a story?

How do literary elements impact a story?

How does understanding words and how they are used help me to become a better reader?

SKILLS/Learning Targets

What do students need to know or be able to do in order to demonstrate mastery or understanding of the content?

SPECIFIC, OBSERVABLE, CRITICAL SKILLS, and 21st Century Skills.

Begin with an ACTION VERBS

KEY TERMS/VOCABULARY

What terms are essential to this grade level?

The Unit Mapping ProcessBRAINSTORM means that you ‘dump your thoughts’ as quickly as possible without discussion.

CONSIDER YOUR PASSION!

Lunch 11:30-12:30

Lexiles- match text to kidsLexile.com

FIND A BOOK

Use AIMSWEB lexiles to get an idea of the range.Go 50 above and 100 below for independent level

The Unit Mapping Process1. Determine the STRANDS that can be integrated for the unit2. Identify the Big Idea/ Major Concepts3. Develop Essential Questions (Reword your big idea into a question)4. Unpack the Core CORE5. Include corresponding precise skills for each piece of content (cross

check with MODEL curriculum)6. Check level of understanding for alignment with standards7. Identify the assessments that would allow students to demonstrate

understanding

NEW ROUTINE

CHART TALK

Materials – Chart Tablet and Markers one color per person

DONE IN SILENCE

First person, goes to chart and writes a statement based on this cue.What have you learned about the mapping process and what are the benefits?

Second person adds to the idea, or adds a new idea.

Continue so everyone has a chance and use as much paper as needed.

Leader should be looking for connections or write a question mark indicating further explanation.

UNIT MAPPING by GRADE LEVEL

Break- 10 minutes

Pacing Guide by Grade Level

First TrimesterWhat Reading, Writing, Spaaking/Listening, Language

Standard Statements are introductory?

Second TrimesterWhat Reading, Writing, Speaking/Listening, Language

Strands are next?

Third TrimesterWhat Reading, Writing, Speaking/Listening, Language

Strands are next (most difficult level of understanding)

NEW ROUTINE

DEEPENING AND PRACTICING UNDERSTANDING

CHART TALK

Materials – Chart Tablet and Markers one color per person

DONE IN SILENCE

First person, goes to chart and writes a statement based on the cue given.

Second person adds to the idea, or adds a new idea.

Continue so everyone has a chance and use as much paper as needed.

Leader should be looking for connections or write a question mark indicating further explanation.

Curr. Mapping Team Planning ToolGoal(s): Evidence of Progress/Products

to Be ProducedAction Steps Who

Analyze formative or benchmark data to discuss instructional changes to meet the needs of all learners

Review student work samples and Appendix B writing samples

Include 21st Century Skills (web 2.0, collaboration, real/relevant opportunities) in units

Next STEPS

1. Think about your Unit ideas and how you can differentiate instruction for diverse learners.

2. Visit the MODEL curriculum site to investigate any links.

3. We will be aligning assessments to the skills/targets.

Check your individual progress toward the Learning targets for this course on your BLUE SHEET