Navigating Through the New Curriculum Essentials Document
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Our Journey
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How are BVSDs CED and Common Core Standards Organized? Draft
CED & Common Core organization Vertically Aligned GLEs &
EOs Placemats by grade level & standard
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Susan insert the 2 nd writing GLE page from 1 st or 2 nd
grade
Turn & Talk Take a few minutes to orient yourself with what
is on this alignment document. How might this benefit you /your
school?
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Placemats by grade level & standard
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Turn & Talk Take a few minutes to orient yourself with what
is on this alignment document. How might this benefit you /
teachers in your school?
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How might assessment & reporting expectations change?
English Language Arts GLEs connectedness to the report card. CED
alignment to new State assessments..
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BVSD Assessments Screeners, diagnostics, interim and summative
assessment will be used along with assessments evaluated
formatively to plan lessons and provide focused feedback to
students. Observations/Conversations/Work Samples Group/Individual
Projects - Performance tasks District/State Literacy Assessment
Individual Reading Inventories such as Running Records, QRIs,
Guided Reading Level Benchmark Books Questions/Comments/Reading
Responses Peer assessments/ Self assessments Discuss with a
partner: which of these do you already use? How might your use
these differently as you transition to the new CED?
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How might assessment & reporting expectations change?
English Language Arts GLEs connectedness to the report card. CED
alignment to new State assessments..
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Two Major Assessment Changes 1.The assessment will be online.
2. The type of thinking and responding will be very different the
focus will be on using multiple texts to respond to one question
& using textual evidence will be required.
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Turn and Talk What will it take to prepare students who are
ready for these assessments?
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Transition Plan Lets take time to do this well! Insert
Transition arrows
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Make intentional connections between reading & writing
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Common Core Appendix A & C FANTASTIC RESOURCES!! Use them
as a book study a 3 rd Point to gather information & discuss
implications
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Annotation: The writer of this piece establishes a situation
and introduces the narrator. ONE night when the air was warm, my
puppys were sleeping on the back porch.... I turned out my lamp. I
wuldnt go to sleep.... I saw my mom geting ready to walk out the
door.... She had a worried exspression on her face. I knew somthing
was wrong. organizes an event sequence that unfolds naturally and
uses temporal words and phrases to signal event order. When I
opened The back door I excpected my puppys Maggie and Tucker to
jump up on me. They didnt come at all. I called, they still didnt
come. Now I knew something was wrong. uses dialogue and description
of characters actions, thoughts, and feelings to develop
experiences and events or show the response of characters to
situations. I asked where are you going? Just for a drive she
replied. She had a worried exspression on her face. I knew somthing
was wrong. I went to my room and cried. The next day I still
worried. I worried all through school. Her eyes started to fill
with tears as she answered my question with 3 words, I dont know,
she burst into tears. So did I. She hugged me. I went outside and
sat in moms rocking chair. I cried some more. Ive got over them
leaving because mom says we can get 2 new puppys very soon.
provides a sense of closure. Ive got over them leaving because mom
says we can get 2 new puppys very soon. demonstrates growing
command of the conventions of standard written English (with
occasional errors that do not interfere materially with the
underlying message).
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Three Types of Writing Argument/Persuasive Opinion in
Elementary Informational/Expository Narrative
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Words in Three Tiers Spelling & Vocabulary Study
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Determining Text Complexity A four step process 1.Determine
quantitative measures 2.Systematically analyze qualitative aspects
3.Reflect upon reader and task considerations 4.Recommend
appropriate placement
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Common Core Publishers Guide for English Language Arts &
Literacy states: Curriculum materials must provide extensive
opportunities for all students to engage with complex text,
although students whose decoding ability is developing at a slower
rate also will need supplementary opportunities to read text they
can comprehend successfully without extensive supports. They may
also need extra assistance with fluency practice and vocabulary
building. Students who need additional assistance, however, must
not miss out on essential practice and instruction their classmates
are receiving to help them think deeply about texts, participate in
thoughtful discussions, and gain world and word knowledge.
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QUANTITATIVE: Lexiles Explained Lexiles: Word Level Difficulty
Sentence Level Complexity Sarah, Plain and Tall: 430 Pride and
Prejudice: 1030.
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Lexile bands suggested by Common Core *K-1 Lexile Range is NOT
included in the Common Core
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Sarah, Plain & Tall Did Mama sing every day? asked Caleb.
Every single day? He sat close to the fire, his chin in his hand.
It was dusk, and the dogs lay beside him on the warm hearthstones.
Every single day, I told him for the second time this week. For the
twentieth time this month. The hundredth time this year. And the
past few years. And did Papa sing, too?
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Henry & Mudge Mudge was huge. He weighed one hundred and
eighty pounds. He stood three feet tall and he drooled. Im glad
youre not short, Henry said.
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Using the Three Forms of Information Quantitative Henry &
Mudge (460L) Sarah, Plain and Tall (430L) Qualitative Henry &
Mudge: one odd word included throughout Mudge Sarah, Plain &
Tall: Rare words in Sarah typically appear once or twice in the
chapter or even the whole book. But when these words appear, they
are challenging (e.g., hearthstones, wretched, holler) Reader &
Task See guiding questions
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Resources Transition Steps Communicate with colleagues to
discuss and design opportunities for more technical reading &
writing throughout the day. Consider ways to use current technology
within buildings for communication, researching and presenting. Use
the Exemplar Texts list, inventory texts you have within the
classroom library, school library, local public library,
instructional resource room, and online possibilities. Conducting
the Inventory: Are our reading lists and Resource Rooms balanced to
50/50 & 75/25? Do we have rich, quality reading resources? -
Discard tests we dont think are the absolute best to put in front
of our children. What do we currently have to prepare for meeting
EOs? Have this discussion per grade & then have it vertically
K-2, 3-5, 2-3, 5-6 What digital resources do we have available
throughout the school? What will be our process for downloading and
using digital content? School level: Determine the amount of funds
needed/funds that can be used for purchasing resources. Use the
three factors for refining the leveling and selection of texts to
use for instruction.
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More independent reading online resources, home/school
reading
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Processing..Reflecting.. List the Ohs & Ahas you are taking
away from tonight. What shifts are you most excited about trying
this spring? What are you still wondering about?
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Want to help? Spelling task force will meet 2xs this summer and
approximately once per month throughout next year. District K-5
Writing Assessment - will meet 2xs this summer and approximately
once per month throughout next year. Will need to pilot assessment
throughout next year. Will submit writing samples this spring as
possible BVSD Exemplars Writing Types & Specific Writing Genres
ad hoc group to meet this spring and 1x this summer
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Thank You for your interest in the CED transition & for the
dedication and energy you share with our students every day!