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New Teacher Orientation. Christina School District 2011-2012 Melissa Brady, Social Studies Curriculum Specialist Kathy Kelly, ELA Curriculum Specialist. LFS Overview. What does it stand for? Learning Focused Solutions

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New teacher orientation l.jpg

New Teacher Orientation

Christina School District 2011-2012

Melissa Brady, Social Studies Curriculum Specialist

Kathy Kelly, ELA Curriculum Specialist


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LFS Overview

  • What does it stand for?

    • Learning Focused Solutions

    • A model that provides a planning framework for thinking about, planning, and delivering instruction using exemplary practices with a focus on learning.

  • What are the key components?

    • Know, Understand, Do (KUD)

    • Student Learning Map (SLM)

    • Graphic Organizers

    • Unit/Lesson Plans

      • Acquisition Lesson Plans

      • Extended Thinking Lesson Plans


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LFS---Key Strategies

  • Essential Questions

  • Collaborative Pairs

  • Vocabulary Strategies

  • Graphic Organizers

  • Summarizing Strategies

  • Differentiated Assignments

  • What am I responsible for now?

    • Find out where your building is in the implementation process

    • Seek assistance from:

      • Building administrator

      • Instructional Coach

      • Team Leader

      • Literacy Links: www.christina.k12.de.us/literacylinks/elemresources/hmh_resources.htm

      • Learning Focused: www.learningfocused.com

      • UPCOMING: CSD Podcasts on LFS Basics and Key Strategies


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    Elementary ELA

    Christina School District

    Kathy Kelly

    ELA Curriculum Specialist


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    Common Core State Standards

    • Everything we teach should be aligned to the Common Core State Standards (CCSS)

    • 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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    How to interpret the ELA CCSS


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    Information at your fingertips

    http://www.christina.k12.de.us/literacylinks/elemresources/ElemResources.htm


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    What you will find on the CCSS page…

    http://www.christina.k12.de.us/literacylinks/elemresources/ccss.htm


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    CSD CCSS ELA Matrix


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    Where to find CCSS resources:

    National Resources

    • http://www.corestandards.org/

      Christina Resources

    • http://www.christina.k12.de.us/literacylinks/elemresources/ccss.htm

      Delaware Department of Education Resources

    • http://www.doe.k12.de.us/infosuites/staff/ci/comstandards.shtml


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    Sample Components/Timeframe of Language Arts Block

    ESSENTIAL QUESTIONS MUST BE POSTED


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    • Christina Language Arts Block K-5

    • All students will receive 135 minutes of literacy instruction daily. (Reading and Writing)

    • Word Work (15 minutes)

    • Phonemic Awareness

    • Phonological Awareness

    • Phonics

    • Vocabulary

    • Use your Common Core and Journeys Teachers Edition to guide your word work

    • Teacher Directed (20-30 minutes)

    • Use the comprehension skill from the Common Core and Journeys Teachers Edition to guide the Teacher directed lesson

    • Essential Questions listed on Grade Level matrix may differ from those found in Teachers Edition and Focus Wall. The updated EQ’s align more closely with the Common Core will provide greater depth of knowledge.

    • May use text or passages from Journeys, Supplemental Read Alouds, Science kit readers, Social Studies textbooks, Time for Kids Readers, etc. Remember the focus is on the skill /strategy.

    • Teachers may use instructional delivery methods found in Journeys Teachers Edition or Sample Acquisition lessons found in elementary reading shared drive \\clshare\Elem_reading.

    • Keep whole group practice/assignments out of this block and save for flexible group time.


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    • Flexible Group (20 minutes x 2) or (15 minutes x 3)

    • Students will be broken into flexible groups based upon skill.

    • Teacher must meet with the lowest group(s) EVERY day.

    • Save this time for independent practice work based.

      • assign something for all other students to do based on teacher directed lesson and then pull your low group first to provide more assistance/alternative assignments for them (remember these assignments must be meaningful and not just busy work).

    • Centers for students not working with you should directly tie to what you have been teaching from the Teacher Directed Lesson or small flexible groups. There may be one review center for previously learned skills.

      • Purpose: extra practice on what has been taught during word work and the teacher directed lesson.

      • Center options can be found in your Journeys Teacher’s Edition and on Literacy Links at: http://www.christina.k12.de.us/LiteracyLinks/elemresources/center_resources.htm


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    • Suggested Centers

    • Review of Skills and Strategies Previously Taught Center

    • Fluency Center (fluency practice, re-reading, partner reading)

    • Word Work Center (activity can support grade level scope and sequence skills and/or needs based skills; can use frayer model to help support vocabulary concepts)

    • Reading Independently Center (Self Directed Reading and/or using the graphic organizer)

    • Writing in Response to Reading Center (writing from their graphic organizer, answering text based questions, or making connections to text)

    • Listening & Speaking Center (listen to anthology story, listen to key pieces of literature, recording your reading or thoughts/retellings and sharing with a partner)

    • Technology Center (Learning Point Navigator Assignments, Kidspiration, Inspiration, Think Central, www.Thinkfinity.org, MS Word publishing of written responses, www.starfall.com, www.pbskids.org, www.wegivebooks.org, etc.)

    • For additional resources refer to Literacy Links at http://www.christina.k12.de.us/literacylinks/elemresources/ElemResources.htm


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    • Writing Block (35-45 minutes)

    • Use Direct instruction (Mini Lessons)

      • Use Journeys Teachers Edition and/or Writing Curriculum Binder

    • Address the Writing Process

    • Common Core Writing Priority Focus Areas

      • How to Write a Paragraph

      • Narrative Writing

      • Letter writing

      • Descriptive Writing

      • Informative/Explanatory Writing – Structures (comparing/contrast essay, Chronological essay, cause/effect, problem/solution)

      • Persuasive/Construct Support (Opinion)

      • Research

      • http://www.christina.k12.de.us/LiteracyLinks/elemresources/writing_resources.htm


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    The Language Arts Block Handbook“Your Guide for all things ELA”


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    Response to Intervention

    Response to Intervention (RtI) is a federal and state mandated initiative for providing early intervening services & instructional supports for struggling students not identified as needing special education services (as well as those who are identified). Current RtI regulations stipulate that students identified as needing additional interventions in reading and/or math will receive the following supplemental instructional support:

    Strategic: Reading OR Math -90 minutes of intervention

    Reading AND Math-120 minutes of intervention with instructional focus proportionate to student’s identified weakness in the content area (Reading or Math).

    Intensive: Reading OR Math -150 minutes of intervention

    Reading AND Math-180 minutes of intervention with instructional focus proportionate to student’s identified

    weakness in the content area (Reading or Math).

    All students shall receive universal instructional screenings for reading (DIBELS, DCAS, classroom assessments, etc.) at the elementary level at least 3 times each regular school year at routine and fairly spaced intervals.

    • Based on the screening results, students are placed in one of the following Tiers using the recommendations made by I Tracker Pro as well as other relevant assessment data.

    • Tier I-Benchmark – at or above the 60thpercentile

    • Tier I Benchmark—being closely monitored 40th-59th percentile

    • Tier II - Strategic - 26-39th percentile

    • Tier III - Intensive - at or below 25th percentile

    • Once in Tiers, differentiated and targeted instruction begins according to student need!

    • Student progress is tracked and monitored for growth.

    • Adjustments in instruction is made as necessary.

      • Move on to new skill as one is mastered

      • Repeat current skill…adequate growth not shown

      • Increase amount of time student receives in small group setting


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    • Intervention Block: http://www.christina.k12.de.us/LiteracyLinks/elemresources/rti_resources.htm

    • Tier III students get both the 135 minutes language arts block daily and an additional 150 minutes of Tier III intervention services weekly outside the language arts block.

    • Tier II students get both the 135 minutes reading block daily and an additional 90 minutes of Tier II intervention services weekly outside the language arts block.

    • Tier III group

    • This group must receive 30 minutes additional instruction daily.

    • These should be students who need supplemental instruction.

    • Tier III students must be progress monitored weekly.

    • Intervention done with this group must remain needs based supported by data.

    • Strategy/skill intervention should not be switched until progress monitoring data supports further/different instruction.

    • While this group is working, other students should be working on extended thinking tasks (ex: Literature Circles, Book Clubs, Projects, Learning Point Navigator, Accelerated Reader, Scholastic Reading Counts, etc.)


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    • Intervention Block, Continued:

    • Tier II Group:

    • This group must receive additional instruction 90 minutes weekly.

    • These should be students who need supplemental instruction.

    • Tier II students must be progress monitored weekly.

    • Intervention done with this group must remain needs based.

    • Strategy/skill intervention should not be switched until progress monitoring data supports further/different instruction.

    • While this group is working, other students should be working on extended thinking tasks (ex: Literature Circles, Book Clubs, Projects, Learning Point Navigator, Accelerated Reader, Scholastic Reading Counts, etc.)


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    Response to Intervention Support

    • Building Administrator

    • Building Educational Diagnostician

    • Building Psychologist

    • Building Core RtI Team

    • Grade Level Team Leader

    • Mentor


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    Online ELA Support

    • Literacy Links (Internet—available at home and school)

      • http://www.christina.k12.de.us/LiteracyLinks/elemresources/ElemResources.htm

        • Pacing Guides

        • District Curriculum Calendar

        • RtI Resources

        • Grade Level Resources

        • PLC Resources

        • LFS Resources

        • Spelling & Phonics Inventories

        • Sample Lesson Plans & Schedules

        • 5 Strand Specific Resources

        • Variety of ELA Web Links

      • Teachers Shared Drive (shared file—available only from a CSD networked computer

        • \\clshare\Elem_reading


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    ELA Support System

    • District Level Support

      • Director of Curriculum and Instruction, Heather Bordas [email protected]

      • Curriculum Specialist, Kathy Kelly [email protected]

      • Instructional Coach

    • Within Building Support

      • Instructional Coach (if available in your building)

      • Content Chair

      • Team Leader

      • Building Administrator


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    Christina School DistrictSocial Studies Overview K-5Melissa BradySocial Studies Curriculum SpecialistDistrict Social Studies [email protected]


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    ComponentsDelaware Prioritized CurriculumChristina Model Units DPC Model Units


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    DPC explanation

    • A course of study for students in grades K-12.

    • The goal is to create the dispositions for citizenship

    • Students demonstrate understanding through explanation, interpretation, and analysis.

    • Students should be able to transfer their knowledge and understanding to a new context or situation.


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    Delaware Prioritized Curriculum

    Components:

    • Standards

    • Clarification documents

    • DRC Model Units

      4. Christina Model Units

    All can be found on the DDOE website at http://www.doe.k12.de.us/ss


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    Accessing the DDOE sitehttp://www.doe.k12.de.us/ss

    1. Prioritized Standards

    3. Model Instructional Units

    2. Clarifications


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    DE Social Studies Standards

    Geography

    Standard 1: Maps

    Standard 2: Environment

    Standard 3: Places

    Standard 4: Regions

    History

    Standard 1: Chronology

    Standard 2: Analysis

    Standard 3: Interpretation

    Standard 4: Content

    Civics

    Standard 1: Government

    Standard 2: Politics

    Standard 3: Citizenship

    Standard 4: Participation

    Economics

    Standard 1: Microeconomics

    Standard 2: Macroeconomics

    Standard 3: Economic Systems

    Standard 4: International Trade


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    Understanding the Standards

    EXAMPLE:

    Geography Standard Four: Students will develop an understanding of the character and use of regions and the connections between and among them [REGIONS].

    Regions are areas containing places with common characteristics. They are a major way we simplify a geographically-complex world. Regions can be used for analysis and synthesis. They have practical applications as in political administration or organizing economic behavior. Understanding regions and their use will allow students to better analyze and predict patterns and connections between and among people, places, and environments.

    The complexity of the standard will increase at each succeeding grade cluster:

    K-3a: Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Essential for Grade 3

    K-12 Standard

    K-3 benchmark


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    Clarifications Document

    • Inform teachers on the meaning of the standards

    • Suggest ideas for how teachers might help students to uncover the meaning of the standards

    • A tool for alignment of curriculum, assessment, and instruction to the state standards


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    Model Units

    Standards-Based Units that are “recommended” for teachers in grades K-5

    DRC Model Units

    (DDOE website)

    • Grade Cluster K–3

    • Grade Cluster 4–5

      *Not all units are complete.

    Christina Units

    (CSD website)

    • Grades K-5

      *Training will be done during school year.

      *Units may or may not be printed for you.


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    Summary

    • Four content areas

      • Civics, Geography, Economics, History

      • Each has 4 strands

    • Delaware Prioritized Curriculum drives all instruction

      • Standards

      • Clarifications Document

      • Christina Model Units

      • DPC Model Units

    • DCAS testing is based on the benchmarks

      • Spring of 4th grade


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    Social Studies Support System

    • District Level Support

      • Director of Curriculum and Instruction, Heather Bordas [email protected]

      • Curriculum Specialist, Missy Brady [email protected]

      • Instructional Coach

    • Within Building Support

      • Instructional Coach (if available in your building)

      • Content Chair

      • Team Leader

      • Building Administrator


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