Ccss in a year long context
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Slide show at lsalearning.com /workshops. CCSS in a year long context. Marie Alcock phd. Support Materials: LSALearning.com / workshops.

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Ccss in a year long context

Slide show at lsalearning.com/workshops

CCSS in a year long context

Marie Alcock phd


Support materials lsalearning com workshops

Support Materials: LSALearning.com / workshops

  • Year long context Detailed = Step by step process described in detail including support sites, prompting questions, coaching points, etc. This is several pages long and can be helpful if you are leading the process

  • Year long context Graphic = Summary of process in graphic organizer. Only one page and is useful when prompting faculty during a work session. Note, Math and ELA are on different pages.

  • Links to Samples, sample Year long contexts and sample units.


Ccss in a year long context

Standards -Based Classroom

CURRICULUM

STANDARD

The

STUDENT

ASSESSMENT

INSTRUCTION


Indicators of standards based teaching and learning

Indicators of Standards -Based Teaching and Learning:

  • The school develops clear statements of what students should know and be able to do

  • Common assessments apply to all students with high expectations for their success

  • The teacher knows how each lesson relates to curriculum unit plans


Ccss in a year long context

Common Terms

Learning Systems Associates


Four phases

Four Phases


Phase i

Phase I


Ccss in a year long context

PHASE I: CREATING YEAR LONG CONTEXT TOOL

Step 1: The Why?

Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade level

Step 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus

Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into potential units

Step 5: Link CLIs or MPs to units through natural connections to standards or themes


Ccss in a year long context

PHASE I: CREATING YEAR LONG CONTEXT TOOL

Step 1: The Why?

Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade level

Step 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus

Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into potential units

Step 5: Link CLIs or MPs to units through natural connections to standards or themes


Steps 1 2 and 3

Steps 1, 2, and 3

http://corestandards.org


Six shifts in ela literacy

Six shifts in ela / literacy


Six shifts in mathematics

Six shifts in mathematics


Ccss in a year long context

Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade levelStep 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus


Ccss in a year long context

PHASE I: CREATING YEAR LONG CONTEXT TOOL

Step 1: The Why?

Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade level

Step 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus

Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into potential units

Step 5: Link CLIs or MPs to units through natural connections to standards or themes


Step 4 organizing year long context

Step 4: Organizing Year Long Context

  • Identify standards you are working with

  • Read the standards

  • Identify if each one is a beginning of year, middle of year, or end of year standard.

  • Build “piles” of standards that are connected in some way and can build assessments that make sense for learning.

  • Identify central ideas or themes that are connected to these “piles” (MPs and CLIs are aligned here)


Year long context tool

Year long context tool


Step 4 prioritize beginning middle and end of year not current curr

Step 4: Prioritize Beginning, Middle, and End of year (not current curr.)


One more possibility

One more possibility…


Sample year long context consider timing

Sample Year Long Context – consider Timing

Sample from Rubicon Atlas Software


Ccss in a year long context

PHASE I: CREATING YEAR LONG CONTEXT TOOL

Step 1: The Why?

Step 2: Examine CLIs & MPs (in introductions) for focus areas at grade level

Step 3: Examine Anchor Standards or Areas of Focus and grade level standards (Staircase K-12) for coherence and focus

Step 4: Prioritizing Grade Level Standards (B, M, E) dividing into potential units

Step 5: Link CLIs or MPs to units through natural connections to standards or themes


Step 5 align mps or clis to potential units

Step 5: Align MPs or CLIs to potential units


Central idea theme connections

Central idea, theme, connections


Samples at lsa public rubiconatlas org

Samples at LSA-public.rubiconatlas.org


How are things shaping up

How are things shaping up?

What Squares

with my

BELIEFS?

What QUESTIONS are Circling around in my head?

3 Points worth REMEMBERING


Phase ii

Phase II


Teachers building units in software

Teachers building units in software


Phase 2 creating units of curriculum

PhASE 2: Creating Units of Curriculum

Step 6: Aligning Central Ideas to Essential Questions and Assessments (Evidence)

Step 7: Unpacking standards into precise content and precise skills statements and align to Assessments (evidence)

Step 8: Craft Key Terms, Activities, and all elements of the unit template

Step 9: Alignment and Revisions for quality

Step 10: Examine student work and refine curriculum delivery


Step 6 alignment with pre mapping activity

Step 6 : Alignment with pre-mapping activity


Step 9 diamonds of alignment

Step 9: Diamonds of Alignment

  • Essential Questions are answered by students and give evidence of the central ideas being understood.

  • Children are metacognitively aware of their own learning process.

  • Skills are observed and / or measured.

  • Evidence of the standards are either tangible products or performances.


Step 2 sample in rubicn

Step 2: Sample in Rubicn

More Samples at LSA-PUBLIC.RUBICONATLAS.ORG under ELA ES


Step 6 cont theme evidence consider mps and clis

Step 6 cont. : Theme / Evidence (Consider MPs and CLIs)


Phase 2 creating units of curriculum1

PhASE 2: Creating Units of Curriculum

Step 6: Aligning Central Ideas to Essential Questions and Assessments (Evidence)

Step 7: Unpacking standards into precise content and precise skills statements and align to Assessments (evidence)

Step 8: Craft Key Terms, Activities, and all elements of the unit template

Step 9: Alignment and Revisions for quality

Step 10: Examine student work and refine curriculum delivery


Step 7 precise content and skills

Step 7: Precise content and Skills

“That isn’t what I meant when I said strip and wax the floor!”

Precise content and skills matter

Content = nouns “the WHAT”

Content = bulleted list Skills = action verbs “students DO”

Skills = observable and measurable

Skills = directly aligned to assessments


Step 7 unpacking the standards

Step 7: Unpacking the Standards

  • Identify the standards for the unit

  • Underline the verbs and highlightthe nouns

  • Examine the Verbs for preciseness – ask “What would this look like in the classroom?” and “What would I see the student do to produce evidence of this?” Change the verb if necessary.

  • Prioritize the nouns into two groups:

    • Items of content and

    • Clarifiers that make the skills precise


Ccss in a year long context

Samples at LSA-PUBLIC.RUBICONATLAS.ORG under CCSS Math Grade 5


Phase 2 creating units of curriculum2

PhASE 2: Creating Units of Curriculum

Step 6: Aligning Central Ideas to Essential Questions and Assessments (Evidence)

Step 7: Unpacking standards into precise content and precise skills statements and align to Assessments (evidence)

Step 8: Craft Key Terms, Activities, and all elements of the unit template

Step 9: Alignment and Revisions for quality

Step 10: Examine student work and refine curriculum delivery


Diamonds of alignment

Diamonds of Alignment

Essential Questions are answered in assessments

Skills are aligned to assessments


Phase 2 creating units of curriculum3

PhASE 2: Creating Units of Curriculum

Step 6: Aligning Central Ideas to Essential Questions and Assessments (Evidence)

Step 7: Unpacking standards into precise content and precise skills statements and align to Assessments (evidence)

Step 8: Craft Key Terms, Activities, and all elements of the unit template

Step 9: Alignment and Revisions for quality

Step 10: Examine student work and refine curriculum delivery


Step 10 assessments evidence

Step 10: Assessments / Evidence

  • Assessments are answers to the Essential Questions. These will be evidence of both the standards and the Central Ideas.

  • Assessments are tangible products or performances of the Skills (if we say “list” in skills there is a “list” in assessments)

  • Assessments are are summative or formative

  • Assessments are DIRECTLY aligned to the Standard – labeled right in the unit map.

  • Collect Student work to evaluate the unit and refine going forward


Next steps

What aspects will you use immediately?

What are your next steps for taking action?

Next Steps

  • What do you and your colleagues still need?


Thank you

Thank you

Contact us at www.LSALearning.com


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