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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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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.
slide3

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
slide5

Common Terms

Learning Systems Associates

slide9

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

slide10

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

slide14

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

slide15

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)
sample year long context consider timing
Sample Year Long Context – consider Timing

Sample from Rubicon Atlas Software

slide21

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

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 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 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

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
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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