Rosanna Fukuda, Educational Specialist Carrie Sato, Resource Teacher - PowerPoint PPT Presentation

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Rosanna Fukuda, Educational Specialist Carrie Sato, Resource Teacher
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Rosanna Fukuda, Educational Specialist Carrie Sato, Resource Teacher

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  1. Social Studies/Language Arts Elementary Combined Fall Leadership TrainingNovember 30, 2007Dole Cannery Iwilei Ballroom Rosanna Fukuda, Educational Specialist Carrie Sato, Resource Teacher Petra Schatz, Educational Specialist Maria Gordon, Resource Teacher Debra Masada, Resource Teacher

  2. Introductions & Housekeeping • Who is At Your Table?

  3. Teachers struggling to teach an overloaded curriculum!

  4. DOE Strategic Goal #1: • Improve student achievement through standards-based education

  5. ME DH/Leadership Conferences SCHOOL LEADERSHIP • TRAINING METHOD • Face-to-Face • Information Sharing & Training • Work Sessions w/ Group Discussions and Feedback COMPLEX AREA TEAM OCISS • FALL CONFERENCES • Statewide • Agenda planned by OCISS/ISB • Includes training and work sessions • Participants asked to return to schools to share information and implement tasks to collect student work • SPRING CONFERENCES • Statewide (extended core) • Customized conferences for each district (core) • OCISS collaborates with Complex Area Team to plan the agenda

  6. DESIRED OUTCOMES Participants will leave this conference with… Integration strategies to increase student achievement in both Social Studies and Language Arts An understanding of the Hawaii Content and Performance Standards III (HCPS III) Standards Implementation Process Model for use in assessment and instruction;

  7. Desired Outcomes Continued(Breakout Sessions) Social Studies • An understanding of how Marzano’s taxonomy can support the creation of standards-based assessment tasks • New assessment tasks for classroom use and to support the gathering of student work during the 2006-07 school year Language Arts • An understanding of the method of assessing language arts benchmarks by reviewing and discussing the released HSA items, rubrics and student examples • Identified student work samples for a range of proficiencies for selected benchmarks

  8. UPDATES ~Instructional Materials ReviewSocial Studies • November 2006 • Preliminary list of recommended textbooks by McREL • December 2006-February 2007 • Teacher review of textbooks • Spring 2007 • Final Selection for recommended textbooks • Beyond. . . • Review of supplemental materials

  9. UPDATES ~Instructional Materials ReviewLanguage Arts Fall 2007 List of recommended textbooks for Elementary Reading Spring 2008 List of recommended textbook by for Language Arts • Beyond. . . • Review of supplemental materials

  10. The Websites! http://isb.k12.hi.us http://socialstudies.k12.hi.us (draft)

  11. Literacy Opportunities in Our Back Yard • Barry Lane • Maui- Feb 7 • Honolulu- Feb 10 • IRA Regional Conference: • Hawaii-Nov 14-17th • Katie Ray • January 13, 2007

  12. Taxonomic Level Trainings 10/13- North/South Central 11/6- Farrington Kaiser 11/13- CKW 11/20-11/21-Mckinley/Roosevelt 11/27- Lanai 11/30- Kaimuki Kalani 12/05- NPW 12/12- Kauai 1/30- Molokai 2/5- Kailua/Kalaheo 2/6- Hilo/Laupahoehoe/Waikea

  13. Integration: Language Arts & Social Studies

  14. Desired Outcome: Integration Strategies to increase student achievement in both Social Studies and Language Arts (10 min) Everyone answers the following question. I/We currently integrate language arts and social studies by… Share your own practice(s) or those of your school

  15. HCPS III Implementation Process Model: Integrating SS/LA The HCPS III Implementation Process Model is used by teachers to plan and implement standards-based curriculum, assessment, and instruction.

  16. (Take out the “Deconstructing the Benchmarks—HCPS III” worksheet)STEP1. Identify relevant benchmarks • Start with the Benchmark Maps -examine shared content/concepts/skills • Which are “natural bed-fellows?” -easily lend themselves to a shared task

  17. STEP 1. (cont.) Identify relevant benchmarks • Start with the Benchmark Maps -examine shared content/concepts/skills • Which are “natural bed-fellows?” -easily lend themselves to a shared task

  18. Content -the “stuff” you need to learn Literary elements (characters, setting, plot,) Synonyms Antonyms Idioms Imagery people Events Places Ideas Skills -the thing you do: Organize information Describe Explain Summarize Edit Locate information Deconstructing the benchmarks

  19. Content John Adams Ben Franklin Thomas Paine King George III Patrick Henry Thomas Jefferson Bunker Hill (Breeds Hill) Lexington and Concord Saratoga Boston Massacre Boston Tea Party Stamp Act Alliances (French, Native Americans) Movement of people e.g. gender-(men off to war), political (loyalists to England and other safe-havens, leadership to Europe to gather support, etc.) Skills Research -framing and answering questions -note-taking (including essential vs. incidental) -organizing the information -finding appropriate resources (e.g., websites, periodicals, human, etc.) -citing sources -oral communication skills e.g. eye contact, facial expressions, and gestures. Deconstructing the benchmarks

  20. STEP 2. Determine acceptable evidence and criteria • A. What task can be created that will allow students to demonstrate proficiency of ALL identified benchmarks?

  21. STEP 2. Determine acceptable evidence and criteriaTask: We have been talking about the ideas of “conflict”. As you know, war is a conflict between nations and/or peoples . The revolutionary war was such a conflict. This war has special meaning for all Americans because it was the outcome of this war was the birth of a new nation—the United States. As a member of your CL group, you will use a variety of print and on-line resources to research the major events of the war, including key battles, key alliances, and the roles played by key figures. You will then describe these findings to the class in an oral presentation. Though you may divide up the presentation, each is responsible to hand in an individual research report on the major events (including key battles, key alliances, and the roles played by key figures) and how this war caused the movement of people. You must be sure to write the bibliographical entries for your sources.

  22. STEP 2. Determine acceptable evidence and criteria

  23. STEP 2. Determine acceptable evidence and criteria

  24. STEP 3. Determine the learning experiences that will enable students to learn what they need to know and to do • Build Background Knowledge-KWL, Anticipation Guide etc. • Mini lesson on framing and answering questions through historical research • Mini lesson on researching both print and on-line resources • Reading comprehension lessons including think alouds on determining importance • Mini lesson on how to correctly write a bibliographic entry • Mini lesson on report-writing skills e.g., organizing ideas, checking facts, identifying the relevant details, using resources correctly (no copying!) • Mini lesson on effective oral communication e.g. adjusting voice to suit the purpose, pace, eye contact, etc. • Cooperative learning skills

  25. HCPS III Implementation ProcessSteps 1-3 (Planning) • 1. Identify the Relevant Benchmarks • 2. Determine Acceptable Evidence and Criteria • 3. Determine the learning experiences that will enable students to learn what they need to know and to do

  26. In Your Classroom. . . • 4: Teach and collect evidence of student learning • 5: Assess student work to inform instruction or use data to provide feedback • 6: Evaluate student work and make judgments on learning results and communicate findings

  27. Now It’s Your Turn! • Collaboratively complete the deconstructing the benchmarks HCPS III worksheets. (Step 1-Identify the Relevant Benchmarks, Slides 16-19) • Use the NCR paper to record the assessment task(s) and rubric. (Step 2- Determine Acceptable Evidence and Criteria, Slides 20-23) • Begin to record the learning experiences. (Step 3- Determine the Learning Experiences,Slide 24)

  28. My self-system has gone on overload!