SAUSD Secondary Curriculum Maps

1. SAUSD SecondaryCurriculum Maps August 2013 Educational Services

2. Calling Cards • Fill out the index card with the following information: Side 1 – Name & Subject Area Side 2 – An interesting fact about yourself that is not obvious from looking at you. These cards will be used for sharing throughout the module.

3. Goals and Purpose Determine the purpose for curriculum maps and how they are different from our current pacing guides. Review the process for secondary curriculum map development. Provide and overview of the maps and identify the key elements of SAUSD. Next Steps

4. Questions? Please post any questions regarding content-area maps on the appropriate Parking Lot: • Social Science • English • Math • Science • Administration/District Office

6. Pacing Guides vs. Curriculum Maps Input Focused Results Focused Backwards Planning Pacing Guides CurriculumMaps Discrete Standards Bundled Standards Teacher Resource Flexible And Dynamic Inflexible and Prescriptive Integration of Skills and Meaningful content Depth, Responsive Teaching and Reflection

7. Stages of Backward Design Stage 1 – Identify desired results (aka, the BIG IDEA, key standards). What do the students really need to understand?  Stage 2 – Determine acceptable evidence.  How will we know when the learner has achieved the desired results?   Stage 3 – Plan experiences and instruction.  What skills, concepts, principles, etc. will the learner need in order to achieve the desired results? 

8. Secondary Mapping Process Curriculum Specialists develop prototype for elementary and secondary curriculum maps. Curriculum map prototype is shared with content-area Department Chairs for feedback and revised as necessary. Content-area writing teams, CLAS and Curriculum Specialists develop drafts of 2013-14 curriculum maps. Drafts are reviewed, revised, and posted on SAUSD Common Core webpage.

9. Building on CCSS Instructional Shifts

10. Building on CCSS Instructional Shifts in Literacy

11. Building on CCSS Instructional Shifts in Mathematics

12. Year-at-a-glance Year at a Glance: Provides overview of units along with suggested number of weeks for each.

13. Unit NarrativeProgression of Learning

14. Essential Components Unit Title:Units include the SAUSD Common Core Unit of Study and generally follow established sequence . Performance Task: The end-of-unit performance task allows students demonstrate understanding of the big idea and to apply both content knowledge and literacy skills gained throughout the unit. Big Ideas and Essential Questions: The big idea for each unit is a statement describing the universal theme of the unit. The essential questions drive the inquiry around the big idea..

15. Essential Components Central Complex Texts Selected texts are complex and drive exploration of the big idea and essential questions. Additional/Companion Text- These texts further explore the big idea .

16. Essential Components Content Standards: Content Standards are bundled with literacy standards. Science includes the Next Generation Science Standards.

17. Essential Components CCSS Literacy Standards: Standards labeled “across units” are foundational to the CCSS shifts, and, therefore ,are taught early and reinforced through the year. CCSS Literacy Standards: Standards unique to the unit are identified in each column.

18. Essential Components ELD Standards: The ELD Standards are aligned with CCSS Literacy Standards and provide benchmarks for students who are still learning English. Cross-Content Real World Connection: To provide relevance to students, as identified in the shifts and SAUSD Theoretical Framework, the cross-content, real world connections to the unit are indicated.

19. The Destination • The common core standards show us where students need to be when they graduate.

20. The Road Map • Curriculum maps are the road maps to get there.

21. The Vehicle Units of Study Text Complexity Close Reading Project-basedlearning

22. Collaborative Academic ConversationsProfessional DevelopmentSessions 1-3August 2013

23. Collaborative Academic Conversations Meeting 3: Session 5 Meeting 2: Session 4 Meeting 1: Sessions 1-3 Meeting 4: Session 6

24. Big Idea: Collaborative academic conversations empower students to communicate well in a variety of situations. Essential Questions: • What 21st century collaboration skills are needed to sustain purposeful conversations and to enable students to be successful members of society? • How do we move students beyond “talk” to academic conversations? • How do conversation skills transfer to academic reading and writing in all content areas? • How can academic conversations demonstrate Depth of Knowledge?

25. Understand the importance of academic conversations and collaboration. Use academic language through collaborative conversations to promote deeper levels of knowledge and understanding. Build on the complex text work already done to further engage students in reading, writing, listening, and speaking. Learning Objectives

27. Literacy Instructional Shifts • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

31. Speaking and Listening Anchor Standards Comprehension and Collaboration • Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. • Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

33. Directions for Interview Grid—Example of a Structured Interaction • Walk around the room interviewing three other people using the questions on the grid. Have them explain their answers. • Paraphrase the responses you hear and record it on the grid.

34. Interview Grid

35. Debrief discussionDid you use the skills? • How did your discussion include the 5 Core Conversation Skills? • Elaborate & Clarify • Paraphrase • Support Ideas with Evidence • Build on and/or challenge partner’s ideas • Synthesize • Brainstorm individually on the back side of the interview form, then share with your elbow partner. After 4 minutes selected participants will be asked to summarize.

36. Why do we need students to have academic conversations? How do we have time for academic conversations with everything else we need to do in our classrooms?

38. Reading with a Focus • Respond to this question from your prior readings: What are the skills and qualities that employers are looking for in new workers?

39. Reading with a Focus • Now, read selection from “Are They Really Ready To Work?” and add or confirm ideas to your circle map. • Check ideas which are confirmed • Add new ideas • Be ready to share one answer from the text in a Round Robin to the question: What are the skills and qualities that employers are looking for in new workers?

40. Source: “Are They Really Ready to Work?” What are the skills and qualities that employers are looking for? Applied Skills in the 21st Century Workplace

41. “Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century.” National Research Council, 2012

42. If these are the skills, how do we currently meet the demands of the 21st Century?Turn and talk

43. How does engaging in productive academic conversations meet the demands of the 21st Century? As a group, sort the advantages of academic conversation into categories.

44. 1. Language and Literacy Advantages Conversation builds: • academic language • vocabulary • literacy skills • communication skills

45. 2. Cognitive Advantages Conversation: • builds critical thinking skills • promotes different perspectives and empathy • fosters creativity • fosters skills for negotiating meaning

46. 3. Content Learning Advantages Conversation: • cultivates connections • helps students co-construct understandings • helps teachers assess learning

47. 4. Social and Cultural Advantages Conversation: • builds relationships • makes lessons more culturally relevant • fosters equity

48. 5. Psychological Advantages Conversation: • fosters engagement and motivation • builds confidence and academic identity • builds student voice and empowerment

49. Jigsaw Expert Group Readings • The Impact of Collaborative, Scaffolded Learning in K-12 Schools: A Meta-Analysis pp. 22-27 • The Conditions for Effective Collaborative Learning pp. 28-31 • Why Talk is Important in Classrooms? • pp. 32-35 & 38-41

50. Interacting with Text: Pulled Quotes • As you read, highlight ideas that support the Big Idea: Collaborative academic conversations empower students to communicate well in a variety of situations.