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Kentucky Academic Academic Core Standards

Kentucky Academic Academic Core Standards. 2011-2012 School Year. Group Norms. Be present and engaged in the work. Keep cell phones on silent. Keep sidebar conversations to a minimum. Keep laptops closed until told to use them. Genres in English / Language Arts. Adventure Stories

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Kentucky Academic Academic Core Standards

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  1. Kentucky Academic Academic Core Standards 2011-2012 School Year

  2. Group Norms • Be present and engaged in the work. • Keep cell phones on silent. • Keep sidebar conversations to a minimum. • Keep laptops closed until told to use them.

  3. Genres in English / Language Arts • Adventure Stories • Historical Fiction • Mysteries • Myths and Legends • Science Fiction • Realistic Fiction • Fantasy • Epic Poem • Step By Step • Autobiographies • Biographies • Memoirs • Opinions • Do It Yourself • Non-Fiction • Thriller • Folktale • Short Stories

  4. ICE BREAKER

  5. Kentucky Academic Core Standards To enable participants to be able to model and lead others in their schools and districts to work collaboratively to learn about and implement the Kentucky Core Academic Standards.

  6. Daviess County Public Schools Vicki Riley, Julie Clark, Jana Beth Francis, Matthew Constant, Robin Bush Vicki Riley Kristin Atwell April Benningfield Jennifer Higdon Jennifer Humphrey Jana Beth Francis Kyle Brown Laura Cecil Robin Nalley Julie Clark Dane Ferguson Amy Shutt Tony Sparks Tom Shelton Bring Knowledge Back to District Staff Developer and 1 Teacher from Each Building for Math and ELA Scheduled meetings throughout the year for district training KLA Integrated During Administrators’ Meeting District Leadership Team Scales Up Work in Every School/Classroom FOV Planning Team + Administrators PLC s+ Leadership Network Core Team

  7. Kentucky Content Leadership Networks • Deconstruct standards into learning targets. • Design high-quality formative and summative assessments. • Plan/identify rigorous and congruent learning experiences for instruction. • Select evidence-based strategies and resources to enhance instruction. • Support other teacher leaders in the district through PLC process.

  8. Learning TargetsKY Academic Core Standards for English/Language Arts I can explain the organization and structure of the standards. I can explain the deconstruction process of the standards. I can design a curriculum map based on the KY Academic Core Standards. I can develop a KY Academic Core Standards Pacing Guide Calendar.

  9. How are the Standards Organized?

  10. Foundational Skills • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency

  11. Language Standards K-5 • Language standards for grades K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications.

  12. Progression of Rigor

  13. With nosupport

  14. Appendix A Contains SupplementaryMaterials and Glossary

  15. Text Complexity • At the end of the sharing, each group should answer the following questions. • Identify 3 things that you learned today about text complexity. • How does text complexity affect you and your classroom? • How does text complexity affect students?

  16. Lexile Changes

  17. Appendix B • Appendix B contains: Text samples to exemplify the level of text complexity, quality, and range the Standards require. (The list offers examples; it is not exhaustive.) Sample performance tasks that illustrate the application of the Standards to texts of sufficient complexity, quality, and range. Document available at: http://www.ksde.org/Default.aspx?tabid=4605

  18. Appendix C Appendix C contains: Annotated student writing samples that illustrate the criteria required to meet the Standards for particular types of writing—argument, informative/explanatory text, and narrative—in a given grade.

  19. Treasure Hunt • Each person has a stapled sheet with questions. • Use your CCRS booklet and the three appendices to answer the questions. • After finishing your sheet, find a partner and share out.

  20. Writing Plan / Program / Diagram • Writing is changing with the new assessment • Teachers will be working on argumentative, expository, and narrative writing • Teachers will be writing across the content areas

  21. Why Unpack or Deconstruct Standards? • Although the KY Academic Core Standards have been written to be precise and clear, they are still open to multiple interpretations • Standards are not meant to be mastered in one learning opportunity and help to guide daily instruction • Educators and students require common, clear learning targets • The rigor of the curriculum is identified in the skills students are learning-not the standards • Enable students to show mastery of standards on formative and summative assessments

  22. Classifying Targets • Knowledge • Mastery of substantive subject content where mastery includes both • knowing and understanding it. • Reasoning • The ability to use knowledge and understanding to figure things out and • solve problems. • Performance • The development of proficiency in doing something where it is the process • that is important such as playing a musical instrument, reading aloud, • speaking in a second language or using psychomotor skills. • Products • The ability to create tangible products, such as term papers, science fair • projects, and art sculptures that meet certain standards of quality and • present concrete evidence of academic proficiency.

  23. From Standard to Learning Targets:Our Goals for Today • Write clear, concise, and student-friendly learning targets • Understand the effective use of learning targets for instructional planning • Apply learning targets to the design of a balanced assessment system

  24. Achievement Targets • Knowledge / Understanding • Reasoning • Skills / Performance • Products

  25. From Standard to Learning Target: An ELA Example • Standard to blank goldenrod template • Reach consensus about what the standard asks—mark words for discussion • Identify the kinds of learning targets that can be developed based on information provided in the standard • Reference the learning target template—use learning target columns, work from left to right on the goldenrod template

  26. Curriculum Map • When developing units, the teacher must determine the key standard for the unit. Other standards will be integrated into the unit as well. • There may be gaps at the 3rd, 4th, and 5th grade due to the increasing level of rigor. • Use the goldenrod template to begin looking at one standard and weaving it into your curriculum map. • You will determine the number of days needed to teach the skill when you begin work on your pacing guide.

  27. Pacing Guides • Each pair will be assigned a cluster and determine how much time will be needed to for a student to master that skill • Remember that in reading, the skills are repeated over and over only more in-depth as the student moves from grade level to grade level • The depth of the standard will vary depending on the standard

  28. What should I be doing right now with the standards?

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