Navigating Through the New Curriculum Essentials Document

1. Navigating Through the New Curriculum Essentials Document

2. Our Journey

4. How are BVSD’s CED and Common Core Standards Organized? Draft CED & Common Core organizationVertically Aligned GLEs & EOs Placemats by grade level & standard

5. Susan – insert the 2nd writing GLE page from 1st or 2nd grade

11. Prepared GrauateCompetencies • [Common Core Anchor Standards]

12. Vertically Aligned GLEs & EOs

13. Vertically Aligned GLEs & EOs Turn & Talk Take a few minutes to orient yourself with what is on this alignment document. How might this benefit you /your school?

14. Placemats by grade level & standard

15. Placemats by grade level & standard Turn & Talk Take a few minutes to orient yourself with what is on this alignment document. How might this benefit you / teachers in your school?

16. How might assessment & reporting expectations change? English Language Arts GLEs connectedness to the report card…………. CED alignment to new State assessments………..

17. BVSD Assessments Screeners, diagnostics, interim and summative assessment will be used along with assessments evaluated formatively to plan lessons and provide focused feedback to students. • Observations/Conversations/Work Samples • Group/Individual Projects - Performance tasks • District/State Literacy Assessment • Individual Reading Inventories such as Running Records, QRIs, Guided Reading Level Benchmark Books • Questions/Comments/Reading Responses • Peer assessments/ Self assessments Discuss with a partner: which of these do you already use? How might your use these differently as you transition to the new CED?

20. How might assessment & reporting expectations change? English Language Arts GLEs connectedness to the report card…………. CED alignment to new State assessments………..

28. Two Major Assessment Changes • The assessment will be online. 2. The type of thinking and responding will be very different – the focus will be on using multiple texts to respond to one question & using textual evidence will be required.

32. Turn and Talk What will it take to prepare students who are ready for these assessments?

34. Transition PlanLets take time to do this well! Insert Transition arrows

36. Make intentional connections between reading & writing

38. Common Core Appendix A & C FANTASTIC RESOURCES!! Use them as a “book study” a 3rd Point to gather information & discuss implications

39. Annotation: The writer of this piece • • establishes a situation and introduces the narrator. • ONE night when the air was warm, my puppys were sleeping on the back porch. . . . I turned out my lamp. I wuldn’t go to sleep. . . . I saw my mom geting ready to walk out the door. . . . She had a worried exspression on her face. I knew somthing was wrong. • • organizes an event sequence that unfolds naturally and uses temporal words and phrases to • signal event order. • When I opened The back door I excpected my puppys Maggie and Tucker to jump up on me. They didn’t come at all. I called, they still didn’t come. Now I knew something was wrong. • • uses dialogue and description of characters’ actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. • I asked “where are you going”? “Just for a drive” she replied. She had a worried exspression on her face. • I knew somthing was wrong. • I went to my room and cried. • The next day I still worried. I worried all through school. • Her eyes started to fill with tears as she answered my question with 3 words, “I don’t know,” she burst into tears. So did I. She hugged me. • I went outside and sat in moms rocking chair. I cried some more. • I’ve got over them leaving because mom says we can get 2 new puppys very soon. • • provides a sense of closure. • I’ve got over them leaving because mom says we can get 2 new puppys very soon. • • demonstrates growing command of the conventions of standard written English (with occasional errors that do not interfere materially with the underlying message).

40. Three Types of Writing Argument/Persuasive – Opinion in Elementary Informational/Expository Narrative

43. Words in Three Tiers – Spelling & Vocabulary Study

45. Determining Text Complexity A four step process • Determine quantitative measures • Systematically analyze qualitative aspects • Reflect upon reader and task considerations • Recommend appropriate placement

46. Common Core Publisher’s Guide for English Language Arts & Literacy states: “Curriculum materials must provide extensive opportunities for all students to engage with complex text, although students whose decoding ability is developing at a slower rate also will need supplementary opportunities to read text they can comprehend successfully without extensive supports. They may also need extra assistance with fluency practice and vocabulary building. Students who need additional assistance, however, must not miss out on essential practice and instruction their classmates are receiving to help them think deeply about texts, participate in thoughtful discussions, and gain world and word knowledge.”

48. QUANTITATIVE: Lexiles Explained Lexiles: Word Level Difficulty Sentence Level Complexity Sarah, Plain and Tall: 430 Pride and Prejudice: 1030.

49. Lexile bands suggested by Common Core *K-1 Lexile Range is NOT included in the Common Core