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Gain a deeper understanding of the vertical alignment and key shifts in grade-level standards. Clarify what the standards look like in practice through collaborative planning and application of core academic skills.
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English Language Artsand Literacy in History/Social Studies, Science, and Technical Subjects College and Career Ready Standards Implementation Team Grades 6-12 Quarterly Meeting – Session 2
Today’s Outcomes Participants will: • gain a deeper understanding of the vertical alignment of the grade level standards (6-12). • gain a deeper understanding of how the key shifts support implementation of the standards (6-12). • clarify their understanding of what the standards look like in practice (6-12).
Prepared Graduate Defined Knowledge and Skills Ability to Apply Learning Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two or four year college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.
Classroom snapshot: You would see • Students using note-taking organizers, question charts, prompt sheets; • Teachers explicitly teaching discipline-specific as well as generic comprehension strategies; • An emphasis on subject-area reading strategies for students struggling with reading; • Teachers collaboratively planning and preparing text and materials; • Task-based accountability built into every lesson task. – More at K-12 Teachers: Building Comprehension in the Common Core
Classroom snapshot: You would hear • Teachers modeling generic as well as discipline-specific comprehension strategies; • Teachers modeling discipline-specific reasoning by thinking out loud; • Students expressing opinions with explained positions and reasoning; • Students and teachers using content-specific vocabulary during text-based discussions; and • Students and teachers summarizing a discussion when it closes. – More at K-12 Teachers: Building Comprehension in the Common Core
Purposeful Planning • is the Key to • Effective Instruction! • This form is a lesson planning and observation tool. • Planning with this approach • consistently will place the teacher in the applying phase of the Alabama Quality Teaching Standards(AQTS) continuum.
Consider This… • What standard am I teaching? • What are my daily measurable objectives for this standard? • What strategies will help me focus and pace my lesson appropriately? • What strategies will require ALL (100%) of my students to engage in content through reading, writing, talking, listening, and investigating? • What actions will I take to assess throughout the lesson?
Teaching the Curriculum Standards Course: 10th Social Studies Date: COS Standard(s):10.3 Trace the chronology of events leading to the American Revolution, including the signing of the Declaration of Independence. 10.3.3 Summarizing major ideas of the Declaration of Independence, including theories of John Locke, Charles de Montesquieu, and Jean-Jacques Rousseau Lesson Objectives With Daily Student Outcomes: Connect the Declaration of Independence with the American Identity
Lesson Reflection • What were the students able to do? • What is your evidence? • Which students need additional instruction? • How will the next lesson be adjusted to meet their needs?
Making the Declaration of Independence Come Alive As you watch the video, concentrate on the lesson reflection questions, especially #s 1 and 2. https://www.teachingchannel.org/videos/teaching-declaration-of-independence?fd=1
Reflection What are the implications for you/your work based on this lesson?
Now you try it!!! ALCOS Standard Literacy Standard • Look back at the Social Studies lesson. • Locate the literacy standards that complement the content standards.
Tri-State Quality Rubric for Lessons and Units The lesson/unit aligns with the letter and spirit of the CCRS: • Targets a set of grade-level ELA/Literacy CCRS for teaching and learning. • Includes a clear and explicit purpose for instruction. • Selects text(s) that measure within the grade-level text complexity band and are of sufficient quality and scope for the stated purpose.
Timeline Self-Assessment In your role as part of your district’s CCRS Implementation Team, look at the Awareness Phase of the CCRS roll-out and determine if your team is on track for full implementation in August 2013.
Take it Back • Share your learning from today with your district team in order to plan collaboratively for the turn around of information to your system. • Share new learning with teachers at your school. • Upon returning to your school complete the online survey. • Use the 5 guiding questions to plan and implement a lesson. • Bring back to the next session an example of one lesson plan you implemented using Reading Informational text and be ready to share any insights you had based on your use of the new standards.
Job Alike THINK ABOUT… Based on your learning today, what do you need to share during team planning that is important for the turn-around in your district? Consider these things… • How will I become comfortable with these standards in order to provide support to my content area colleagues? • How will I ensure my content area colleagues understand how to implement the standards? • What will I share about my content needs regarding CCRS implementation in the team planning session today?
Exit Slip What questions and/or suggestions do you have?
