Getting to the Core Superior Standards SAUSD Secondary

Getting to the Core Superior Standards SAUSD Secondary Curriculum Maps August 2013 Educational Services Supportive School Climate Successful Students

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.

Getting to the Core Goals and Purpose Determine the purpose for curriculum maps and how they are different from our current pacing guides. Provide and overview of the maps and identify the key elements of SAUSD. Superior Standards Review the process for secondary curriculum map development. Next Steps Supportive School Climate Successful Students

Getting to the Core Questions? Please post any questions regarding content-area maps on the appropriate Parking Lot: • Social Science • English • Math • Science • Administration/District Office Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

Pacing Guides vs. Curriculum Maps Getting to the Core Input Focused Pacing Guides Discrete Standards Inflexible and Prescriptive Results Focused Backwards Planning Teacher Resource Curriculum Maps Integration of Skills and Meaningful content Bundled Standards Flexible And Dynamic Depth, Responsive Teaching and Reflection Superior Standards Supportive School Climate Successful Students

Stages of Backward Design Getting to the Core 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? 1. Identify desired results Stage 3 – Plan experiences and instruction. What skills, concepts, principles, etc. will the learner need in order to achieve the desired Superior Supportive School Climate results? Standards 2. Determine acceptable evidence 3. Plan learning experiences and instruction Successful Students

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

Getting to the Core Building on CCSS Instructional Shifts Superior Standards Supportive School Climate Successful Students

Getting to the Core Building on CCSS Instructional Shifts in Literacy Superior Standards Supportive School Climate Successful Students

Getting to the Core Building on CCSS Instructional Shifts in Mathematics Superior Standards Supportive School Climate Successful Students

Getting to the Core Year-at-a-glance Superior Standards Year at a Glance: Provides overview of units along with suggested number of weeks for each. Supportive School Climate Successful Students

Getting to the Core Unit Narrative Progression of Learning Superior Standards Supportive School Climate Successful Students

Essential Components Getting to the Core 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. . Superior Standards Supportive School Climate Successful Students

Getting to the Core Central Complex Texts Selected texts are complex and drive exploration of the big idea and essential questions. Essential Components Additional/Companion Text- These texts further explore the big idea. Superior Standards Supportive School Climate Successful Students

Essential Components Getting to the Core Content Standards: Content Standards are bundled with literacy standards. Science includes the Next Generation Science Standards. Superior Standards Supportive School Climate Successful Students

Essential Components Getting to the Core 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. Superior Standards Supportive School Climate Successful Students

Essential Components Getting to the Core 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. Superior Standards Supportive School Climate Successful Students

Getting to the Core The Destination • The common core standards show us where students need to be when they graduate. Superior Standards Supportive School Climate Successful Students

The Road Map Getting to the Core • Curriculum maps are the road maps to get there. Superior Standards Supportive School Climate Successful Students

Getting to the Core The Vehicle Units of Study Text Complexity Close Reading Project-based learning Superior Standards Supportive School Climate Successful Students

Getting to the Core Collaborative Academic Conversations Professional Development Sessions 1 -3 Superior Standards August 2013 Supportive School Climate Successful Students

Collaborative Academic Conversations Getting to the Core Meeting 1: Sessions 1 -3 Meeting 2: Session 4 Meeting 3: Session 5 Meeting 4: Session 6 Superior Standards Supportive School Climate Successful Students

Big Idea: Collaborative academic conversations empower students to communicate well in a variety of situations. Essential Questions: • What 21 st 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?

Learning Objectives Getting to the Core • 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. Superior Standards Supportive School Climate Successful Students

Getting to the Core Superior Standards Supportive School Climate Successful Students

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

Speaking and Listening Anchor Standards Comprehension and Collaboration 1. 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. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

• Elaborate & Clarify • Paraphrase • Support Ideas with Evidence • Build on and/or challenge partner’s ideas • Synthesize Independent Academic Conversations 5 Core Conversation Skills Structured Interactions of “Collaboration” Individual Seat Work • Kagan/Cooperative Learning • SIOP Strategies • Pair Share • Save the Last Word • Take a Side • Conversation Lines and Circles

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.

Interview Grid Name What is one thing you would If you could change one When you think back on never do and why? thing in your life what would your summer vacation, what it be and why? one thing still makes you smile and why?

Debrief discussion Did you use the skills? • How did your discussion include the 5 Core Conversation Skills? o Elaborate & Clarify o Paraphrase o Support Ideas with Evidence o Build on and/or challenge partner’s ideas o 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.

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?

Reading with a Focus • Now, read selection from “Are They Really Ready To Work? ” and add or confirm ideas to your circle map. ü Check ideas which are confirmed o 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?

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

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

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

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

1. Language and Literacy Advantages Conversation builds: üacademic language üvocabulary üliteracy skills ücommunication skills

2. Cognitive Advantages Conversation: übuilds critical thinking skills üpromotes different perspectives and empathy üfosters creativity üfosters skills for negotiating meaning

3. Content Learning Advantages Conversation: ücultivates connections ühelps students co-construct understandings ühelps teachers assess learning

4. Social and Cultural Advantages Conversation: übuilds relationships ümakes lessons more culturally relevant üfosters equity

5. Psychological Advantages Conversation: üfosters engagement and motivation übuilds confidence and academic identity übuilds student voice and empowerment

Jigsaw Expert Group Readings 1. The Impact of Collaborative, Scaffolded Learning in K-12 Schools: A Meta. Analysis pp. 22 -27 2. The Conditions for Effective Collaborative Learning pp. 28 -31 3. Why Talk is Important in Classrooms? pp. 32 -35 & 38 -41

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.

Complete the Say-Mean-Matter chart for your article. In your small groups, share your quotes and fill out the rest of the chart. Collaborative academic conversations empower students to communicate well in a variety of situations. Text SAY MEAN MATTER (text) (paraphrase) (support big idea) “The Impact of Collaborative, Scaffolded Learning in K-12 Schools: A Meta-Analysis” (pages 22 -27 ) “The Conditions for Effective Collaborative Learning” (pages 28 -31) “Why Talk is Important in Classrooms? ” (pages 32 -35 & 38 -41)

What are collaborative academic conversations? “Academic conversations are back and forth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant ideas. They push students to think and learn in lasting ways. ” Jeff Zwiers and Marie Crawford Academic Conversations

• CCSS. ELA-Literacy. CCRA. SL. 1 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.

Typical Classroom Student conversations-Viewing with a focus • View the video of students having a class discussion • What conversation skills are they demonstrating? • What skills do they still need to develop? • What could they have done to make their discussion more productive and focused?

Typical Classroom Student conversations-Viewing with a focus • What conversation skills are they demonstrating? • What skills do they still need to develop? • What could they have done to make their discussion more productive and focused?

Establishing Norms for Collaborative Academic Conversations 1. Listen to others attentively 2. Now, brainstorm (by yourself or with a course alike partner) some of the norms to promote effective academic conversations in your classroom. Consider incorporating schoolwide norms as well.

Between now and then… • Create norms for Collaborative Academic Conversations with your students • Provide time for students to practice these norms in a collaborative setting (pairs, trios, groups, class discussions…) • Be prepared to share: o What have been the positives with establishing and maintaining norms in your classroom? o What have been the challenges? o What changes still need to be made?

Next Steps • • • Application of Five Core Skills Connecting to Theoretical Framework & Academic Language Creating Conversational Prompts