GVC…A Guaranteed and Viable CurriculumGVC…A Guaranteed and Viable Curriculum

Language ArtsKansas City, Kansas

USD 500

Language ArtsKansas City, Kansas

USD 500

Objectives Objectives

Teachers will become familiar with where to find the Pacing Guides and begin to become familiar with the standards.

Teachers will become familiar with where to find resources to support the curriculum.

Teachers will become familiar with where to find the Pacing Guides and begin to become familiar with the standards.

Teachers will become familiar with where to find resources to support the curriculum.

StandardsStandards

KCK standards are a hybrid of state, common core and ACT standards.

These are defined as the curriculum.

Textbooks, novels, anthologies are resources

KCK standards are a hybrid of state, common core and ACT standards.

These are defined as the curriculum.

Textbooks, novels, anthologies are resources

Work from last year in Reading

Work from last year in Reading

Reading Standards were chunked, deleted, and refined:

Middle School 35 standards to 13

High School 27 standards to 13

Reading Standards were chunked, deleted, and refined:

Middle School 35 standards to 13

High School 27 standards to 13

Work from last year in Writing

Work from last year in Writing

Writing Standards were chunked, deleted, and refined:

Middle School: 28 standards to 9High School:29 standards to 9

Language Standards3 standards total.

Writing Standards were chunked, deleted, and refined:

Middle School: 28 standards to 9High School:29 standards to 9

Language Standards3 standards total.

Total number of Standards

Total number of Standards

Grades 6-12 the same standards

Middle School:2010-11: 63 standards2011-12 25 standards

High School:2010-11: 56 standards2011-12: 25 standards

Grades 6-12 the same standards

Middle School:2010-11: 63 standards2011-12 25 standards

High School:2010-11: 56 standards2011-12: 25 standards

Digging into the Pacing Guides

Digging into the Pacing Guides

Step One: Log into compass (teacher…teacher)

Step Two: Go to resource manager

Step Three: District Resources

Step Four: KCKPS 5-Step process

Step Five: HS Courses

Step Six: Choose your grade level

Step 7: Choose your content

Step One: Log into compass (teacher…teacher)

Step Two: Go to resource manager

Step Three: District Resources

Step Four: KCKPS 5-Step process

Step Five: HS Courses

Step Six: Choose your grade level

Step 7: Choose your content

Scope and SequenceScope and Sequence

Standards are divided into four units of study.

Unit One: Short StoryUnit Two: Research/Informational TextsUnit Three: NovelUnit Four: Drama

Poetry and Informational texts embeddedthrough each unit.

Standards are divided into four units of study.

Unit One: Short StoryUnit Two: Research/Informational TextsUnit Three: NovelUnit Four: Drama

Poetry and Informational texts embeddedthrough each unit.

Instructional WindowsInstructional Windows

There are four units in a school year There are two Instructional Windows per unit. (total of 8)

Each Instructional window has a checkpoint assessment attached. (total of 8)

Ex: Unit I: Short Story Instructional Window 1: Checkpoint I Instructional Window 2: Checkpoint II

There are four units in a school year There are two Instructional Windows per unit. (total of 8)

Each Instructional window has a checkpoint assessment attached. (total of 8)

Ex: Unit I: Short Story Instructional Window 1: Checkpoint I Instructional Window 2: Checkpoint II

What are checkpoints?What are checkpoints?

Checkpoints are formative multiple choice assessments that measure a student’s knowledge of particular standards.

8 checkpoints total given at the end or during Instructional window.

Only standards assessed are Reading standards and Language Standards

Checkpoints are formative multiple choice assessments that measure a student’s knowledge of particular standards.

8 checkpoints total given at the end or during Instructional window.

Only standards assessed are Reading standards and Language Standards

Spiraling Curriculum…means two things

Spiraling Curriculum…means two things

Standard are the same grades 6-12. (level of analysis and depth will change)

Power standards repeat to ensure understanding

ANDStudents do not come to you as blank slates.

Standard are the same grades 6-12. (level of analysis and depth will change)

Power standards repeat to ensure understanding

ANDStudents do not come to you as blank slates.

Reading standards that spiral

Reading standards that spiral

Inference Summarization Theme/Main Idea Character Setting Plot

Inference Summarization Theme/Main Idea Character Setting Plot

Writing Standards that spiral

Writing Standards that spiral

Informative writing Clear and Concise writing Revision Use of Technology Gathering Information Supporting Evidence

Informative writing Clear and Concise writing Revision Use of Technology Gathering Information Supporting Evidence

Now What…Now What…

Studying the standardsWhat are the processing verbs?What are the essential components?

Process known as deconstruction of standards

Studying the standardsWhat are the processing verbs?What are the essential components?

Process known as deconstruction of standards

Example 1:Example 1:

Summarize and paraphrase information clearly preserving the author’s intent. (▲R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT)

Verbs: Summarize, paraphrase

Components: information, preserve author’s intent.

Summarize and paraphrase information clearly preserving the author’s intent. (▲R8.1.4.9, CC.RI.1, CC.RI.2, 119, ACT)

Verbs: Summarize, paraphrase

Components: information, preserve author’s intent.

Example 2Example 2

* Cite textual evidence that supports the main idea of passages from a variety of cultures. (▲R8.1.4.10, R8.2.1.4, CC.RI.2, CC.RI.3, 117/118120/130, ACT)

Verbs: Cite, supports

Components: textual evidence, main idea, variety of cultures

* Cite textual evidence that supports the main idea of passages from a variety of cultures. (▲R8.1.4.10, R8.2.1.4, CC.RI.2, CC.RI.3, 117/118120/130, ACT)

Verbs: Cite, supports

Components: textual evidence, main idea, variety of cultures

Paired DeconstructingPaired Deconstructing

In pairs, choose two standards

Identify the verbsList the components

In pairs, choose two standards

Identify the verbsList the components

ReviewReview

Prior Knowledge: Reviewed history of standards

Teacher Input: Modeled where to find standards

Student Participation: Deconstruction of standards

Check for Understanding: 10 minute write…

Prior Knowledge: Reviewed history of standards

Teacher Input: Modeled where to find standards

Student Participation: Deconstruction of standards

Check for Understanding: 10 minute write…

Standards:Standards:

In regards to Language Arts standards,

I understand…

I still need more clarity…

In regards to Language Arts standards,

I understand…

I still need more clarity…

ResourcesResources

Compass

http://kckliteracycurriculum.wikispaces.com/

District professional development will focus on how to use writing in the classroom in order to learn…(past the red pen)

Compass

http://kckliteracycurriculum.wikispaces.com/

District professional development will focus on how to use writing in the classroom in order to learn…(past the red pen)

How you teach…How you teach…

Thematic Units Project Based Learning Multiple novels, short stories, informational text

Literature Circles Writer’s Workshop

Thematic Units Project Based Learning Multiple novels, short stories, informational text

Literature Circles Writer’s Workshop

Understanding by Design

Understanding by Design

1. What do I want my students to learn. (standards)

2. How will I know that my students understand the standards(assessment)

3. What resources will I use to assess and teach the standards (texts)

4. How will I teach the standards (instruction)

1. What do I want my students to learn. (standards)

2. How will I know that my students understand the standards(assessment)

3. What resources will I use to assess and teach the standards (texts)

4. How will I teach the standards (instruction)

To put it simply..To put it simply..

Students everyday need opportunities to…

Read a text deeply for meaning.

Write about what they are reading at a deep level.

Discuss what they are reading at a deep level.

Students everyday need opportunities to…

Read a text deeply for meaning.

Write about what they are reading at a deep level.

Discuss what they are reading at a deep level.

Thank YouThank You

We were all first year teachers at some point…

Stay idealistic…our kids need you!!!!!!!!!

Read read read and write write write.

We were all first year teachers at some point…

Stay idealistic…our kids need you!!!!!!!!!

Read read read and write write write.