August 21, 2012

PART 1MS ELA CURRICULUM PLANNING

What does a viable, guaranteed, and coherent curriculum mean for Cabarrus County Schools?

Why Understanding by Design?

How does Understanding by Design align with the other current initiatives (PLC, Big 3, etc.) that we are embarking upon in Cabarrus County?

How can we use Understanding by Design to create meaningful learning opportunities for students that align with the Common Core State Standards?

How can we use our Understanding by Design experiences to transform staff attitudes and perceptions about standardized testing and overcome notions of drill-and-kill teaching and test preparation?

ESSENTIAL QUESTIONS

WHY ARE WE DOING THIS?

Standards• Common Core• Essential

Standards• Know and Be

able to do

Curriculum• The road map• Year-long

curriculum maps• Unit plans

Instruction• Daily learning

plan• Student

experiences• Strategies

WHY ARE WE DOING THIS?

Teacher A90%

Proficient

Growth = + 0.458

Teacher B85%

Proficient

Growth = + 0.239

Teacher C53%

Proficient

Growth = - 0.206

Teacher D55%

Proficient

Growth = -

0.198

BUT, WHY CAN’T WE CONTINUE THE WAY WE’VE ALWAYS DONE IT?

YOU DIDN’T REALLY TELL ME WHY

Curriculum

Coherent

Guaranteed

Viable

GIVE ME THE TALKING POINTS!

A SHARED VOCABULARY

Written Curriculum

Taught Curriculum

Learned Curriculum

Assessed Curriculu

m

Written Curriculum

Learned Curriculum

Taught Curriculum

WHAT ARE WE GOING TO DO?

Write Curriculum with

teachers

Teach it with all teachers

Assess it with all students

Analyze the student

outcome data

Reflect on curriculum

HOW ARE WE GOING TO DO IT?

WHY UBD™?TRADITIONAL VS. STANDARDS-BASED

INSTRUCTION

August 21, 2012

PART 2THE HEART OF READING

What are the implications of Reading Literature/Informational Text standards 1 and 10 across the lesson, unit, and course?

What is close reading?

How can close reading and critical reading nudge our students toward their reading standards?

ESSENTIAL QUESTIONS

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

RL/I.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences from the text.

RL/I.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL/I.8.1 Cite textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

KEY IDEAS AND DETAILS

10. Read and comprehend complex literary and informational texts independently and proficiently.

RL.6.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.7.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.8.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.

RANGE OF READING AND LEVEL OF TEXT COMPLEXITY

CLOSE READING BOOT CAMP: PART 1

CLOSE READING BOOT CAMP: PART 2

CLOSE READING BOOT CAMP: PART 3

THE RUNGS OF THE READING STANDARDS LADDER – STANDARDS

2-9

Choose a text.

Spy on yourself as a reader: Notice big ideas beginning to form Say to yourself, “This is the kind of character who _______” Say to yourself, “This space is the kind of place where

__________ because _______ so __________”

Use your noticings to turn this text into a text in which you can model close reading to your students.

Choose a second text. Do the same work adding comparative interpretation modeling.

HAVE A GO