sausd secondary curriculum maps
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SAUSD Secondary Curriculum Maps. August 2013 Educational Services. 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 . - PowerPoint PPT PresentationTRANSCRIPT
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SAUSD SecondaryCurriculum Maps
August 2013Educational Services
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.
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Goals and Purpose
Determine the purpose for curriculum maps and how they are different from our
current pacing guides.
Review the process for secondary curriculum map
development.
Provide and overview of the maps and identify the key
elements of SAUSD.
Next Steps
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Questions?
Please post any questions regarding content-area maps on the appropriate Parking Lot:• Social Science• English• Math• Science• Administration/District Office
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Pacing Guides vs. Curriculum Maps
Pacing Guides
Curriculum Maps
Results Focused
InputFocused
Discrete Standards
BundledStandards
Inflexible and
Prescriptive
FlexibleAnd
Dynamic
TeacherResource
Backwards Planning
Integration of Skills and Meaningful content
Depth, Responsive Teaching and Reflection
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Stages of Backward Design
1. Identify desired results
2. Determine acceptable evidence
3. Plan
learning experience
s and instruction
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?
Stage 3 – Plan experiences and instruction. What skills, concepts, principles, etc. will the learner need in order to achieve the desired results?
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Secondary Mapping Process
Curriculum Specialists develop prototype for
elementary and secondary curriculum maps.
Curriculum map prototype is shared with content-area
Department Chairs for feedback and revised as necessary.
Content-area writing teams, CLAS and
Curriculum Specialists develop drafts of
2013-14 curriculum maps.
Drafts are reviewed, revised, and posted on SAUSD Common
Core webpage.
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Building on CCSS Instructional Shifts
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Building on CCSS Instructional Shifts in Literacy
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Building on CCSS Instructional Shifts in Mathematics
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Year-at-a-glance
Year at a Glance: Provides overview of units along with suggested number of weeks for each.
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Unit NarrativeProgression of Learning
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Essential Components
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..
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.
Unit Title: Units include the SAUSD Common Core Unit of Study and generally follow established sequence .
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Essential Components
Central Complex Texts Selected texts are complex and drive exploration of the big idea and essential questions.
Additional/Companion Text- These texts further explore the big idea .
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Essential Components
Content Standards: Content Standards are bundled with literacy standards. Science includes the Next Generation Science Standards.
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Essential ComponentsCCSS 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.
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Essential Components
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.
ELD Standards: The ELD Standards are aligned with CCSS Literacy Standards and provide benchmarks for students who are still learning English.
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The Destination
•The common core standards show us where students need to be when they graduate.
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The Road Map
•Curriculum maps are the road maps to get there.
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The Vehicle
Close Reading
Project-based learning
Units of Study
Text Complexity
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Collaborative Academic Conversations
Professional DevelopmentSessions 1-3
August 2013
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Collaborative Academic Conversations
Meeting 1: Sessions 1-3
Meeting 3: Session 5
Meeting 4: Session 6
Meeting 2: Session 4
Big Idea: Collaborative academic conversations
empower students to communicate well in a variety of situations.
Essential Questions:• What 21st 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?
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Learning Objectives
• 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.
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•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
Literacy Instructional Shifts
Speaking and Listening Anchor
StandardsComprehension and Collaboration1. 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.
IndependentAcademic
Conversations
• Elaborate & Clarify• Paraphrase• Support Ideas with Evidence• Build on and/or challenge partner’s
ideas• Synthesize
5 Core Conversation Skills
• Kagan/Cooperative Learning• SIOP Strategies• Pair Share• Save the Last Word• Take a Side• Conversation Lines and Circles
Structured Interactions
of “Collaboratio
n”Individual Seat Work
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 GridName
What is one thing you would never do and why?
If you could change one thing in your life what would it be and why?
When you think back on your summer vacation,
what one thing still makes you smile and why?
Debrief discussionDid you use the skills?
• How did your discussion include the 5 Core Conversation Skills?o Elaborate & Clarifyo Paraphraseo Support Ideas with Evidenceo Build on and/or challenge partner’s ideaso 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.
Why do we need students to have academic conversations?
How do we have time for academic conversations with everything else we
need to do in our classrooms?
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.Check ideas which are confirmedo 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?
Applied Skills in the 21st Century
Workplace
What are the skills and qualities that employers are looking for?
Source: “Are They
Really Ready to Work?”
“Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century.” National Research Council, 2012
• If these are the skills, how do we currently meet the demands of the 21st Century?
Turn and talk
How does engaging in productive academic
conversations meet the demands of the 21st
Century?
As a group, sort the advantages of academic conversation into categories.
Advantages of Academic Conversations
Language & Literacy Cognitive Content Learning Social & Cultural Psychological
1. Language and Literacy AdvantagesConversation builds:
academic languagevocabularyliteracy skillscommunication skills
2. Cognitive AdvantagesConversation:
builds critical thinking skillspromotes different perspectives and empathy
fosters creativityfosters skills for negotiating meaning
3. Content Learning AdvantagesConversation:
cultivates connectionshelps students co-construct understandings
helps teachers assess learning
4. Social and Cultural AdvantagesConversation:
builds relationshipsmakes lessons more culturally relevant
fosters equity
5. Psychological AdvantagesConversation:
fosters engagement and motivation
builds confidence and academic identity
builds student voice and empowerment
Jigsaw Expert Group Readings1. 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(text)
MEAN(paraphrase)
MATTER(support big idea)
“The Impact of Collaborative, Scaffolded Learning in K-12 Schools: A Meta-Analysis”(pages22-27 )
“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 CrawfordAcademic 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
Conversations1. Listen to others attentively2.
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