understanding the standards we teach. developed by kyae based on standards in action: innovations...
TRANSCRIPT
KYAE COMMON CORE STANDARDS
PROFESSIONAL DEVELOPMENT FY 2011-2012
Understanding the Standards We Teach
Understanding the Standards We Teach
Developed by KYAE Based on Standards in Action: Innovations for
Standards-Based Education. (November 2009). Produced by U.S. Department of Education Office of Adult and Vocational Education, MPR Associates, Inc, and Susan Pimentel, Inc.
Presented by Dawn Hanzel, Collaborative Center for Literacy Development at UK, and Connie Spencer-Ackerman, Adult Education Academy at Morehead State University
Moving ForwardThis PD effort is part of a
statewide, multi-year plan:
To impact all teachers in Kentucky classrooms and in postsecondary teacher education programs
To strengthen instruction at every level of the education system
How the Four PD Units Fit Together
UNIT 2 Translating
Standards into Curriculum
UNIT 3 Focus on
Assignments
UNIT 4 Observations
Effective Teaching and Learning
Practices
UNIT 1 Understanding the
Standards We Teach
Then revisit units to respond to indentified professional development needs of staff.
Start here and work your way through the units.
Comments
Overall, this process has been a unique experience for me. It has helped me expand my knowledge and understanding about standards, as well as improving my teaching style.
Each innovation got better and better! I saw the enthusiasm, and I knew what a difference it would make for instruction and ultimately our students.
This process motivates us to take the time to look more objectively at what we do and how we, as a team, can be more effective.
AGENDA
Unpacking the Components of Standards Building Sample ActivitiesLunch Aligning Resources to Standards Developing Materials for Instructional Use Discussing and Planning Implementation
Anticipated Outcomes for Unit 1
Participants will -
Become active members of a learning community concerned with the implementation of standards.
Gain a common understanding of the challenges involved in implementing the standards.
Learn to align curriculum, texts, and other resources to the standards.
Create standards-based instructional resources designed to engage instructors and students with the most important ideas, questions and skills related to the standards.
Objectives and Activities
Develop a consensus with a team implementing a process to…
Unpack the Components of the Standards.
Build Sample Activities.
Align Resources to Standards.
Complete Materials for Instructional Use.
Professional Development Overview
Directors Online Introductory Activities Directors’ Orientation Instructional Support PlanningDirectors and Instructors Unit 1A Face-to-Face Meeting Unit 1A Team Activity Unit 1B Face-to-Face Meeting Unit 1B Team Activity
Common Core State Standards
Mission Statement“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”
http://www.corestandards.org
Structure of the Standards
CCSS are the Kentucky Core Academic Standards and the KYAE Common Core Standards
www.corestandards.org KCAS KYAE Common Core Standards- divided into NRS levels with adult
literacy text examples
Standards for Math Standards for English/LA & Literacy for History/Social
Studies, Science and Technical Subjects
E/LA/Literacy Appendices A: Review of Supporting Research, Glossary B: Text Exemplars and Sample Performance Tasks C: Writing Samples
English Language Arts StandardsTop-down Engineering
Inform
• College and Career Readiness• College and Career Anchor Standards
Inform
• English/LA & Literacy Standards in Reading, Writing, Speaking and Listening, and Language by grade-level
Inform
• Curricula, Texts, Materials, Assessment Instruments• Quality Teaching and Assessment
Structure of the Literacy Standards
Discipline (English/LA, Literacy for History/Social Studies, Science & Technical Subjects)
Content Area (CA) (reading, writing, speaking/listening)
Type of text- Reading (literature, informational, foundational)
College and Career Readiness Standards (CCR) Anchor Standards
NRS levels (1-6) and Grade level (K-12)
Design Principles For English Language Arts Standards
Increased focus on results/mastery of content
Integrated model of literacy with emphasis on communication
Inclusion of research and media skills Shared responsibility for students’
literacy development
Students who are college and career ready in reading, writing, speaking, listening, and
language
Demonstrate independence. Build strong content knowledge. Respond to the varying demands of audience, task,
purpose, and discipline. Comprehend as well as critique. Value evidence. Use technology and digital media strategically and
capably. Come to understand other perspectives and cultures.
ELAReading for LiteratureGrade 5, standard #4RL5.4 Determine the meaning of words and phrases as they are used in text, including figurative language such as metaphors and similes.(KYAE CCS-P. 12)
Unpacking the Components of the Standards
Resource that “unpacks” each standard into its component parts -
Skills
Concepts/Content
Context
Cognitive Demand or Level of Thinking
Why Unpack the Standards?
Help staff address how best to - Maintain focus on the right content and
skills.
Teach to the appropriate level of complexity.
Plan aligned curriculum/assessments.
Support common expectations for students.
FTPS
The Unpacking Process
With your team…
Review each standard in Column 1 to identify the skill demands of the standard and write them down in Column 2.
Identify the content or concepts related to each skill contained within each standard and enter them into Column 3.
Identify the context in Column 4.
Use the selected taxonomy to identify the level of thinking/cognitive demand and list in Column 5.
(SIA Guide Unit 1-11)
Standards 2Skills Included in Standard
3Concepts Included in Standard
4Through a Particular Context
5Cognitive Demand/ Levels of Thinking
6Sample Activity
RL5.5Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama or poem.p.12
Explain How a series of chapters, scenes or stanzas fit together to provide structure
To provide structure of a particular story, drama, or poem
Understanding
RL6.5Analyze how a particular chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.p.36
Confirm Unpacking
Cover up the standard in Column 1. Do the phrases listed in Column 2-5 describe the standard?
Do the unpacked skills, concepts (content), and context contain only words actually appearing in the standard?
Is each unpacked skill linked to the appropriate unpacked content or concept?
As you read the content and skills, do they represent what you would expect of a student in meeting this standard?
(SIA Unit 1-11&12)
Standards 2Skills Included in Standard
3Concepts Included in Standard
4Through a Particular Context
5Cognitive Demand/ Levels of Thinking
6Sample Activity
W5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
W5.1dProvide a concluding statement or section related to the opinion presented.p.20
M5.MD4Measure volumes by counting unit cubes, using cubic cm, cubic in,cubic ft, and improvised units.
Unpacking Guidelines(Guided Practice)
Keep in mind while completing the unpacking process
Review the directions as a group.
If there is a benchmark, consider it as it relates to the overarching standard.
Allow everyone in the group to read the standard silently. Ask one person to read it out loud.
Unpack the standard or benchmark as a group and come to a consensus as a group.
Confirm unpacking as a group
Gather questions /comments for reflection/clarification.
Faster is not better.
Key Vocabulary
Hare = an animal similar to a rabbit, with longer hind legs and ears
Tortoise = a kind of turtle that lives on land, not in water
Fable = a fictitious story told to enforce a truth or moral
Moral = expressing or teaching about good behavior
Building Sample Activities
Real-world activity that matches the cognitive and conceptual demands of the standard
Why Build Sample Activities?
To show how a particular standard can be addressed in the classroom and …
Target instruction to the right level of complexity.
Help instructors design lessons for students
Articulate the demands across levels and clarify expectations.
Support shared professional learning and common expectations for students
Building Sample Activities Criteria
Build sample activities tied to specific standards that:
Describe a relevant real-life activity. Attract and hold student interest. Reflect the right level of complexity given the
cognitive demand of the standard. Result in an end-product that is meaningful to
students. Make connections to other standards, as
appropriate.
(SIA Guide Unit 1-12)
Building Sample Activities(Guided Practice)
Review directions as a group.
Develop sample activities for standards that you unpacked.
Share sample activities with another group.
Reflections
What was beneficial about the building sample activities exercise (process, charts, etc.)?
Challenging?
Aligning Resources to Standards
Determine the alignment of instructional resources to standards.
Instructors need to know where the gaps are in their current materials so they can fill them appropriately with other resources.
Why Align Resources to Standards?
Offers a quick way for staff, especially new staff, to become familiar with a resource
Alerts staff to where a resource is tightly, partially, or not aligned with standards
Informs instructors and programs about gaps in coverage so they can be filled
Resource Alignment Guidelines
For each resource -
List specific pages/chapters that support the teaching of each standard.
Determine to what extent the resource is aligned with the standard:
Tight
Partial
Not aligned
Confirm alignment work. Should the resource be retained? Does it need to be supplemented?
(SIA Guide Unit 1-14)
Chart for Aligning Resources to Standards - EXAMPLE
Determine level of alignment:
2 = Tight Alignment1 = Partial Alignment0 = No Alignment
Resource #1 – Name and Publisher:
Resource #2 – Name and Publisher:
Resource #3 – Name and Publisher:
Resource #1 Resource #2 Resource #3
Standards
Chapter and Pages Level of Alignment Chapter and Pages Level of
Alignment
Chapter
and Pages
Level of
Alignment
RL5.5Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama or poem
RL6.5Analyze how a particular chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot
W5.1Write opinion pieces on topics or texts, supporting a point of view with reasons and information
W5.1dProvide a concluding statement or section related to the opinion presented
Aligning Resources to Standards(Guided Practice)
Examine the standards we have already unpacked and determine where in a resource each standard is addressed.
Determine the tightness of fit (extent of alignment).
Confirm alignment.
Gather questions for reflection/clarification.
Developing Materials for Instructional Use
Build a reference library:Completed Unpacking ChartsCompleted Alignment to Resource Standards Charts
Review and refine completed charts.
Make charts available to staff.
(SIA Guide Unit 1-16)
Building a ladder as we go, we are pioneers in a statewide and nationwide effort to improve student readiness for college and career.
We have a team, and we have tools.
Instructional Support Planning
Determine: Which standards to unpack and align in addition to
assigned standards When and how to meet with team to unpack and
which standards will be unpacked and submitted each week
When and how to touch base with coach on a weekly basis
How I will lead and support my team through the process