This document provides an agenda for the fourth and final day of a curriculum review week. It includes time for reflection on the previous day's work, continuing to refine curriculum guides, and preparing to turn in final drafts. The goals for the day are to incorporate English language arts standards throughout guides and complete the guides with pacing, targets, questions, and assessment suggestions. The schedule allows for working in groups and a concluding debrief session before participants turn in their work and conclude the week.
3. Group Activity
Find someone from another team and share:
1. Something you are proud you
accomplished yesterday
2. Something you hope to accomplish today
3. Something you have a question on from
yesterday
As you listen to your partner…
1. Congratulate them on their
accomplishment
2. Answer their question (if you are able)
4. Day 2 Reflections/Feedback
K-2 collaboration meeting “Divide and conquer” in the work
Small celebrations Temperature
CRW Team CRW Team
Really learning the curriculum
Feedback from yesterday
Starting on time
Openness of team members/Willingness
to learn
5. 3-2-1 Reveals (Day 2)
Expectations Surprises Clarifications
Lots of time to work in our How much was What happens if we finish
small groups accomplished early/don’t finish?
Second guessing what was More chocolate When will teachers be
done yesterday notified of the guides?
More clarification Less confusion Essential Questions
More collaboration & All day to work in groups Learning Targets/Criteria for
discussion Success
Meet with other groups Fun ITES/ESL
More involvement of the Questions from yesterday Will PLCs focus on
CRW team were answered assessment?
More time on task Principal visits Science note booking?
Coffee with the donuts 1:15 minute lunch Mixed signals
6. Norms for the Week
• Start & end punctually
• Dress appropriately
• Listen actively
• Disagree respectfully
• Participate enthusiastically
• Focus completely (monitor your
technology)
• Have Fun
8. Schedule: Day 3
• 8:00-9:00 – Opening Session
• 9:00-12:00 – Work Session
• 12:00-1:00 – Lunch (on your own)
• 1:00-4:15 – Working on the Work
• 4:15-4:30 – Listening/Debrief Session
9. Direction for Today
1. Review Yesterday’s Work
2. Understand how to incorporate
suggestions for English Language
Development into the Curriculum
Guide
3. Continue the Work
10. Deliverables for Today
1. Draft essential questions, learning targets,
and criteria for success for the entire
course/year
2. Embed suggestions for ESL integration
3. Embed suggestions for assessment formats
4. Embed ideas for cross-curricular
lessons/units (6-12)
13. Supports: Not Just for ELLs
• Consider: An estimated 65-80% of students
are VISUAL LEARNERS.
So what
At a minimum, we need to use visuals during
lesson presentations.
See an Example
14. Sample Objective
Sample Objective
Grade 6 Social Studies
The student will describe how physical
processes, such as erosion, earthquakes,
and volcanoes, have resulted in physical
patterns on the earth’s surface and analyze
their effects on human activities.
15. Differentiation: The Next Level
North Carolina has adopted the WIDA
Standards which define SIX levels of English
language proficiency. North Carolina
considers students who are “Level 5” and
“Level 6” to be fully English proficient.
Today we will focus on Level 1 and Level 2
ELLs.
16. Differentiation: The Next Level
Level 1 students need to receive English. At
this level, the student can demonstrate
knowledge using visuals and single words
they receive.
17. Differentiation: The Next Level
What a Level 1 ELL Might Understand
___________ cars are _____ __ ___ top __ ___
first ____ __ _ _____. ____ ______ _____ ___
car ___ ___ ____ __ ___ ____. ___ ______
down ___ first ____ ______ __ ______ _____
___ ___ cars __ ___ __ ___ ____ ____ ___ __
__ _____ ___ end ___ ___ ____.
18. Differentiation: The Next Level
Level 1 Objective:
The student will match labeled pictures of
physical processes to labeled pictures of the
resulting physical patterns, using a graphic
organizer and native-language support.
See an Example
19. Level 1 “Can Do” Descriptors
Using visual, graphic or interactive support, these
students can read in order to
1. Match visual representations to words/phrases
2. Comprehend everyday signs, symbols,
schedules, and school-related words/phrases
3. Respond to WH- questions related to illustrated
text
4. Use references (e.g., picture dictionaries,
bilingual glossaries, technology)
20. Level 1 “Can Do” Descriptors
When speaking and using visual, graphic or
interactive support, these students can
1. Answer yes/no or choice questions (or)
within context of lessons or personal
experiences
2. Provide identifying information about self
3. Name everyday objects and pre-taught
vocabulary
4. Repeat words, short phrases, memorized
chunks of language
21. Level 1 “Can Do” Descriptors
In writing and using visual, graphic or
interactive support, these students can
1. Label content-related diagrams, pictures
from word/phrase banks
2. Provide personal information on forms read
orally
3. Produce short answer responses to oral
questions with visual support
4. Supply missing words in short sentences
22. Differentiation: The Next Level
Level 2 students need to receive English, also.
At this level, the student can demonstrate
knowledge using visuals and basic sentences
they receive.
23. Differentiation: The Next Level
Level 2 Objective:
The student will match simple captions to
pictures of physical processes and the resulting
physical patterns, using a graphic organizer and
native-language support.
See an Example
24. Level 2 “Can Do” Descriptors
Using visual, graphic or interactive support, these
students can read in order to
1. Match data or information (e.g., description of
element to its symbol on periodic table)
2. Follow multi-step instructions supported by visuals
or data
3. Match sentence-level descriptions to visual
representations
4. Compare content-related features in visuals and
graphics
25. Level 2 “Can Do” Descriptors
When speaking and using visual, graphic or
interactive support, these students can
1. Describe persons, places, events, or objects
2. Ask WH- questions to clarify meaning
3. Give features of content-based material
(e.g., time periods)
4. Characterize issues, situations, regions
shown in illustrations
26. Level 2 “Can Do” Descriptors
In writing and using visual, graphic or
interactive support, these students can
1. Make content-related lists of words, phrases,
or expressions
2. Take notes using graphic organizers or
models
3. Formulate yes/no, choice and WH-
questions from models
4. Correspond for social purposes (e.g.,
memos, e-mails, notes)
27. Quick Demonstration
Put yourself in your ELLs’ shoes. Listen to this
lesson and try to answer the questions at the
end. Be aware of your feelings/thoughts during
the lesson so we can discuss them afterwards.
29. Let’s Measure What We’ve Learned
1. 食べ物は、その____________ に合わ
Food is that ________ to if I let
せて分類することができます。
classification to you can.
1. Tabemono wa, sono ____ ni awa sete burui
suru koto ga dekimasu.
a. 音 a. ohn
b. 味 b. aji
c. リンゴ c. ringo
d. 匂い d. noio
30. Group Work
For each content area/grade your group is responsible for:
1. Create Essential Questions for the entire
year/course
2. Create Learning Targets and Criteria for
Success for the entire year/course
3. Align all learning targets and criteria success
to the standards
4. Embed suggestions for…
1. ESL Integration
2. Assessment format ideas
3. Cross-curricular lesson/units (6-12)
31. 3-2-1 Reflection Activity
• List 3 things you were expecting
when you arrived today
• List 2 pleasant surprises
• Write 1 question you need
clarification on for tomorrow
34. Group Activity
Find someone from another team and share:
1. Something you are proud you
accomplished yesterday
2. Something you hope to accomplish today
3. Something you have a question on from
yesterday
As you listen to your partner…
1. Congratulate them on their
accomplishment
2. Answer their question (if you are able)
39. Schedule: Day 4
• 8:00-8:30 – Opening Session
• 8:30-12:00 – Work Session
• 12:00-1:00 – Lunch (on your own)
• 1:00-4:15 – Working on the Work
• Complete Guides
• Review sample unit plans & assessments to
identify exemplars
• 4:15-4:30 –Debrief Session
40. Direction for Today
1. Review Yesterday’s Work
2. Understand how to incorporate
ELA standards throughout your
guide
3. Continue the Work
41. Deliverables for Today
1. Embed ELA integration ideas (6-12)
2. Create final version of the draft guide
1. Pacing for benchmarks (mid-marking period and
end of marking period)
2. Learning targets
3. Essential Questions & Big Ideas
4. Assessment suggestions
5. ESL suggestions
3. Identify unit & assessment exemplars from
March PD days
43. Integrated Model of Literacy
• Students must gather, comprehend,
evaluate, synthesize, and report on
information and ideas in order to…
– conduct original research in order to answer
questions or solve problems AND
– to analyze and create a high volume and
extensive range of print and non-print texts in
media forms old and new
44. Shared Responsibility of Literacy Development
• K-5 standards include expectations applicable to
a range of subjects, (not just ELA) for…
– Reading
– Writing
– Speaking
– Listening
– Language
• 6-12 standards are divided into two sections
– ELA
– History/Social Studies, Science, and Technical
subjects.
45. Shared Responsibility of Literacy Development
• College and career ready students must
be proficient in reading complex
informational text independently in a
variety of content areas
• Increasing proportion of informational
texts
46. Literacy Integration: The Work
• Refer to the ELA Common Core Standards
pg 59-66
• Integrate the appropriate standard (by
writing it out) for the unit/time period it
addresses
• Do this throughout your guide
47. Group Work
For each content area/grade your group is responsible for:
1. Embed ELA integration ideas (6-12)
2. Create final drafts of all guides including…
1. Pacing for benchmarks
2. Learning targets, essential questions, big ideas, and
criteria for success
3. Suggestions for ESL integration, ELA integration,
and Assessment format
3. Identify unit/lesson and assessment exemplars
(created at March PD days)
48. Concluding Directions
• Turn in all work to your facilitator
• Collect your check
• Sign-up to present at CSI if you are
interested ($100 per session per
presenter)
• Give yourself a pat on the back
• Have a wonderful summer!
Notes de l'éditeur
Sandra
ITES & ESL are here to work with you todayLearning Targets/Criteria for Success – Are we using “I Can…” and “I will…”Mixed signals – primarily because of the learning targets/criteria for success. We discussed this yesterday and realized we were not being consistent, so here’s the consistency: Both should be in student friendly language They do not NEED to be in “I can” and “I will” wording but you CAN do this if you want to Another option is SIOP We are not telling how to word it (outside of being student friendly) – word it as is most appropriate for your guideLearning targets are WHAT students need to DO or KNOWCriteria for Success is HOW you know they KNOW it or CAN DO it
