Transcript New Teacher Orientation - Christina School District

New Teacher Orientation
Christina School District
2011-2012
Melissa Brady, Social Studies Curriculum Specialist
Kathy Kelly, ELA Curriculum Specialist
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LFS Overview
• What does it stand for?
• Learning Focused Solutions
• A model that provides a planning framework for thinking about,
planning, and delivering instruction using exemplary practices
with a focus on learning.
• What are the key components?
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Know, Understand, Do (KUD)
Student Learning Map (SLM)
Graphic Organizers
Unit/Lesson Plans
• Acquisition Lesson Plans
• Extended Thinking Lesson Plans
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LFS---Key Strategies
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Essential Questions
Collaborative Pairs
Vocabulary Strategies
Graphic Organizers
Summarizing Strategies
Differentiated Assignments
• What am I responsible for now?
• Find out where your building is in the implementation process
• Seek assistance from:
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Building administrator
Instructional Coach
Team Leader
Literacy Links: www.christina.k12.de.us/literacylinks/elemresources/hmh_resources.htm
Learning Focused: www.learningfocused.com
UPCOMING: CSD Podcasts on LFS Basics and Key Strategies
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Elementary ELA
Christina School District
Kathy Kelly
ELA Curriculum Specialist
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Common Core State Standards
• Everything we teach should be aligned to the Common Core
State Standards (CCSS)
• 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/
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How to interpret the ELA CCSS
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Information at your fingertips
http://www.christina.k12.de.us/literacylinks/elemresources/ElemResources.htm
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What you will find on the CCSS page…
http://www.christina.k12.de.us/literacylinks/elemresources/ccss.htm
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CSD CCSS ELA Matrix
Grade K
Range of Reading
and Level of Text
Complexity
Grade 1
Range of Reading
and Level of Text
Complexity
Grade 2
Range of Reading
and Level of Text
Complexity
Grade3
Range of Reading and
Level of Text Complexity
Grade 4
Range of Reading
and Level of Text
Complexity
Grade 5
Range of Reading
and Level of Text
Complexity
Actively engage in group
reading activities with
purpose and
understanding.
With prompting and
support, read prose and
poetry of appropriate
complexity for grade 1.
By the end of the year,
read and comprehend
literature, including
stories and poetry, in
the grades 2–3 text
complexity band
proficiently, with
scaffolding as needed at
the high end of the
range.
By the end of the year, read
and comprehend literature,
including stories, dramas,
and poetry, at the high end
of the grades 2–3 text
complexity band
independently and
proficiently.
By the end of the year,
read and comprehend
literature, including
stories, dramas, and
poetry, in the grades 4–
5 text complexity band
proficiently, with
scaffolding as needed at
the high end of the
range.
By the end of the year,
read and comprehend
literature, including
stories, dramas, and
poetry, at the high end
of the grades 4–5 text
complexity band
independently and
proficiently.
Reading Standards
for Informational
Text
Key Ideas & Details
Reading Standards
for Informational
Text
Key Ideas & Details
Reading Standards
for Informational
Text
Key Ideas & Details
Reading Standards for
Informational Text
Reading Standards
for Informational
Text
Key Ideas & Details
Reading Standards
for Informational
Text
Key Ideas & Details
With prompting and
support, ask and answer
questions about key
details in a text.
Ask and answer
questions about key
details in a text.
With prompting and
support, identify the
main topic and retell
key details of a text.
Identify the main topic
and retell key details of
a text.
Ask and answer such
questions as who, what,
where, when, why, and
how to demonstrate
understanding of key
details in a text
Identify the main topic
of a multi-paragraph
text as well as the focus
of specific paragraphs
within the text.
Ask and answer questions
to demonstrate
understanding of a text,
referring explicitly to the
text as the basis for the
answers.
Determine the main idea of
a text; recount the key
details and explain how they
support the main idea.
With prompting and
support, describe the
connection between
two individuals, events,
ideas, or pieces of
information in a text.
Describe the connection
between two
individuals, events,
ideas, or pieces of
information in a text.
Describe the connection
between a series of
historical events,
scientific ideas or
concepts, or steps in
technical procedures in
a text.
Describe the relationship
between a series of
historical events, scientific
ideas or concepts, or steps
in technical procedures in a
text, using language that
pertains to time, sequence,
and cause/effect.
Refer to details and
examples in a text when
explaining what the text
says explicitly and when
drawing inferences from
the text.
Determine the main
idea of a text and
explain how it is
supported by key
details; summarize the
text.
Explain events,
procedures, ideas, or
concepts in a historical,
scientific, or technical
text, including what
happened and why,
based on specific
information in the text.
Quote accurately from a
text when explaining
what the text says
explicitly and when
drawing inferences from
the text.
Determine two or more
main ideas of a text and
explain how they are
supported by key
details; summarize the
text.
Explain the relationships
or interactions between
two or more individuals,
events, ideas, or
concepts in a historical,
scientific, or technical
text based on specific
information in the text.
Key Ideas & Details
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Where to find CCSS resources:
National Resources
• http://www.corestandards.org/
Christina Resources
• http://www.christina.k12.de.us/literacylinks/elemresources/cc
ss.htm
Delaware Department of Education Resources
• http://www.doe.k12.de.us/infosuites/staff/ci/comstandards.s
html
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Sample Components/Timeframe of Language Arts Block
ESSENTIAL QUESTIONS MUST BE POSTED
20 minutes
Whole Group
Comprehension/Fluency(Comprehension skill; choral, echo, partner, whisper read selection)
10 minutes
Whole Group
Vocabulary (Anthology Selection, Text Talk, Elements of Reading, Curious About Words, Read Aloud, etc.)
10 minutes
Whole Group
Phonics instruction*
10 minutes
Whole Group
Daily Read Aloud**
45-60 Minutes
Small Flexible Rotating
Groups/Centers
35-45 Minutes
Whole Group
15-20 Minutes needs based small group instruction
15-20 Minutes needs based small group instruction
15-20 Minutes needs based small group instruction
Writers Workshop
5-10 minute Mini-Lesson with or without Read Aloud
1-2 minute quick Status of the Class update
*Whole group Phonics Instruction should only occur when the skills being taught are part of
the grade level scope and sequence/pacing guide. Otherwise, phonics instruction should
occur in small, flexible groups.
**Read Alouds can happen inside or outside of the Language Arts block. They may be part of
your vocabulary instruction, writing mini lesson, or comprehension skill building lesson.
(identify stage of writing process- prewriting, drafting, editing, revising, publishing)
15-20 minutes Writing and Teacher/Student Conferencing
5 minute Sharing (Students rotate on a Flexible day schedule)
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Christina Language Arts Block K-5
All students will receive 135 minutes of literacy instruction daily. (Reading and Writing)
Word Work (15 minutes)
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Phonemic Awareness
Phonological Awareness
Phonics
Vocabulary
Use your Common Core and Journeys Teachers Edition to guide your word work
Teacher Directed (20-30 minutes)
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Use the comprehension skill from the Common Core and Journeys Teachers Edition to guide
the Teacher directed lesson
Essential Questions listed on Grade Level matrix may differ from those found in Teachers
Edition and Focus Wall. The updated EQ’s align more closely with the Common Core will
provide greater depth of knowledge.
May use text or passages from Journeys, Supplemental Read Alouds, Science kit readers,
Social Studies textbooks, Time for Kids Readers, etc. Remember the focus is on the skill
/strategy.
Teachers may use instructional delivery methods found in Journeys Teachers Edition or
Sample Acquisition lessons found in elementary reading shared drive
\\clshare\Elem_reading.
Keep whole group practice/assignments out of this block and save for flexible group time.
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Flexible Group (20 minutes x 2) or (15 minutes x 3)
• Students will be broken into flexible groups based upon skill.
• Teacher must meet with the lowest group(s) EVERY day.
• Save this time for independent practice work based.
• assign something for all other students to do based on teacher
directed lesson and then pull your low group first to provide more
assistance/alternative assignments for them (remember these
assignments must be meaningful and not just busy work).
• Centers for students not working with you should directly tie to what
you have been teaching from the Teacher Directed Lesson or small
flexible groups. There may be one review center for previously learned
skills.
• Purpose: extra practice on what has been taught during word work
and the teacher directed lesson.
• Center options can be found in your Journeys Teacher’s Edition and
on Literacy Links at:
http://www.christina.k12.de.us/LiteracyLinks/elemresources/center
_resources.htm
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Suggested Centers
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Review of Skills and Strategies Previously Taught Center
Fluency Center (fluency practice, re-reading, partner reading)
Word Work Center (activity can support grade level scope and sequence skills and/or
needs based skills; can use frayer model to help support vocabulary concepts)
Reading Independently Center (Self Directed Reading and/or using the graphic
organizer)
Writing in Response to Reading Center (writing from their graphic organizer,
answering text based questions, or making connections to text)
Listening & Speaking Center (listen to anthology story, listen to key pieces of
literature, recording your reading or thoughts/retellings and sharing with a partner)
Technology Center (Learning Point Navigator Assignments, Kidspiration, Inspiration,
Think Central, www.Thinkfinity.org, MS Word publishing of written responses,
www.starfall.com, www.pbskids.org, www.wegivebooks.org, etc.)
For additional resources refer to Literacy Links at
http://www.christina.k12.de.us/literacylinks/elemresources/ElemResources.htm
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Writing Block (35-45 minutes)
• Use Direct instruction (Mini Lessons)
• Use Journeys Teachers Edition and/or Writing Curriculum
Binder
• Address the Writing Process
• Common Core Writing Priority Focus Areas
• How to Write a Paragraph
• Narrative Writing
• Letter writing
• Descriptive Writing
• Informative/Explanatory Writing – Structures
(comparing/contrast essay, Chronological essay, cause/effect,
problem/solution)
• Persuasive/Construct Support (Opinion)
• Research
http://www.christina.k12.de.us/LiteracyLinks/elemresources/writin
g_resources.htm
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The Language Arts Block Handbook
“Your Guide for all things ELA”
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Response to Intervention
Response to Intervention (RtI) is a federal and state mandated initiative for providing early intervening services &
instructional supports for struggling students not identified as needing special education services (as well as those
who are identified). Current RtI regulations stipulate that students identified as needing additional interventions in
reading and/or math will receive the following supplemental instructional support:
Strategic: Reading OR Math -90 minutes of intervention
Reading AND Math-120 minutes of intervention with instructional focus proportionate to student’s
identified weakness in the content area (Reading or Math).
Intensive: Reading OR Math -150 minutes of intervention
Reading AND Math-180 minutes of intervention with instructional focus proportionate to student’s identified
weakness in the content area (Reading or Math).
All students shall receive universal instructional screenings for reading (DIBELS, DCAS, classroom assessments, etc.) at
the elementary level at least 3 times each regular school year at routine and fairly spaced intervals.
• Based on the screening results, students are placed in one of the following Tiers using the recommendations
made by I Tracker Pro as well as other relevant assessment data.
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Tier I-Benchmark – at or above the 60th percentile
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Tier I Benchmark—being closely monitored 40th-59th percentile
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Tier II - Strategic - 26-39th percentile
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Tier III - Intensive - at or below 25th percentile
 Once in Tiers, differentiated and targeted instruction begins according to student need!
 Student progress is tracked and monitored for growth.
 Adjustments in instruction is made as necessary.
 Move on to new skill as one is mastered
 Repeat current skill…adequate growth not shown
 Increase amount of time student receives in small group setting
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Intervention Block:
http://www.christina.k12.de.us/LiteracyLinks/elemresources/rti_resources.
htm
• Tier III students get both the 135 minutes language arts block daily and an
additional 150 minutes of Tier III intervention services weekly outside the
language arts block.
• Tier II students get both the 135 minutes reading block daily and an
additional 90 minutes of Tier II intervention services weekly outside the
language arts block.
Tier III group
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This group must receive 30 minutes additional instruction daily.
These should be students who need supplemental instruction.
Tier III students must be progress monitored weekly.
Intervention done with this group must remain needs based supported by data.
Strategy/skill intervention should not be switched until progress monitoring data supports
further/different instruction.
While this group is working, other students should be working on extended thinking tasks (ex:
Literature Circles, Book Clubs, Projects, Learning Point Navigator, Accelerated Reader,
Scholastic Reading Counts, etc.)
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Intervention Block, Continued:
Tier II Group:
• This group must receive additional instruction 90 minutes weekly.
• These should be students who need supplemental instruction.
• Tier II students must be progress monitored weekly.
• Intervention done with this group must remain needs based.
• Strategy/skill intervention should not be switched until progress
monitoring data supports further/different instruction.
• While this group is working, other students should be working on
extended thinking tasks (ex: Literature Circles, Book Clubs, Projects,
Learning Point Navigator, Accelerated Reader, Scholastic Reading
Counts, etc.)
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Response to Intervention Support
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Building Administrator
Building Educational Diagnostician
Building Psychologist
Building Core RtI Team
Grade Level Team Leader
Mentor
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Online ELA Support
• Literacy Links (Internet—available at home and school)
• http://www.christina.k12.de.us/LiteracyLinks/elemresources/ElemResources.htm
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Pacing Guides
District Curriculum Calendar
RtI Resources
Grade Level Resources
PLC Resources
LFS Resources
Spelling & Phonics Inventories
Sample Lesson Plans & Schedules
5 Strand Specific Resources
Variety of ELA Web Links
• Teachers Shared Drive (shared file—available only from a CSD
networked computer
• \\clshare\Elem_reading
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ELA Support System
• District Level Support
• Director of Curriculum and Instruction, Heather Bordas
[email protected]
• Curriculum Specialist, Kathy Kelly [email protected]
• Instructional Coach
• Within Building Support
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Instructional Coach (if available in your building)
Content Chair
Team Leader
Building Administrator
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Christina School District
Social Studies Overview K-5
Melissa Brady
Social Studies Curriculum Specialist
District Social Studies Chairperson
[email protected]
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Components
Delaware Prioritized
Curriculum
Christina Model Units
DPC Model Units
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DPC explanation
• A course of study for students in grades K-12.
• The goal is to create the dispositions for citizenship
• Students demonstrate understanding through explanation, interpretation,
and analysis.
• Students should be able to transfer their knowledge and understanding to a
new context or situation.
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Delaware Prioritized Curriculum
Components:
1.Standards
2.Clarification documents
3.DRC Model Units
4. Christina Model Units
All can be found on the DDOE website at
http://www.doe.k12.de.us/ss
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Accessing the DDOE site
http://www.doe.k12.de.us/ss
1. Prioritized Standards
3. Model Instructional Units
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2. Clarifications
DE Social Studies Standards
Civics
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Geography
Government
Politics
Citizenship
Participation
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Economics
History
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Standard 1:
Standard 2:
Standard 3:
Standard 4:
Microeconomics
Macroeconomics
Economic Systems
International Trade
Maps
Environment
Places
Regions
Chronology
Analysis
Interpretation
Content
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Understanding the Standards
K-12 Standard
EXAMPLE:
Geography Standard Four: Students will develop an
understanding of the character and use of regions and the
connections between and among them [REGIONS].
Regions are areas containing places with common characteristics.
They are a major way we simplify a geographically-complex
world. Regions can be used for analysis and synthesis. They have
practical applications as in political administration or organizing
economic behavior. Understanding regions and their use will
allow students to better analyze and predict patterns and
connections between and among people, places, and
environments.
The complexity of the standard will increase at each succeeding
grade cluster:
K-3 benchmark
K-3a: Students will use the concepts of place and region to
explain simple patterns of connections between and among
places across the country and the world. Essential for Grade 3
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Clarifications Document
•Inform teachers on the meaning of the standards
•Suggest ideas for how teachers might help students to
uncover the meaning of the standards
•A tool for alignment of curriculum, assessment, and
instruction to the state standards
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Model Units
Standards-Based Units that are “recommended” for teachers in grades K-5
DRC Model Units
(DDOE website)
• Grade Cluster K–3
• Grade Cluster 4–5
*Not all units are complete.
Christina Units
(CSD website)
• Grades K-5
*Training will be done during school year.
*Units may or may not be printed for you.
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Summary
•Four content areas
•Civics, Geography, Economics, History
• Each has 4 strands
•Delaware Prioritized Curriculum drives all instruction
Standards
Clarifications Document
Christina Model Units
DPC Model Units
•DCAS testing is based on the benchmarks
Spring of 4th grade
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Social Studies Support System
• District Level Support
• Director of Curriculum and Instruction, Heather Bordas
[email protected]
• Curriculum Specialist, Missy Brady [email protected]
• Instructional Coach
• Within Building Support
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Instructional Coach (if available in your building)
Content Chair
Team Leader
Building Administrator
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