New Beginnings 2015

Florida Standards: Secondary ELAAnjanette McGregor

August 11, 2015Tavares Middle

School

Lake County Schools

Vision StatementA dynamic, progressive and collaborative learning community embracing

change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement

The mission of the Lake County Schools is to provide every student with individual opportunities to excel.

We Believe:

Education is the foundation for everyone’s future.Education is a lifelong process.

All students can learn.Students should be civic-minded and embrace future roles in the community.

Parents/guardians, community, and schools are partners in a student’s education.

Providing a safe, resource-filled learning environment is essential.Students will graduate prepared for work and postsecondary education.

New Beginnings 2015-16 Florida Standards and

Curriculum Documents

I DO

• Provide the purpose and rationale for development of the new curriculum documents

WE DO• Explore the critical elements of the

Scope & Sequence and Curriculum Blueprints

YOU DO • Collaboratively interact to deepen knowledge of the Language Arts Florida Standards, and grade level unit clusters

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Learning Goal:

Objective:

Shifting Gears

NEXT STEPS:

Benchmarks:

Chunking Content into Digestible Bites and Goal SettingHow will the curriculum documents enhance the way we

teach, lead, and learn for 21st century success?

Sum-It-UpEssential Question:

Common Language:•DOK•LAFS•Unit Overview•Common Performance Task•Priority Texts/Sample Assignments/Mine-Tasks

•Unit Blueprint•Scope & Sequence•Cluster of Standards

Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching

Teachers will plan for effective implementation of the Language Arts Florida Standards by gaining a deeper understanding of the ELA FSA, Scope & Sequence and Curriculum Blueprints.

Teachers will comprehend the 2015-16 FSA ELA components as well as the ELA curriculum documents and be ready to plan effectively for the Language Arts Florida Standards.

Study Units 1 and 2 Blueprints to develop a plan for initiating on-going professional learning with the 2015-16 curriculum documents.

Learning Goal

& Scale

Score4.0

In addition to a score 3.5 performance, participant can achieve criteria of applying, enhanced understanding, implementation, monitoring, and execution of take-aways.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score3.0

The participant, without major errors or omissions, will understand and/or be able to: Demonstrate consistent understanding and implement steps taken away along with monitoring components for effective execution.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score2.0

Participant is able to avoid major errors or omissions regarding the simpler details and processes. The participant will be able to: Moderate understanding and implementation of steps taken away.

1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content

Score1.0

With help, the participant demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The participant has little understanding and demonstrates an inconsistent implementation of steps taken away.

0.5 With help, a partial understanding of the score 1.0 content, but not the score of 0 content

Score 0 

No understanding or implementation steps taken away.

 

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Shifting Gears: A Little R & R Strategy

• How extensive is your knowledge of the Language Arts Florida Standards?

• How extensive is your knowledge of the ELA Florida Standards Assessments?

• What could be an obstacle for you in the coming year as

you teach these standards?

Response & Reason Strategy:Give a response, and a reason for that response

Think-WritePair-Share

Backwards Design in a NutshellIdentify desired results.

• Clarity and priorities

Determine acceptable evidence.

• Consider up front how students will show if they have attained the desired understandings

Plan learning

experiences and

instruction.

• How do we best get everyone equipped?

Phase 3How?

(PLC Flow)

Phase 2What?

(The Documents)

Phase 1Why?

(Rationale)

The demand on a student. What they

will need to know and be able to do?

The Writing Component Sample

Stimulus(Text Set)

Prompt

Again, compared to the way kids have been assessed in

writing, what are major

differences?

The Writing Component: What do we know?

Yes, writing full essay.

Yes, computer-based.

Yes, two possible genres.

Yes, writing after analyzing a prompt

and text set.

The Reading, Language, & Listening Component

Multiple Choice

Stimulus(Text)

The Reading, Language, & Listening Component Multiple Choice

Stimulus(Text) Hot Text

The Reading, Language, & Listening Component

Two Part Hot Text

The Reading, Language, & Listening Component

Multi-Select

How do we demand that our students

provide evidence to

support their understandings, yet keep them from giving up?

The Reading, Language, & Listening Component

Open Response

Implications for the ELA Documents

• Integrated reading and writing•Clusters of standards and Recursive standards•Complex Text with scaffold approach•Backward design

WHY

Understanding the Documents

The Scope & Sequence

The Blueprints

The Scope & Sequence: Home Plate• The Scope and Sequence is a one page document

that incorporates five distinct sections.

The Scope & Sequence: Home PlateGo to www.lake.k12.flus

Click on Departments & Programs

Click on Curriculum & Instruction

Click on Reading/Language Arts

Click on 2015-2016 Secondary ELA Scope and Sequence & Curriculum Blueprints

Click on High School

The Scope & SequenceThe Year-Unit by

Unit

• Provides scope and sequence and order of instruction

• Serves as a focus calendar for this baseline year

The Year: Unit by Unit

On the blank blueprint template, see if you can

define or summarize each section of the blueprint before we explore each

section.

The Blueprint: Unit Overview

What does this section do for you as a teacher? How

could it help an administrator?

The Blueprint: Common Performance Task

Backward Design:When taken in context with the cluster of standards for the unit, the Common Performance Task is a culmination of the unit, and cognitively complex.

Hyper-link to FSA Rubric

The Blueprint: Learning Goals and E.Q.’s

Learning Goals already written for the unit can be used as is. Hyper-link to corresponding Marzano Learning Scales.

Essential Questions ready to go.

The Blueprint: Cluster of Focus Standards

The Blueprint: Standards “One-Pagers”

Reading/Speaking & Listening, and Language Standards have vertical progression and deconstruction.

How can the one-pagers will be used

in your planning?

The Blueprint: Priority Texts

The Blueprint: Sample Assignments

Not a mini-task

Scaffolds towards the Common Performance Task

A Sample Assignment is…

A cluster of standards embedded in one task.

The “Assignment”

Step 3: How will we know when they have learned it?

Summarizing Our LearningWhat are the two

most important aspects a teacher needs to master to

make sense of a unit?

How do these

documents support you in creating engaging learning

experiences?

What important steps must you do once

you are comfortable with a unit blueprint?

Learning Goal

& Scale

Score4.0

In addition to score 3.5 performance, participant can achieve criteria of applying, enhanced understanding, implementation, monitoring, and execution of take-aways.

3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success.

Score3.0

The participant, without major errors or omissions, will understand and/or be able to: Demonstrate consistent understanding and implement steps taken away along with monitoring components for effective execution.

2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content

Score2.0

Participant is able to avoid major errors or omissions regarding the simpler details and processes. The participant will be able to: Moderate understanding and implementation of steps taken away.

1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content

Score1.0

With help, the participant demonstrates a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The participant has little understanding and demonstrates an inconsistent implementation of steps taken away.

0.5 With help, a partial understanding of the score 2.0 content, but not the score of 3.0 content

Score 0 

No understanding or implementation steps taken away.

 

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