sausd secondary curriculum maps

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Successful StudentsSuperior Standards Supportive School Climate

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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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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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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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



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.

http://www.corestandards.org/ELA-Literacy/CCRA/SL/1/

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

sausd secondary curriculum maps

Documents

secondary curriculum

sausd common core webpage

curriculum map prototype

contentarea maps

ccss instructional shifts

desired results

subject area

contentarea department