New Teacher Orientation Christina School District 2011 -2012

New Teacher Orientation Christina School District 2011 -2012 Melissa Brady, Social Studies Curriculum Specialist Kathy Kelly, ELA Curriculum Specialist 1

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? • • Know, Understand, Do (KUD) Student Learning Map (SLM) Graphic Organizers Unit/Lesson Plans • Acquisition Lesson Plans • Extended Thinking Lesson Plans 2

LFS---Key Strategies • • • 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: • • • Building administrator Instructional Coach Team Leader Literacy Links: www. christina. k 12. de. us/literacylinks/elemresources/hmh_resources. htm Learning Focused: www. learningfocused. com UPCOMING: CSD Podcasts on LFS Basics and Key Strategies 3

Elementary ELA Christina School District Kathy Kelly ELA Curriculum Specialist 4

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/ 5

How to interpret the ELA CCSS 6

Information at your fingertips http: //www. christina. k 12. de. us/literacylinks/elemresources/Elem. Resources. htm 7

What you will find on the CCSS page… http: //www. christina. k 12. de. us/literacylinks/elemresources/ccss. htm 8

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 Grade 3 Grade 4 Range of Reading and Range of Reading Level of Text Complexity 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 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. With prompting and Ask and answer support, 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. 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. Key Ideas & Details 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 Determine the main a text; recount the key idea of a text and details and explain how they explain how it is support the main idea. supported by key details; summarize the text. Describe the connection Describe the relationship Explain events, between a series of procedures, ideas, or historical events, scientific concepts in a historical, scientific ideas or concepts, or steps scientific, or technical concepts, or steps in in technical procedures in a text, including what technical procedures in text, using language that happened and why, a text. pertains to time, sequence, based on specific and cause/effect. 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. 9

Where to find CCSS resources: National Resources • http: //www. corestandards. org/ Christina Resources • http: //www. christina. k 12. de. us/literacylinks/elemresources/c css. htm Delaware Department of Education Resources • http: //www. doe. k 12. de. us/infosuites/staff/ci/comstandards. s html 10

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 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) 11

Christina Language Arts Block K-5 All students will receive 135 minutes of literacy instruction daily. (Reading and Writing) Word Work (15 minutes) • • • Phonemic Awareness Phonological Awareness Phonics Vocabulary Use your Common Core and Journeys Teachers Edition to guide your word work Teacher Directed (20 -30 minutes) • • • 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 \clshareElem_reading. Keep whole group practice/assignments out of this block and save for flexible group time. 12

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. k 12. de. us/Literacy. Links/elemresources/center _resources. htm 13

Suggested Centers • • 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. k 12. de. us/literacylinks/elemresources/Elem. Resources. htm 14

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. k 12. de. us/Literacy. Links/elemresources/writin g_resources. htm 15

The Language Arts Block Handbook “Your Guide for all things ELA” 16

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Response to Intervention (Rt. I) 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 Rt. I 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. Ø Tier I-Benchmark – at or above the 60 th percentile Ø Tier I Benchmark—being closely monitored 40 th-59 th percentile Ø Tier II - Strategic - 26 -39 th percentile Ø Tier III - Intensive - at or below 25 th percentile v Once in Tiers, differentiated and targeted instruction begins according to student need! v Student progress is tracked and monitored for growth. v Adjustments in instruction is made as necessary. v Move on to new skill as one is mastered v Repeat current skill…adequate growth not shown v Increase amount of time student receives in small group setting 18

Intervention Block: http: //www. christina. k 12. de. us/Literacy. Links/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 • • • 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. ) 19

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. ) 20

Response to Intervention Support • • • Building Administrator Building Educational Diagnostician Building Psychologist Building Core Rt. I Team Grade Level Team Leader Mentor 21

Online ELA Support • Literacy Links (Internet—available at home and school) • http: //www. christina. k 12. de. us/Literacy. Links/elemresources/Elem. Resources. htm • • • Pacing Guides District Curriculum Calendar Rt. I 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 • \clshareElem_reading 22

ELA Support System • District Level Support • Director of Curriculum and Instruction, Heather Bordas bordash@christina. k 12. de. us • Curriculum Specialist, Kathy Kelly kellyk@christina. k 12. de. us • Instructional Coach • Within Building Support • • Instructional Coach (if available in your building) Content Chair Team Leader Building Administrator 23

Christina School District Social Studies Overview K-5 Melissa Brady Social Studies Curriculum Specialist District Social Studies Chairperson Bradym@christina. k 12. de. us 24

Components Delaware Prioritized Curriculum Christina Model Units DPC Model Units 25

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. 26

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. k 12. de. us/ss 27

Accessing the DDOE site http: //www. doe. k 12. de. us/ss 1. Prioritized Standards 3. Model Instructional Units 28 2. Clarifications

DE Social Studies Standards Civics Standard 1: Standard 2: Standard 3: Standard 4: Geography Government Politics Citizenship Participation Economics Standard 1: Standard 2: Standard 3: Standard 4: Microeconomics Macroeconomics Economic Systems International Trade Standard 1: Standard 2: Standard 3: Standard 4: Maps Environment Places Regions History Standard 1: Standard 2: Standard 3: Standard 4: Chronology Analysis Interpretation Content 29

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 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-3 a: 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 30

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 31

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. 32

Summary • Four content areas • Civics, Geography, Economics, History • Each has 4 strands • Delaware Prioritized Curriculum drives all instruction ü Standards ü Clarifications Document ü Christina Model Units ü DPC Model Units • DCAS testing is based on the benchmarks ü Spring of 4 th grade 33

Social Studies Support System • District Level Support • Director of Curriculum and Instruction, Heather Bordas bordash@christina. k 12. de. us • Curriculum Specialist, Missy Brady bradym@christina. k 12. de. us • Instructional Coach • Within Building Support • • Instructional Coach (if available in your building) Content Chair Team Leader Building Administrator 34