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
Got more work done than expected
Snacks
Music
The people I’m working with
Finding more resources than expected
How well we got along
Collaboration between team members
Mabel’s donuts
Working without interruptions
5. 3-2-1 Reveals (Day 2)
Expectations Surprises Clarifications
To be overwhelmed Getting more done than we
expected
Math III
Tire out quickly Cheetos are in the other room Common Core Anchors
Get finished with day 1 work Began to see the “big picture” Cross-Curriculum Issues (ideas,
formats, etc)
Struggles Amount of free resources
available online
When do we get paid?
To move a little slower than day
1
Had even more clarity for our
guide
When will documents be live?
80’s music Do we write out the full
standard on the YAG?
What if we finish early?
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
• 8:00-8:30 – Opening Session
• 8:30-11:45 – Work Session
• 12:00-1:00 – Lunch (on your own)
• 1:00-4:30 – Working on the Work
• 4:30-4:45 – Listening/Debrief Session
13. 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
14. Shared Responsibility of Literacy Development
The 9-12 standards are divided into two
sections
– ELA
– History/Social Studies, Science, and Technical
subjects.
15. 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
16. 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
17. Resource Identification
• Add the following to your guide:
Sites below have been reviewed by teachers participating in Curriculum
Resource Week but have not been verified by PCS district staff
• Criteria
–Maximum 10 per marking period
–May NOT include any of the following:
• Any sites that require any money – even if there are free options
available
• Blogs or other social media (including Pinterest)
• Youtube
• Obvious sites (Study Island, etc)
• Any site already listed on the CRT or Media & Instructional
Resource Site
18. 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)
5.Embed ELA integration ideas (6-12)
6.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
19. Concluding Directions
• Turn in all work to your facilitator
• Collect your check
• Give yourself a pat on the back
• Have a wonderful summer!
Editor's Notes
Sandra
ITES & ESL are here to work with you today Learning 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 guide Learning targets are WHAT students need to DO or KNOW Criteria for Success is HOW you know they KNOW it or CAN DO it
