Welcome Back!

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• Welcome Back!

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ACS Curriculum Guides

• Wednesday, June 17, 2009
• Day 3

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• Why?
• ACS is committed to student learning. The work we
  do in the area of curriculum, instruction, and
  assessment is ongoing and based on our constant
  pursuit of 4 guiding questions
• What do we want students to know, understand, and
  be able to do?
• How will we deliver high quality instruction to
  help students learn what we want them to know,
  understand, and be able to do?
• How will we assess to determine if students have
  learned what we want them to know, understand,
  and be able to do?
• What will we do if students have not learned what
  we want them to know, understand, and be able to
  do?
• What?
• ACS is committed to the development of curriculum
  guides that will be used for planning instruction
  and assessments that result in student mastery of
  essential standards and objectives of the NCSCOS
  and are reflective of the 21st century skills
  students need to be future-ready graduates.

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(No Transcript)
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What is your explanation for how to evaluate
whether or not a question meets the criteria for
being an essential question?
require students to consider alternatives, weigh
evidence, support ideas, and justify answers
arguable, provokes deep thought, discussion,
inquiry
meaningful connections with prior learning
do not have one right answer
inquiry into core content
promote understanding
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Why are essential questions a key component of
planning and classroom instruction?
Assessment of student learning
Long term recall
Lack of focus
Potpourri problem
Focus learning
Clarifying purpose
Set direction for learning
Communication between students and teachers and
between teachers
Student engagement/application
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Purpose Essential Questions
Essential questions become . . . the mental
velcro for content learning.
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How do you determine appropriate essential
questions for content area learning?
Essential Standards
21st Century Skills
Assessment
Formatting
Revised Blooms Taxonomy
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Developing Essential Questions

• Working with subject area partner, develop
  Essential Questions that reflect identified
  Essential Standards and incorporate 21st century
  skills and RBT.

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Quality Check for EQs

• Quality checks vertically by subject areas.
  (1130-1230)

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• LUNCH!
• Enjoy!

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Essential Vocabulary

• teaching vocabulary becomes not a simple process
  of teaching words but one of teaching particular
  words to particular students for a particular
  purpose
• Handbook of Reading Research, Vol. 3, Blachowicz
  and Fisher (2000)

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Big Questions

• What is essential vocabulary?
• What words do students need to learn for a given
  essential standard?
• How do we determine which words are essential?

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Essential Vocabulary

• Criteria
• Critical to understanding of essential standards
  and clarifying objectives
• Require in-depth knowledge in order to understand
  essential standards and clarifying objectives
• Likely to be encountered in other content areas

Refer to Quality Check Handout
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Essential Vocabulary

• Quality Check Handout

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Article Introduction

• All read pgs. 226-229 (stop at Level 1
  subheading)

Flanigan K. and Greenwood S. Effective content
vocabulary instruction in the middle Matching
students, purposes, words, and strategies
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Introduction

• Four Factors of Content Vocabulary
• The students we teach
• The nature of the words we decide to teach
• The instructional purposes in teaching the words
• The strategies we employ to teach the words

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Article - Jigsaw

• Group 1 read Level 1 section
• Group 2 read Level 2 section
• Group 3 read Level 3 section
• Group 4 read Level 4 section
• All read pgs. 231-233
• (begin at A process for choosing. . / stop at
  How does this look . .)
• Remainder of article can be
• read at your leisure.

Flanigan K. and Greenwood S. Effective content
vocabulary instruction in the middle Matching
students, purposes, words, and strategies
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Guiding Questions

• What defines Level ___ words?
• How important are these words to students
  learning the essential standard at hand?
• In reference to the previous definition, are
  words in this level essential vocabulary?

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Jigsaw Response Level 1

• What defines Level ___ words?
• How important are these words to students
  learning the essential standard at hand?
• Are words in this level essential vocabulary?

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Jigsaw Response Level 2

• What defines Level ___ words?
• How important are these words to students
  learning the essential standard at hand?
• Are words in this level essential vocabulary?

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Jigsaw Response Level 3

• What defines Level ___ words?
• How important are these words to students
  learning the essential standard at hand?
• Are words in this level essential vocabulary?

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Jigsaw Response Level 4

• What defines Level ___ words?
• How important are these words to students
  learning the essential standard at hand?
• Are words in this level essential vocabulary?

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Essential Vocabulary The Process (modified)

• Determine the instructional goals specifically
  related to the essential standards and clarifying
  objectives.
• Brainstorm words that students will need to
  know/learn to meet instructional goals.
• Determine which words from the initial
  brainstorming are necessary for students
  understanding and mastery of the essential
  standards and clarifying objectives. Refer to
  essential vocabulary quality check.

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Connections
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Connections
Strategies
Teaching Time
Planning Time
Students
Essential Standards
Essential Standards
Essential Standards
Purposes
Words
21st Century Skills
21st Century Skills
Collaboration
Collaboration
Assessment
Assessment
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Essential Vocabulary - Quality Check

• Measure the words on the sample curriculum guides
  against the criteria for essential vocabulary and
• Determine if there are any words that need to be
  removed or added to the list.

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Rubber Meets The Road

• Process
• Determine the instructional goals specifically
  related to the essential standards and clarifying
  objectives.
• Brainstorm words that students will need to
  know/learn to meet instructional goals.
• Determine which words from the initial
  brainstorming are necessary for students
  understanding and mastery of the essential
  standards and clarifying objectives. Refer to
  essential vocabulary quality check.

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Vocabulary Work

• Take a break on your own!

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Quality Check

• Quality checks vertically by subject areas. (230
  330)

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Reflections

• Curriculum Guide Reflections
• Use a post-it note to write one comment for each
  topic (chart paper). Place comments on chart
  paper as you exit.