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Planning for Success

October 14, 2013 Polly Cornejo Ruth Ward

Norms
Silence your phones/technology Share your ideas Actively participate (All hands on deck)

Pay attention to others’ views/opinions

Take care of your needs

Have a great learning experience!

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Welcome & Ice Breaker
Which song best describes your past experiences with planning?

1. Somebody’s Watching Me
2. Hit Me With Your Best Shot 3. This Is How We Do It 4. Groovin’ Strategy: Q3SA The song that best describes my experiences with planning for this standards is__________ because 3 ____________.

Share with a shoulder partner

Think-Pair-Share/ Popcorn Out

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Our Goals
By the end of the training, we will confidently: IP Criteria

1 Use the HISD curriculum effectively to plan, facilitate, and assess instruction.
2 Collaborate with colleagues to enrich plans.

PL-1, PL-3, I-5
PL-3

3 Plan backward to accurately measure student PL-3, I-1, I-2, mastery. I-3, I-4

Write your personal goal(s):
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How do I plan for the year?
           Houston eLearn Curriculum Maps Exemplar Lessons Pacing Calendars Reading Routines- Neuhaus Reading Time Allotments Scope and Sequence Reading Scripted Lessons Unit Planning Guides (Formative Assessments) Vertical Alignment Matrix HFW – High-Frequency Words
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Navigating eLearn
https://hisdelearn.org

Bloom’s Taxonomy
Creating- Generating new ideas, products, or ways of viewing things Evaluating- Justifying a decision, checking, experimenting Analyzing- Breaking information into parts, comparing Applying- Using or collecting information in another situation Understanding- Explaining ideas, using charts or organizers (recording) Remembering- Recalling information, listing, finding
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VAM Verb Search

-Locate the Vertical Alignment Sorting Activity page and paper clipped TEKS.

-Work with a partner

-Read each TEKS and place them in the appropriate box. (paying attention to grade level and alignment).

Vertical Alignment Sorting Activity
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Kindergarten
K.3A model the action of joining to represent addition and the action of separating to represent subtraction

1st Grade
1.3B use objects and pictorial models to solve word problems involving joining, separating, and comparing sets within 20 and unknowns as any one of the terms in the problem such as 2+4=(); 3+()=7; and 5= () – 3.

2nd Grade

K.3B solve word problems using objects and drawings to find sums up to 10 and differences within 10

1.3C compose 10 with two or more addends with and without concrete objects .

K.3C explain the strategies used to solve problems involving adding and subtracting within 10 using spoken words, concrete and pictorial models, and number sentences

1.3E explain strategies used to solve addition and subtraction problems up to 20 using spoken words, objects, pictorial models, and number sentences

2.3B. Add up to four two-digit numbers and subtract two-digit numbers using mental strategies and algorithms based on knowledge of place value and properties of operations

1.3D apply basic fact strategies to add and subtract within 20, including making 10 and decomposing a number leading to a 10.

2.3C solve one-step and multi-step problems involving addition and subtraction within 1,000 using a variety of strategies based on place value including algorithms

STANDARD:

What are your students asked to do? (verb)

What context [time frame, parameters] the standards should be done

What strategies are you going to use to teach this standard?

What does this mean for instruction?

What skills should students have mastered in the previous grade?

How far are you expected to take your students?

How does the standard changes per grade level?

I will know my students have mastered this standard when they can…

I will assess the standard by:

What other resources can I find in the planning guides?
       Focus and reoccurring standards Instructional strategies Web links Common formative assessments Small group/work stations ExcELLence routines Effective practices

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Checks for Understanding: Pre-assessment

Fist-to-Five

How comfortable are you with unpacking the standards?
0
I’m defrosting

1
I’m marinating

2
I’m simmering

3
I’m sizzling

4
I’m boiling

5
I’m frying

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Unpacking the Standards
Circle

VERB

Underline

CONTENT
Bracket

Source: Kilgo Consulting, Inc. 2010 -12 www.margaretkilgo.com

[CONTEXT]
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“We do it”

Unpack the Standards
4.2B (Process)

Collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps.
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“We do it”

Unpack the Standards

4.8A (Content)
Measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key.
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“You do it”

Unpack the Standards
Process Skills
3.1B, 3.2F, 3.3C 4.1B, 4.2F, 4.3C, 5.2A, 5.2B, 5.2C, 5.2D, 5.2E, 5.4A 5.1A, 5.2B, 5.2C, 5.2D, 5.2F
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Grade
3rd

Unit
Unit 8 Natural Resources Unit 8 Natural Resources

Content TEKS
1) 3.7D: Characteristics of Natural Resources 1) 4.7C: Renewable and Nonrenewable

4th

5th

Unit 8 1) 5.7B: Weathering, Erosion, & How Landforms Were Deposition Created 2) 5.7B Changes to Earth’s Surface

Checks for Understanding: Post-assessment

Fist-to-Five

How comfortable are you with unpacking the standards?
0
I’m defrosting

1
I’m marinating

2
I’m simmering

3
I’m sizzling

4
I’m boiling

5
I’m frying

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Novice Learner

Competent Learner

Expert Learner

Progression of Learning
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How do all of the curriculum documents work together?
VAM

Planning Guide

Scope & Sequence

Pacing Calendar

Curriculum Map

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Questions & Reflections

• Revisit personal goals:
• Visit the reflection booth to reflect on the following questions: 1. What are the big “take-aways” from the training? 2. How will I implement the components of the training on my campus?

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