Tags

    Principals' Leadership Development

    Unpacking the Standards: Support Materials


    Download file "Unpacking the Standards.pptx"
    Download file "Unpacking the Standards--notes.pdf"
    Download file "RI Progressions.pdf"


    Day One

    June 16, 2015

    Download file "PLD Day 1.pdf"

    Download file "RIM pg 1 color.pdf"

    Download file "skill mastery model write-in template-2.pdf"

    Download file "RIM2 Application.pdf"

    (This "application lesson" model is a rough draft that hasn't been formalized yet, but we have begun to use it in our work with teachers.)

    Download file "instructional verbs.pdf"

    Download file "PLD Questions to Ask about Lesson Plans.pdf"

    Download file "CCSS Shifts--Implications.pdf"

    Link to CTA Common Core Standards Progressions



    Shift 1: Balancing Informational and Literary Texts

    Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world- science, social studies, the arts and literature. At least 50% of what students read is informational.













    Shift 2: Knowledge in the Disciplines

    Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms- rather than referring to the text, they are expected to learn from what they read.














    Shift 3: Staircase of Complexity

    Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms- rather than referring to the text, they are expected to learn from what they read.















    Shift 4: Text-Based Answers

    Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text.














    Shift 5: Writing From Sources

    Writing needs to emphasize the use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.













    Shift 6: Academic Vocabulary

    Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the
    content areas.

    Comments

    /groups/secondarycoaching/search/index.rss?tag=hotlist/groups/secondarycoaching/search/?tag=hotWhat’s HotHotListHot!?tag=hot1/groups/secondarycoaching/sidebar/HotListpmendozaPatricia Mendoza2015-03-30 16:45:46+00:002015-03-30 16:45:46updated20katieelderKatie Elder2015-01-28 23:24:20+00:002015-01-28 23:24:20updated19katieelderKatie Elder2014-12-03 05:04:25+00:002014-12-03 05:04:25updated18glopezGustavo Lopez2014-11-10 19:01:51+00:002014-11-10 19:01:51updated17pmendozaPatricia Mendoza2014-11-06 18:36:28+00:002014-11-06 18:36:28updated16katieelderKatie Elder2014-11-06 18:27:57+00:002014-11-06 18:27:57updated15katieelderKatie Elder2014-11-06 18:26:34+00:002014-11-06 18:26:34updated14katieelderKatie Elder2014-11-06 18:25:39+00:002014-11-06 18:25:39updated13katieelderKatie Elder2014-11-06 18:25:16+00:002014-11-06 18:25:16updated12katieelderKatie Elder2014-11-06 18:24:59+00:002014-11-06 18:24:59updated11katieelderKatie Elder2014-11-06 18:24:18+00:002014-11-06 18:24:18updated10katieelderKatie Elder2014-11-06 18:19:03+00:002014-11-06 18:19:03updated9pmendozaPatricia Mendoza2014-11-06 18:06:35+00:002014-11-06 18:06:35updated8glopezGustavo Lopez2014-10-31 19:32:40+00:002014-10-31 19:32:40updated7katieelderKatie Elder2014-09-19 20:19:47+00:002014-09-19 20:19:47updated6Added tag - hotkelderKatie Elder2014-09-19 20:19:44+00:002014-09-19 20:19:44addTag5kelderKatie Elder2014-09-08 18:47:26+00:002014-09-08 18:47:26updated4kelderKatie Elder2014-09-08 18:44:40+00:002014-09-08 18:44:40updated3kelderKatie Elder2014-09-08 18:32:12+00:002014-09-08 18:32:12updated2First createdkelderKatie Elder2014-09-08 18:23:30+00:002014-09-08 18:23:30created1wiki2015-03-30T16:45:46+00:00groups/secondarycoaching/wiki/a4badFalseResources/groups/secondarycoaching/wiki/a4bad/Resources.htmlPatricia Mendoza20 updatesResources Rowland Instructional Model [Download file "RIM.pdf"] [Download file "skill mastery model write-in template-2.pdf"] Co...Falsepmendoza2015-03-30T16:45:46+00:00hot/groups/secondarycoaching/search/index.rss?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomelist/groups/secondarycoaching/search/?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomeRecent ChangesRecentChangesListUpdates?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcome0/groups/secondarycoaching/sidebar/RecentChangesListmodifiedDateallRecent ChangesRecentChangesListUpdateswiki/welcomeNo recent changes.reverse5search