Social Studies/Language Arts Elementary Combined Fall

Leadership TrainingNovember 30, 2007

Dole Cannery Iwilei Ballroom

Rosanna Fukuda, Educational SpecialistCarrie Sato, Resource Teacher

Petra Schatz, Educational SpecialistMaria Gordon, Resource TeacherDebra Masada, Resource Teacher

Introductions & Housekeeping

Who is At Your Table?

Teachers struggling to teach an overloaded curriculum!

DOE Strategic Goal #1:

Improve student achievement through standards-based education

DH/Leadership Conferences

SCHOOL LEADERSHIP

COMPLEX AREA TEAM

OCISS

TRAINING METHOD

Face-to-Face• Information Sharing & Training• Work Sessions w/ Group

Discussions and Feedback

FALL CONFERENCESStatewide• Agenda planned by OCISS/ISB• Includes training and work sessions• Participants asked to return to

schools to share information and implement tasks to collect student work

SPRING CONFERENCESStatewide (extended core)Customized conferences

for each district (core)• OCISS collaborates with Complex

Area Team to plan the agenda

ME

DESIRED OUTCOMES

Participants will leave this conference with…

Integration strategies to increase student achievement in both Social Studies and Language Arts

An understanding of the Hawaii Content and Performance Standards III (HCPS III) Standards Implementation Process Model for use in assessment and instruction;

Desired Outcomes Continued(Breakout Sessions)

Social Studies

An understanding of how Marzano’s taxonomy can support the creation of standards-based assessment tasks

New assessment tasks for classroom use and to support the gathering of student work during the 2006-07 school year

Language Arts An understanding of the method of assessing language arts

benchmarks by reviewing and discussing the released HSA items, rubrics and student examples

Identified student work samples for a range of proficiencies for selected benchmarks

UPDATES ~Instructional Materials ReviewSocial Studies

December 2006-February 2007• Teacher review of textbooks

November 2006• Preliminary list of recommended textbooks by

McREL

Spring 2007• Final Selection for recommended textbooks

Beyond. . .• Review of supplemental materials

UPDATES ~Instructional Materials ReviewLanguage Arts

Spring 2008List of recommended textbook by for Language Arts

Fall 2007List of recommended textbooks for Elementary

Reading

Beyond. . .• Review of supplemental materials

The Websites!

http://isb.k12.hi.us

http://socialstudies.k12.hi.us

(draft)

Literacy Opportunities in Our Back Yard

Barry Lane Maui- Feb 7 Honolulu- Feb 10

IRA Regional Conference: Hawaii-Nov 14-17th

Katie Ray January 13, 2007

Taxonomic Level Trainings

10/13- North/South Central11/6- Farrington Kaiser11/13- CKW11/20-11/21-Mckinley/Roosevelt11/27- Lanai11/30- Kaimuki Kalani12/05- NPW12/12- Kauai1/30- Molokai2/5- Kailua/Kalaheo2/6- Hilo/Laupahoehoe/Waikea

Integration:

Language Arts & Social Studies

Desired Outcome: Integration Strategies to increase student achievement in both Social Studies and Language Arts

(10 min) Everyone answers the following question.

I/We currently integrate language arts and social studies by…

Share your own practice(s) or those of your

school

HCPS III Implementation Process Model: Integrating SS/LA

1. Identify relevant benchmarks.

2. Determine acceptable evidence and criteria.

3. Determine learning experiences that will enable students to learn what they need to know and to do.

4. Teach and collect evidence of student learning.

5. Assess student work to inform instruction or use data to provide feedback.

6. Evaluate student work and make judgment on learning results and communicate findings.

The HCPS III Implementation Process Model

is used by teachers to plan and implement

standards-based curriculum,

assessment, and instruction.

(Take out the “Deconstructing the Benchmarks—HCPS III” worksheet)

STEP1. Identify relevant benchmarks

Start with the Benchmark Maps

-examine shared content/concepts/skillsWhich are “natural bed-fellows?”

-easily lend themselves to a shared task

SS· 3.7.3 Describe the physical and human characteristics that make different regions unique

LA 3.5.4 Use specific verbs and adverbs to describe people, places, things, or events.

STEP 1. (cont.) Identify relevant benchmarksStart with the Benchmark Maps

-examine shared content/concepts/skillsWhich are “natural bed-fellows?”

-easily lend themselves to a shared task

5.3.12 Revolutionary WarDescribe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures ·

5.7.1 Explain how the Revolutionary War caused the movement of people

LA 5.1.2: Use a variety of grade-appropriate print and online resources to research a topic

5.4.6: Write bibliographical entries for periodicals

5.6.2: Give informal reports or presentations to inform

5.6.6: Use gestures, facial expressions, eye contact to enhance the spoken word.

Deconstructing the benchmarks

Content-the “stuff” you

need to learnLiterary elements (characters,setting, plot,)SynonymsAntonymsIdiomsImagerypeopleEventsPlacesIdeas

Skills-the thing you

do:Organize informationDescribeExplain SummarizeEditLocate information

Deconstructing the benchmarks

ContentJohn AdamsBen FranklinThomas PaineKing George IIIPatrick HenryThomas JeffersonBunker Hill (Breeds Hill)Lexington and ConcordSaratogaBoston MassacreBoston Tea PartyStamp ActAlliances (French, Native Americans)Movement of people e.g. gender-(men off

to war), political (loyalists to England and other safe-havens, leadership to Europe to gather support, etc.)

SkillsResearch-framing and answering questions-note-taking (including essential

vs. incidental)-organizing the information-finding appropriate resources

(e.g., websites, periodicals, human, etc.)

-citing sources-oral communication skills e.g. eye

contact, facial expressions, and gestures.

STEP 2. Determine acceptable evidence and criteria

A. What task can be created that will allow students to demonstrate proficiency of ALL identified benchmarks?

5.3.12 Revolutionary WarDescribe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures

5.7.1 Explain how the Revolutionary War caused the movement of people

LA 5.1.2: Use a variety of grade-appropriate print and online resources to research a topic

5.4.6: Write bibliographical entries for periodicals

5.6.2: Give informal reports or presentations to inform

STEP 2. Determine acceptable evidence and criteria Task:We have been talking about the ideas of “conflict”. As you know, war is

a conflict between nations and/or peoples . The revolutionary war was such a conflict. This war has special meaning for all Americans because it was the outcome of this war was the birth of a new nation—the United States.

As a member of your CL group, you will use a variety of print and on-line resources to research the major events of the war, including key battles, key alliances, and the roles played by key figures. You will then describe these findings to the class in an oral presentation.

Though you may divide up the presentation, each is responsible to hand in an individual research report on the major events (including key battles, key alliances, and the roles played by key figures) and how this war caused the movement of people. You must be sure to write the bibliographical entries for your sources.

STEP 2. Determine acceptable evidence and criteria

Advanced Proficient Partially

Proficient

Novice

Thoroughly research and analyze the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures and explain, with clear and precise detail, how the Revolutionary War caused the movement of people

Describe the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures and explain, with detail, how the Revolutionary War caused the movement of people

Name the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures and give examples of how the Revolutionary War caused the movement of people

Recognize some of the major events of the Revolutionary War, including key battles, key alliances, and the roles played by key figures and recognize that the Revolutionary War caused the movement of people

STEP 2. Determine acceptable evidence and criteria

Advanced Proficient Partially

Proficient

Novice

by using substantive information from an extensive variety of grade-appropriate print and on-line resources. Write bibliography entries for your resources with accuracy and completeness. Give highly effective oral presentation to clearly inform classmates about the Revolutionary War.

by using relevant information from a variety of grade-appropriate print and on-line resources. Write bibliography entries for your resources with no significant errors. Give effective oral presentation to inform classmates about the Revolutionary War.

by using some relevant information from a few grade-appropriate print and on-line resources. Write bibliography entries for your resources with one or two or missing elements or several errors in style. Give a marginal oral presentation that somewhat informs classmates about the Revolutionary War.

by using very little relevant information from grade-appropriate print and on-line resources. Write bibliography entries for your resources with most elements missing or many errors in style. Give ineffective oral presentation that do not inform classmates about the Revolutionary War.

STEP 3. Determine the learning experiences that will enable students to learn what they need to know and to do Build Background Knowledge-KWL, Anticipation Guide etc. Mini lesson on framing and answering questions through historical

research Mini lesson on researching both print and on-line resources Reading comprehension lessons including think alouds on

determining importance Mini lesson on how to correctly write a bibliographic entry Mini lesson on report-writing skills e.g., organizing ideas, checking

facts, identifying the relevant details, using resources correctly (no copying!)

Mini lesson on effective oral communication e.g. adjusting voice to suit the purpose, pace, eye contact, etc.

Cooperative learning skills

HCPS III Implementation ProcessSteps 1-3 (Planning)

1. Identify the Relevant Benchmarks2. Determine Acceptable Evidence and

Criteria3. Determine the learning experiences that

will enable students to learn what they need to know and to do

In Your Classroom. . .

4: Teach and collect evidence of student learning

5: Assess student work to inform instruction or use data to provide feedback

6: Evaluate student work and make judgments on learning results and communicate findings

Now It’s Your Turn!

Collaboratively complete the deconstructing the benchmarks HCPS III worksheets. (Step 1-Identify the Relevant Benchmarks, Slides 16-19)

Use the NCR paper to record the assessment task(s) and rubric. (Step 2- Determine Acceptable Evidence and Criteria, Slides 20-23)

Begin to record the learning experiences. (Step 3- Determine the Learning Experiences, Slide 24)

My self-system has gone on overload!