Secondary Secondary English Language ArtsEnglish Language Arts

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IntroductionsIntroductions

Add PresentersAdd Presenters

Secondary ELA Curriculum TeamSecondary ELA Curriculum Team

Dr. Keith Yost- ManagerDr. Keith Yost- Manager

Marisa Hartling- Content SpecialistMarisa Hartling- Content Specialist

Rebecca Keeling- Content SpecialistRebecca Keeling- Content Specialist

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NormsNorms• Be constructively engaged.Be constructively engaged.

• Share your best thinking.Share your best thinking.

• Listen actively. Assume positive Listen actively. Assume positive intent.intent.

• Model the attitude of a life-long Model the attitude of a life-long learner. learner.

• Take care of your needs.Take care of your needs.

Enjoy the Day!Enjoy the Day!

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Today’s GoalsToday’s GoalsTeachers will:Teachers will:

examine critical features and examine critical features and enhancements of the HISD curriculum enhancements of the HISD curriculum documents.documents.

use the HISD curriculum to identify use the HISD curriculum to identify assessment FOR learning opportunities assessment FOR learning opportunities (formative assessments) and discuss (formative assessments) and discuss effective use in their classrooms.effective use in their classrooms.

use the enhanced HISD Curriculum use the enhanced HISD Curriculum documents to plan effective and aligned documents to plan effective and aligned instruction to meet diverse student needs.instruction to meet diverse student needs.

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Graphic Organizer forGraphic Organizer forPersonal Goal Setting and Personal Goal Setting and

FeedbackFeedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale:

1.1. No knowledge of this or its use No knowledge of this or its use

2.2. Heard of it but don’t know much about itHeard of it but don’t know much about it

3.3. Familiar with this and use it from time to Familiar with this and use it from time to timetime

4.4. Very familiar with this component and use Very familiar with this component and use it frequently for planning and instructionit frequently for planning and instruction

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Goal Setting• Reflect on the Graphic Organizer.

• Use a Think-Pair-Share to discuss one or two components of the curriculum documents you would like to explore in greater depth.

• Based on your reflection, write at least one learning goal for your work today.

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Recording Data

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Critical Features Critical Features and Enhancements and Enhancements

of the HAPGsof the HAPGs

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Critical Features and Components

For 2009-2010• New ELA TEKS• Key Concepts• English Language Proficiency

Standards (ELPS)• Formative Assessments• Essential Understandings• Guiding Questions• Literacy Leads the Way Strategies• Renzulli Learning

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New ELA TEKS • Mandatory implementation in the

2009-2010 school year• Contain 35% new material• Most reading and writing

objectives are genre specific• Strands include Reading, Writing,

Oral & Written Conventions, Research, and Listening & Speaking

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Key Concepts• Concepts share common

attributes, and are timeless, universal, abstract, and broad.

• ELA contains macro and micro concepts. Macro concepts are listed under Key Concepts. Micro concepts are divided into Reader’s, Listener’s, Viewer’s Craft/Writer’s and Speaker’s Craft.

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Reader’s, Listener’s, and Viewer’s Craft / Writer’s

and Speaker’s Craft (Micro Concepts)

Key Concepts (Macro Concepts)

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English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

• PurposePurposeMake content comprehensible Make content comprehensible

by:by:o pairing content and language pairing content and language

objectives.objectives.o addressing students’ language addressing students’ language

levels.levels.o building academic language.building academic language.

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• Student expectations Student expectations categories:categories:Learning StrategiesLearning StrategiesListeningListeningSpeakingSpeakingReadingReadingWritingWriting

English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

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English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

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ELPS Correlation PracticeELPS Correlation Practice• Choose an objective from the HAPG Choose an objective from the HAPG

withwithan ELPS correlation.an ELPS correlation.

• Using the ELPS handout, identify other Using the ELPS handout, identify other ELPS objectives that might connect to ELPS objectives that might connect to this HISD objective.this HISD objective.

• Turn to a table partner and use a Turn to a table partner and use a Think-Pair-Share to explain your Think-Pair-Share to explain your reasoning.reasoning.

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Formative AssessmentsFormative assessments are part of an ongoing process in which teachers use multiple examples of student work to:

monitor and adjust instruction

provide feedback for students

measure student progress toward a learning target

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Essential Understandings Essential Understandings (EUs)(EUs)

EUs contain two or more concepts stated as generalizations that transfer to other situations, through time and across cultures.

EUs reflect the deeper understandings associated with specific content.

EUs can be tested against and supported by facts.

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Guiding Questions

Guiding questions facilitate Guiding questions facilitate student thinking at the analysis student thinking at the analysis level or higher and direct student level or higher and direct student thinking towards the Essential thinking towards the Essential Understandings.Understandings.

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Literacy Leads the WayLiteracy Leads the Way

10 Best Practice Strategies10 Best Practice Strategies Same across content areas for Same across content areas for

student masterystudent mastery

Aligned to Marzano’s categoriesAligned to Marzano’s categories

Contained within the Literacy Leads Contained within the Literacy Leads the Way flipchartthe Way flipchart

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Literacy Leads the WayLiteracy Leads the Way 10 Best Practice Strategies 10 Best Practice Strategies

KWLThink-Pair-ShareFrayer ModelSummary FramesTwo-Column Notes

RubricsThink-AloudRAFTAnticipation GuideGraphic Organizers

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Literacy Leads the Way Literacy Leads the Way (LLTW)(LLTW)

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LLTW strategies with ELL LLTW strategies with ELL AccommodationsAccommodations

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ResourcesResources

• Adopted textsAdopted texts• Supporting DocumentsSupporting Documents• Technology enhancements and Technology enhancements and

linkslinks• Professional resourcesProfessional resources

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Renzulli http://renzullilearning.com

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Review Enhanced Components

Using Two-Column Notes• Key Concepts• English Language Proficiency

Standards (ELPS)• Formative Assessments• Essential Understandings• Guiding Questions• Literacy Leads the Way

Strategies• Renzulli Learning

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AssessmentAssessment

Assessment FOR LearningAssessment FOR LearningAssessment OF LearningAssessment OF Learning

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Define Summative and Formative Define Summative and Formative Assessment Using Frayer ModelsAssessment Using Frayer Models

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Research behind Formative Assessments:

Research indicates that formative assessments can significantly improve student learning. Yet, this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003).(Black, P. Harrison, C, Lee, C., Marshall, B., William, D. (2003). Assessment for learning. Berkshire, England: Open Univ. Press)

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Summary FramesSummary Frames• The purpose of Formative The purpose of Formative

Assessment (Assessment FOR Assessment (Assessment FOR Learning) is to _______.Learning) is to _______.

• The purpose of Summative The purpose of Summative Assessment (Assessment OF Assessment (Assessment OF Learning) is to _______.Learning) is to _______.

• Formative and Summative Formative and Summative Assessment are alike in that they Assessment are alike in that they both _______. both _______.

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InstructionInstructionUsing the HAPG forUsing the HAPG for

Effective Lesson PlanningEffective Lesson Planning

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Process for PlanningProcess for Planning

• Read the HAPGRead the HAPG• Map objectives on a planning tool Map objectives on a planning tool

(calendar, bi-weekly planner, etc.)(calendar, bi-weekly planner, etc.)• Design a lesson plan using a Design a lesson plan using a

research-based lesson design research-based lesson design such as GANAGsuch as GANAG

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Organization of New HAPGs

• Vocabulary• Pre-reading• During

Reading• After Reading

• Pre-writing• Drafting• Revising• Editing• Publishing

Objectives Organized in Bundles:

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Mapping Objectives• HAPGs are frameworks for

instructional planning.• To plan individual lessons,

objectives must first be mapped in a logical progression integrating the various TEKS strands where applicable.

• Maps include calendars, bi-weekly or weekly planners, or other tools recommended by your school.

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Your Turn

• At your table, use the cycle 1 HAPG for your grade level and the bi-weekly planner to map the first 8-12 objectives to be taught.

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Schema for Lesson Schema for Lesson PlanningPlanning

•GGoaloal

•AAccess prior knowledgeccess prior knowledge

•NNew informationew information

•AApply Knowledgepply Knowledge

•GGeneralizeeneralize

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Your Turn• At your table, select 3-4 objectives

from the bi-weekly planner to develop a lesson.

• Using the Lesson Planning Template, design the lesson according to the components of GANAG.

• As you design your lesson, incorporate corresponding Instructional Considerations, Strategies, and Resources from the HAPG.

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Graphic Organizer forGraphic Organizer forPersonal Goal Setting and Personal Goal Setting and

FeedbackFeedback In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components on a scale of 1-4:

1.1. No knowledge of this or its use No knowledge of this or its use

2.2. Heard of it but don’t know much about itHeard of it but don’t know much about it

3.3. Familiar with this and use it from time to timeFamiliar with this and use it from time to time

4.4. Very familiar with this component and use it Very familiar with this component and use it frequently for planning and instructionfrequently for planning and instruction

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Links to Department

Websites

www.houstonisd.org/portal/site/Curriculum

district CBA information and TAKS

Literacy Commitments

and LLTW website

Curriculum Documents,

Power Objectives,

Links to TEA49

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Secondary ELA WIKIhttp://

hisdela.wikispaces.com

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Feedback in CLEAR Online

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HAPG Survey

Complete and submit

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We want to hear from We want to hear from you. You will be receiving you. You will be receiving a survey. Please respond.a survey. Please respond.

Thank You! Thank You!

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