From standards identification and translation to assessment, Glass leads the reader step-by-step through the writing process and the development of an effective standards-based writing curriculum. Using Glass' method, standards act as a solid foundation or framework, and teachers are encouraged to build as creatively upon that foundation as possible - designing lessons and units that are innovative, engaging, and which still produce measurable gains. Her four part process is as follows: 1. Identification of content-standards for writing: What do I want my students to know and be able to do? 2.…mehr
From standards identification and translation to assessment, Glass leads the reader step-by-step through the writing process and the development of an effective standards-based writing curriculum. Using Glass' method, standards act as a solid foundation or framework, and teachers are encouraged to build as creatively upon that foundation as possible - designing lessons and units that are innovative, engaging, and which still produce measurable gains. Her four part process is as follows: 1. Identification of content-standards for writing: What do I want my students to know and be able to do? 2. Creating a teacher rubric with a clear set of criteria for writing assessment: What are the key criteria for achieving these standards and assessing students? 3. Crafting a student checklist to guide students through the unit and self-assess: What do students need to know and learn as they progress through the unit and how will they be assessed? 4. Designing lessons to achieve standards: How do I help my students meet the criteria? The numerous strategies, examples and photocopiables focus on writing at the primary level, but are easily adapted for use by secondary teachers of science and social studies.
Consulting Description Kathy Glass is a former teacher who consults and presents nationally with K-12 teachers and administrators at schools, districts, conferences, and county offices of education. She offers a blend of professional development (PD) topics to target audiences in areas affecting curriculum and instruction. To deliver customized PD, she assists educators with strategic planning to determine objectives. Then she tailors PD based on requested topics such as, but not limited to: · highlights of the ELA Common Core Standards · implementation of the ELA Common Core or other standards-based curriculum using a backward design approach · essential understandings and guiding questions to frame curriculum and instruction · differentiated tools and instructional strategies · pre-, formative, summative, and self-assessments · alignment of six-traits writing instruction and assessment to curriculum goals · unit and yearlong curriculum maps · text-dependent questions to facilitate close reading, and more. To help educators directly translate what she presents into effective classroom practice that impacts students, Kathy can provide a variety of PD opportunities (e.g., presentations, lesson demonstrations and modeling, coaching, collaborative unit design, etc.). She is the author of six books: Mapping Comprehensive Units to the English Language (ELA) Arts Common Core Standards, 6-12 (May, 2013); Mapping Comprehensive Units to the ELA Common Core Standards, K-5 ((c) 2012); Lesson Design for Differentiated Instruction, Grades 4-9 ((c)2009); Staff Development Guide for the Parallel Curriculum ((c)2009); Curriculum Mapping: A Step-by-Step Guide to Creating Curriculum Year Overviews ((c)2007); and Curriculum Design for Writing Instruction: Creating Standards-Based Lesson Plans and Rubrics ((c)2005). In addition, Glass has served as a reader and reviewer for Reader's Handbook: A Student Guide for Reading and Learning (2002, Great Source Education Group) and as a contributing writer and consultant for the Heath Middle Level Literature series (1995, DC Heath and Co). Website: www.kathyglassconsulting.com; email: kathy@kathyglassconsulting.com
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Foreword - Carol Ann Tomlinson Acknowledgments Introduction: The Tenets of Curriculum Design Why Are Standards Important to Curriculum Design? The Teacher Rubric (Scoring Guide) and Student Checklist Play a Crucial Role Two Scenarios: Curriculum Design Process Analogy Curriculum Design Elements Identify Grade Level Writing Standards Create a Teacher Rubric With a Clear Set of Writing Criteria Craft a Student Checklist to Guide Students and to State Objectives Design Lessons to Achieve Standards One More Connection to Drive Home the Point 1. Identify Grade Level Content Standards (Part 1) Step-by-Step Details for Identifying Grade Level Content Standards Target Writing Type (Application) Identify Supporting Standards Note Existing Lessons and Resources Determine Timing of Unit Standards Identification Samples Personal Narrative/Fall (2nd grade) Slavery Journal/Spring (8th grade) 2. Create/Revise a Rubric (Part 2) Suggestions to Improve Writing Program Create and Revise Rubrics Collect Student Anchor Papers Avoid Bias Use Student Scores to Inform Your Instruction Rubric Definition Rubrics (Six Traits) Rubric Sample and Elements What Rubrics Are Included in This Chapter? Do Teachers Need a Rubric for Each Assignment? Do Students Use These Rubrics? How Many Traits and Their Elements Are Included in a Writing Assignment? Creating a Teacher Rubric for Your Targeted Writing Assignment Step-by-Step Details for Designing a Rubric Peruse Rubrics Identify Elements for Each Trait Compile All Elements to Create a Rubric Revise Rubric Content 3. Craft a Student Checklist (Part 3) Uses for Student Checklist How to Introduce a Student Checklist Students Use the Checklist to Guide Them While Writing Step-by-Step Details for Creating a Student Checklist Quick Review of Suggestions for Using a Checklist 4. Design/Refine Lessons (Part 4) and the Design Process at Work Target Your Search to Find Lessons Step-by-Step Details for Designing Lessons Embrace Your Student Checklist Like a Friend Search for Lessons Organize Your Lessons in Sequential Order Review Lessons Select Student Samples The Parts as a Whole: Comprehensive Lessons Utilizing the Complete Process From Standards Identification to Actual Lessons Single Paragraph Writing for Personal Character Description Using An Anteater Named Arthur by Bernard Waber Multi-Paragraph Writing for Personal Character Description Emphasizing Detailed Examples to Support Personality Traits Single- or Multi-Paragraph Writing for Fictitious Character Description Focusing on Sensory Details Response to Literature Expository Composition 5. Writing Process and Recordkeeping Writing Process Steps Revision Sheets Recordkeeping Whole Class Writing Performance Record Individual Student Writing Performance Record Emphasizing the Importance of Examining Student Work 6. Using the Curiculum Design Process for Science and Social Studies (and Electives) Standards and Worksheet Samples Step-by-Step Process of How to Link Content (or Criteria) With Writing Lessons Miscellaneous Social Studies and Science Writing Activities and Projects Writing Genre Suggestions 7. Time Saving Options for the Curriculum Design Process Colleagues Use a Rubric Only Convert the Student Checklist Into a Scoring Mechanism 8. Reviewing the Steps in the Curriculum Design Process Identify Grade Level Content Standards Create/Revise Rubric Craft a Student Checklist Define or Revise Lessons Resources Theory, Research, Practice/Curriculum Design Models Six Traits Support Lessons, Activities, Assessments Emphasis on Rubrics
Foreword - Carol Ann Tomlinson Acknowledgments Introduction: The Tenets of Curriculum Design Why Are Standards Important to Curriculum Design? The Teacher Rubric (Scoring Guide) and Student Checklist Play a Crucial Role Two Scenarios: Curriculum Design Process Analogy Curriculum Design Elements Identify Grade Level Writing Standards Create a Teacher Rubric With a Clear Set of Writing Criteria Craft a Student Checklist to Guide Students and to State Objectives Design Lessons to Achieve Standards One More Connection to Drive Home the Point 1. Identify Grade Level Content Standards (Part 1) Step-by-Step Details for Identifying Grade Level Content Standards Target Writing Type (Application) Identify Supporting Standards Note Existing Lessons and Resources Determine Timing of Unit Standards Identification Samples Personal Narrative/Fall (2nd grade) Slavery Journal/Spring (8th grade) 2. Create/Revise a Rubric (Part 2) Suggestions to Improve Writing Program Create and Revise Rubrics Collect Student Anchor Papers Avoid Bias Use Student Scores to Inform Your Instruction Rubric Definition Rubrics (Six Traits) Rubric Sample and Elements What Rubrics Are Included in This Chapter? Do Teachers Need a Rubric for Each Assignment? Do Students Use These Rubrics? How Many Traits and Their Elements Are Included in a Writing Assignment? Creating a Teacher Rubric for Your Targeted Writing Assignment Step-by-Step Details for Designing a Rubric Peruse Rubrics Identify Elements for Each Trait Compile All Elements to Create a Rubric Revise Rubric Content 3. Craft a Student Checklist (Part 3) Uses for Student Checklist How to Introduce a Student Checklist Students Use the Checklist to Guide Them While Writing Step-by-Step Details for Creating a Student Checklist Quick Review of Suggestions for Using a Checklist 4. Design/Refine Lessons (Part 4) and the Design Process at Work Target Your Search to Find Lessons Step-by-Step Details for Designing Lessons Embrace Your Student Checklist Like a Friend Search for Lessons Organize Your Lessons in Sequential Order Review Lessons Select Student Samples The Parts as a Whole: Comprehensive Lessons Utilizing the Complete Process From Standards Identification to Actual Lessons Single Paragraph Writing for Personal Character Description Using An Anteater Named Arthur by Bernard Waber Multi-Paragraph Writing for Personal Character Description Emphasizing Detailed Examples to Support Personality Traits Single- or Multi-Paragraph Writing for Fictitious Character Description Focusing on Sensory Details Response to Literature Expository Composition 5. Writing Process and Recordkeeping Writing Process Steps Revision Sheets Recordkeeping Whole Class Writing Performance Record Individual Student Writing Performance Record Emphasizing the Importance of Examining Student Work 6. Using the Curiculum Design Process for Science and Social Studies (and Electives) Standards and Worksheet Samples Step-by-Step Process of How to Link Content (or Criteria) With Writing Lessons Miscellaneous Social Studies and Science Writing Activities and Projects Writing Genre Suggestions 7. Time Saving Options for the Curriculum Design Process Colleagues Use a Rubric Only Convert the Student Checklist Into a Scoring Mechanism 8. Reviewing the Steps in the Curriculum Design Process Identify Grade Level Content Standards Create/Revise Rubric Craft a Student Checklist Define or Revise Lessons Resources Theory, Research, Practice/Curriculum Design Models Six Traits Support Lessons, Activities, Assessments Emphasis on Rubrics
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