Extended Reading Passages: Grades 2-5 Reading Pacing Timeline. September November January February March

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1 Ogden SIT Meeting Agenda--Wed, January 22, Mr. Cobb---Mobile Star Lab Notes from this meeting are in Blue We tabled this topic since Mr. Cobb was unable to attend the meeting and present the information due to sickness. 2. Tammy, Katelyn and Carrie to present ideas from A School Leader s Guide to Literacy Success in the World of Common Core Standards: Extended Reading Passages: Grades 2-5 Reading Pacing Timeline September November January February March Second Grade Extended Passages for 2 nd Grade may not begin until January Third Grade Fourth Grade Fifth Grade School Leader s Guide to Literacy Success Featuring Max Thompson, founder and Project Director of the Learning-Focused Schools Model

2 A. Katelyn Durkin reviewed the High Impact Practices indentified by Max Thompson during his examination of highly successful schools and the practices that they all had in common. They are below: Higher Order Thinking Vocabulary Summarizing Advance Organizers Non-Verbal Representations B. Passages for 2 nd, 3 rd, 4 th, and 5 th have been compiled in Pubshare in their own folders. Released test passages have been sent to print shop for 4 th and 5 th grades. 2 nd grade passages were downloaded from Readworks.org. They have also been sent to print shop for 2 nd grade teachers. C. Readworks.org was suggested as a source for passages for grade levels if they need additional materials. 3. Ideas for implementing this type of reading practice into Daily 5??? A. The SIT asked representatives to talk with their grade levels about some ideas for implementing the passage practice into Daily 5 Literacy Blocks. B. This will be discussed further at our staff development on February 5. At that time, we can help each other with ideas that will be successful for Ogden students. Structure for Teaching Students with Extended Reading Passages Monday Students read extended passage---goal is for students to be able to answer questions with 80 percent accuracy Identify text support for the correct answer and discuss why other options are incorrect Tuesday Students re-read extended passage Use a graphic organizer to organize thoughts Write a summary of the passage Focus on fluency and summarization Wednesday Repeat same process from Monday with new passage Focus on comprehension Thursday Repeat same process from Tuesday with 2 nd passage Write a summary of the passage Focus on fluency and summarization Friday Review passages Preview key vocabulary for the next week

3 4. Plan for student success: Target Population is African American students. What will we do to target this population of students at Ogden? A. Mrs. Bruestle passed out data from last year s Reading and Math EOG scores for Ogden s African American students in 3 rd, 4 th, and 5 th grades. B. She asked that grade levels discuss ideas to help us target this population for success. Some ideas mentioned were: RTI if students are at risk Mentors from community sources such as area churches Tutoring C. She asked for ideas to be included in Grade Level discussion and in Grade Level meeting minutes. 5. Review the document: New Hanover County Schools Teaching and Learning Framework (inserted here) This document was reviewed by Ogden SIT. It is included in the notes for all staff to review. NHCS Teaching and Learning Framework NHCS is committed to providing all students with an excellent education. To that end, the Teaching and Learning Framework has been developed to provide schools with guidance in the construction of their core instructional programs to ensure a focus on high-quality classroom instruction. In order to ensure continuous academic growth and high levels of student achievement, all teachers must engage students in rigorous and relevant classroom instruction that improves academic and social-emotional skills and abilities. Guided by the District s core beliefs, the Teaching and Learning Framework was developed for three purposes: Provide schools with guidance to ensure that instruction is designed to REACH the diverse needs of our student population. Ensure that teachers EQUIP students with the skills, knowledge and dispositions to be career and college ready. Establish high quality learning opportunities that allow students to ACHIEVE at the highest levels. Subject/Discipline Areas English Language Arts We believe in a balanced literacy program which integrates the areas of reading, writing, listening, and speaking as outlined by the Common Core standards. Instruction should be driven by the results of formal and informal methods of assessment in order to meet student needs. The ultimate goal of our efforts is to graduate thoughtful and literate young adults who are capable of analyzing and responding to complex texts and other media in a variety of ways.

4 To this end, we recommend that Language Arts instruction in grades pre-kindergarten through early college incorporate the following components: Big Ideas Phonemic awareness Phonics Fluency Vocabulary Comprehension Word Study Domain-specific vocabulary Academic vocabulary Writing NHCS K-12 Writing Portfolio Three modes: argumentative, informational, narrative Writing process Conventions: grammar, mechanics, spelling All Genres Fiction Informational Poetry Protected Time Whole-group teaching and learning Small-group teaching and learning Cooperative-group teaching and learning At the elementary level where the foundations of reading and writing are laid, we value very specific elements including: Foundational Skills Features of print Phonemic awareness Phonics 90+ Minute Block Whole-group teaching and learning Small-group teaching and learning Cooperative-group teaching and learning Additional Intervention Sessions Based on documented need Research-based Appropriate intensity All elementary teachers will implement the Daily 5 structure of Read to Self, Listen to Reading, Read to Someone, Word Work, and Work on Writing. Throughout different rotations including whole-group and

5 small-group instruction, working with a partner, or operating independently, students will have opportunities to improve their skills and strategies as they encounter different kinds of text. Middle School Language Arts teachers will incorporate specific strategy instruction. A district schedule with paired texts and supplementary resources have been developed for grades 6-8. English courses at the high school level must continue to exhibit high levels of rigor as they are the final effort in preparing our students for college and career. To support teachers and students in expanding vocabulary, specific lists in English I, II, III, and IV, with pre- and post-assessments have been developed. Units and lessons have been designed for English I and II with abundant resources including appropriate texts, reading and writing tasks, and research structures. Mathematics We believe a strong mathematics program begins with learning progressions that detail what is known today about how students mathematical knowledge, skill, and understanding develop over time. This includes assessing and continuing to build upon students prior knowledge, making relevant connections, and maintaining skills while teaching new concepts. Additionally, teachers should engage students in the eight Standards for Mathematical Practices outlined in the Common Core State Standards as a part of their daily instruction. To this end, we recommend the following: teaching for conceptual understanding with less emphasis on procedures embedding previously learned standards into new lessons to avoid teaching in isolation incorporating real-world applications, multiple representations and technology teaching with tasks that engage students in a higher level of thinking that requires them to justify their solutions both verbally and in writing These practices can be supported by utilizing the pacing guides and resources developed by New Hanover County Schools. Science We believe that students must have a strong foundation in the life, physical, and earth sciences to better understand the world we live in. Our instruction should be rooted in rigorous, curriculum-aligned content based on broad conceptual science themes. Science concepts should be presented in an engaging and meaningful manner allowing students to build on their prior knowledge and make connections to new material. This entails providing students with meaningful, science experiences in and out of the classroom. Hands-on labs and scientific inquiry reflects how scientists come to understand the natural world and solidifies the science concepts for the student to help with comprehension and retention. Students then develop problem-solving and critical thinking skills that empower them to participate successfully and conscientiously in our exceedingly scientific and technological society. To this end, we recommend: utilizing partnerships with community organizations and businesses to offer concrete educational experiences for students.

6 providing essential instructional resources and materials needed to provide students with research and inquiry-based active learning opportunities to support the curriculum and improve students' content knowledge. supporting extracurricular activities to improve students' in-depth knowledge of the content, increase their comprehension of concepts, help to improve their problem-solving abilities, as well as attract and retain students interested in science, technology, engineering, and mathematics (STEM) degrees and careers. All of these practices can be supported by utilizing the K - 12 science curriculum maps created by NHCS. Social Studies We believe the study of social studies is a vital component in the development of a global understanding of the past, present, and future and in the growth and preservation of an informed, democratic society. This cannot be achieved using traditional methods of lecture and memorization of facts. In the 21 st century, it is important for students to analyze, create, investigate, apply and think critically. To this end, NHCS advocates the following instructional strategies: using authentic primary sources developing content units that integrate all five major components of social studies: history, geography, civics, economics and culture conducting Socratic seminars and debates incorporating current events and issues assessing students through performance tasks and relevant projects teaching the principles and practices of personal financial literacy incorporating writing regularly All of these practices can be supported by utilizing the K - 12 social studies curriculum maps created by NHCS. World Languages We believe the study of world languages will help students become globally competitive, multilingual and culturally literate. In addition, world language students develop a deeper understanding of their native language. To this end, NHCS advocates the following instructional strategies: spending the majority of class time immersed in the target language assessing students through performance tasks and relevant projects developing content units that integrate all five major components of world languages: listening, speaking, reading, writing, and culture All of these practices can be supported by utilizing the world language curriculum maps created by NHCS. Arts Education We believe in order for our students to succeed in a globally competitive world, they must develop innovative and creative thinking skills. These skills can be attained through high quality, standardsbased arts education instruction. Instruction in the arts actively engages students in learning, helps

7 retain students in school, and prepares students for graduation, further education, and success in an entrepreneurial economy. To this end, we recommend the following: providing dance, music, theatre arts, and visual arts courses taught by licensed arts educators in each school providing sequential, standards-based arts education instruction in all of the arts disciplines. providing a balanced approach to arts education which includes teaching arts for arts sake, arts integration, and exposure to real-world art experiences teaching arts through the study of history, culture, and heritage teaching and assessing the concepts, skills, and processes within each art form through active participation and performance teaching students to understand that the product of each of the arts is a form of text to be studied and analyzed as a form of communication utilizing local community partnerships and the John F. Kennedy Partners in Education collaboration to provide students with access to performances, master classes, and interaction with practicing artists. Health and PE We believe that educating students on the importance of maintaining a healthy lifestyle will lead to an overall improved quality of living for all students. By focusing on both health and physical education, students will be equipped to make more informed lifestyle choices. To this end, we recommend the following: teaching motor skills, movement concepts, health-related fitness, and personal/social responsibility teaching mental and emotional health, personal and consumer health, interpersonal communications and relationships, nutrition and physical activity, as well as education on alcohol, tobacco, and other drugs encouraging and promoting healthy lifestyles recognizing opportunities to tie classroom learning to real-life applications

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