GearUp ELA June 27, 2012

Transcription

1 GearUp ELA June 27, 2012

2 ELA CCSS: the Why A survey by the National Association of Another survey, published in 2000, found that 38 percent of Manufacturers, Anderson, and the Center for job applicants taking employer-administered tests lacked the reading skills needed for the jobs for which they applied; this Workforce Success (2001) found that 80 percent of percentage had doubled in four years, not just because businesses had a moderate to serious shortage of applicants lacked basic skills but also because the reading qualified candidates, citing poor [literacy skills] as a requirements for these jobs had increased so rapidly (Center key concern. for Workforce Prevention, 2002).

3 WHY: some context What has happened across the country? What is the state of English Language Arts Curriculum? What do we do really well? With what do we struggle? 3

4 ELA CCSS: the What

5 Current WA Standards (GLEs) Grades K-10 Reading Writing Communication (includes Speaking and Listening) Common Core ELA Standards Grades K-12 Reading Writing Language Speaking and Listening Media & Tech ELA CCSS

6 English Language Arts Common Core Standards for Washington: Map of Skills and Concepts K Foundational Skills Print concepts and alphabetic principle Phonological awareness Phonics and word recognition Fluency Although foundational skills are addressed prior to grade 6, students who struggle in these areas will need further support. Reading Literature and Informational Texts Focus on teaching students reading skills to engage with rigorous texts across a broad spectrum of content; balance the types of texts students read. *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance grades K-5 = 50%* literature; 50%* informational text Balance grade 6-8 = 45%* literature; 55%* informational text Balance grades 9-12 = 30%* literature; 70%* informational text Literacy (Reading and Writing) in History/Social Studies, Science, and Other Technical Subjects Focus on teaching key ideas, details, using evidence from text to support conclusions, contextual vocabulary acquisition, and point of view. Writing Standards Focus on teaching the processes of writing, including a balance of text types and the role of argument in History/ social studies, and science *Percentages represent comprehensive use (teaching, learning, and student production) across a school year. Balance of writing types, including writing in the content areas By grade 4 opinion =30%; information = 35%; narrative =35% Balance of writing types, including writing in the content areas Grade 8 argument = 35%; information = 35%; narrative = 30% Grade 12 argument = 40%; information = 40%; narrative = 20% Speaking & Listening Standards Focus on teaching comprehension and collaboration, presentation of knowledge and ideas, and evaluating speaker s point of view. Language Standards Focus on teaching conventions of standard English, knowledge of language in different contexts, and vocabulary acquisition.

7 The Big Ideas: introduction, page 7 Students will Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology strategically and capably Come to understand other perspectives and cultures

8 What the ELA CCSS can look like in an elementary classroom

9 Grade-Level Progression in Reading CCSS Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

10 ELA / Literacy: Major Shifts Balance of Literary and Informational Texts Increased Complexity of Text Writing Using Evidence Text-based Questions and Answers Academic Vocabulary Literacy in the Content Areas

11 Balance of text K-5 Informational Text Literature Informational Text Literature Science, Biographies, Social Studies, History, Arts, Directions, Forms, etc. Short Stories, Myths, Legends, Poetry, Drama 11

12 Balance of texts 6-12 Increased quantity of materials and instructional time devoted to informational text English Language Arts Social Studies, Science, Technical Subjects Literature fiction, drama, poetry Literary Nonfictio n Other informational Text 12

13 Writing Using Evidence writing anchors pgs. 10/41 Compose arguments and opinions, informative/explanatory pieces, and narrative texts Focus on the use of reason and evidence to substantiate an argument or claim Conduct research short projects and sustained inquiry Incorporate technology In grades K-5, the term opinion refers to persuasive writing 13 Blended literacy skills in the high school classroom.

14 Literacy in Content Areas At K-5 Emphasis on literary experiences in content specific domains Instruction in science and history/social studies Grades 6-12 Teaching content specific literacy Reading is critical in building knowledge in content areas 14

15 Q: Who owns the balance? A: All of us. Talk briefly with your team about how your community will address this. What will you need before you can address the balance of texts? What are the implications for this work?

16 Academic Vocabulary (find samples on Appendix A, 32-33) Vocabulary to access grade-level, complex texts Vocabulary that crosses content Focus on pivotal, commonly found words, such as consequently, and generation 16

17 Text-Dependent Questions can only be answered correctly by close reading of the text and demand careful attention to the text. require an understanding that extends beyond recalling facts. often require students to infer. do not depend on information from outside sources.

18 What are we looking for? Rich and rigorous evidence-based conversations about text amongst students and with teachers Discussions that stay deeply connected to the text so that students make evidentiary arguments Students revisiting text for evidence to support their argument in a thoughtful, careful, and precise way Students slowing down to explore and learn from the evidence What it might look like in middle school

19 Staircase of complexity Each grade level, step of growth More time for close and careful reading Appropriate and necessary scaffolding and supports for students reading below grade level 19

20 Text Complexity Anchor Standard: R.CCR.10 (pgs 10/35) Read and comprehend complex literary and informational texts independently and proficiently Progression of the Reading Standard 10 - Appendix A, page 10 20

21 Text Complexity: the what Text complexity is defined by: 1. Quantitative measures readability and other scores of text complexity often best measured by computer software. 2. Qualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Reader and Task 3. Reader and Task considerations background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.

22 Looking only at quantitative measures may lead to underestimating or overestimating the challenge of the text. Underestimated Demands Overestimated demands According to quantitative measurements, at what grade level should The Grapes of Wrath be used? According to quantitative measurements, at what grade level should Curious George be used? 680 Lexile Level 570 Lexile Level

23 Lexile: 810

24 Assessment Claims for ELA / Literacy Overall Claim (Gr. 3-8) Students can demonstrate progress toward college and career readiness in English Language arts and literacy. Overall Claim (High School) Students can demonstrate college and career readiness in English language arts and literacy. Reading Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Writing Students can produce effective and well-grounded writing for a range of purposes and audiences. Speaking and Listening Students can employ effective speaking and listening skills for a range of purposes and audiences. Research/Inquiry Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

25 Performance Task Analysis

26 Performance Task Analysis In table groups, consider the performance task Identify WHAT students will have to DO Identify WHAT students will have to SHOW What are the implications of this work?

27 K-12 English Language Arts Introduction Familiarize district/building leadership team with Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. Investigate and interpret the implications for instruction in reading, writing, speaking and listening, and language. Identify and understand the design of skills and concepts in ELA Develop an understanding of the vertical articulation of skills and concepts from Kindergarten through Career and College Readiness Develop an understanding of overarching cross-content concepts (i.e., technology and media) Year One Understand the increasing text complexity, its role in preparing students to be career and college ready, and implications for instruction and materials. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs) Resources Common Core State Standards Documents Introduction and Year One Support Modules ESD support OSPI technical assistance OSPI CCSS Webinar Series K-12 English Language Arts Year One focus and strategies, and: Adjust curricular materials and adapt instruction to: Year Two Build a shared responsibility for the development of reading and writing skills and knowledge across content areas through a balance of nonfiction and literature texts Focus on the role of argument in reading and writing and speaking and listening instruction, with particular emphasis incorporating text-based questions and writing using evidence from sources. Intentionally address academic vocabulary and its role in reading comprehension and written and oral language production. Begin to develop, enhance, and integrate literacy skills across social studies/history, science, and other technical subjects. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs) Resources Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance OSPI CCSS ELA Webinar Series

28 K-12 English Language Arts Years One and Two foci and strategies, and: Year Three Adjust curricular materials and adapt instruction to: Emphasize speaking and listening skills as an avenue to evaluate, integrate and present information from many sources. Expand and deepen the teaching of language skills, focusing on the relationship between grammar and usage and the comprehension and production of effective written text. Incorporate technology/multi-media to gather, research, develop, and publish information. Engage in continued professional development, collaborative study, and action to address the depth of the curricular and instructional shifts (i.e. text complexity, academic vocabulary, content literacy, and writing instruction). Plan collaboratively to develop rigorous English language arts lessons and units using the CCSS. Continue strong instruction of current Washington Reading, Writing, and Communication Standards (EALRs and GLEs) Resources Common Core State Standards Documents ESD support and technical assistance OSPI technical assistance TBD

29 Implementation Partnerships Washington PLUS Large School Districts Higher Education Statewide Education and Content Associations 29

30 Resources Washington s ELA Transition Plan/ CCSS Public Documents AchievetheCore Smarter Balanced Assessment consortium The Literacy Design Collaborative States to peek at (share, collaborate, borrow) Kansas New York/ EngageNY

31 Of Interest Dynamic Learning Maps (Washington is a partner in this consortium for the 1% CCSS Assessment System) Researchers Without Borders (check out their work with STEM!) Researchers Without Borders 31

32 Have a great summer! Common Core Supports: -General corestandards@k12.wa.us Math Support: - Greta Bornemann, Greta.Bornemann@k12.wa.us ELA Support: - Liisa Moilanen Potts, Liisa.moilanenpotts@k12.wa.us 32 DAY 2: CCSS District Implementation Network Workshop May 30, 2012