elaine m. walker, professor, department of education leadership, management and policy, seton hall...
TRANSCRIPT
Creative Approaches to the
CCSS for Students Struggling
with Language Arts Learning
Elaine M. Walker, Professor, Department of Education Leadership, Management and Policy, Seton Hall University & Sametric Research
Carmine Tabone, Executive Director, Educational Arts Team
Dani Kopoulos, Teaching Artist, Dramatic Impact
United States Dept. of Education Arts in Education Model
Development and Dissemination Grants
Grades 4 and 5: 2005-2008
Grades 6 and 7: 2008-2011
Grades 2 and 3: 2011-2014
College Knowledge: What It Really Takes for Students to Succeed and
What We Can Do to Get Them Ready (2005). David T. Conley
Conley found that the following four intellectual standards were paramount, within and among the disciplines:
1. Read to infer/interpret/draw conclusions. 2. Support arguments with evidence. 3. Resolve conflicting views encountered in
source documents. 4. Solve complex problems with no obvious
answer.
Common Core State Standards
Writing is equally weighted to reading.
“The standards define what all students are expected to know and be able to do, not how teachers should teach." (2010, p. 6).
(Found in Lucy Calkins’, Pathways to the Common Core: Accelerating Achievement)
Strategies: Chair of Power and Three Chairs
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Common Core Shifts for ELA Literacy
Complexity: The standards require regular practice with complex text and its academic language
Evidence: The standards emphasize reading and writing grounded in evidence from text, both literary and informational
Strategy: Three Chairs Story: Midwife's Apprentice
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
Findings
Students in our projects in grades 4, 5, 6 and 7 have consistently outperformed control students
on the state assessments.
Students who have been in the program for two consecutive years achieve significantly better results than students in the control group, or students in the program for one year.
Students no longer in the program have sustained their learning gains in the next grade level.
Academic Outcomes Strengthening Performance in Language Arts
As a result of a USDOE language arts program for 2nd and 3rd graders, NJASK test scores at 6 Jersey City treatment schools increased from 38.4% proficient to 55.6% for a gain of 17.2%. Students in treatment classrooms had a proficiency rate of 69%!
Academic Outcomes Strengthening Performance in Language Arts
90% of the 4th and 5th grade students who had our workshops for a two-year period passed the NJ standardized Language Arts tests, versus 70% of the control group.
Sustaining Learning Gains in Language Arts and Mathematics
91% of fourth graders who were in the program for one year passed the Language Arts fifth grade state assessment as compared to 66% of students in the control group;
78% of eighth graders who participated in the arts integration project when they were in the seventh grade were successful in grade 8 on the state’s assessment in Language Arts, as compared to 69% of control students
Sustained Learning Gains
Middle grade students in the arts integration program were significantly more prepared for high school than those who were not in the program.
Once in high school, male students in particular who were part of the arts integration project were more likely to perform better than those students who were not in the project
Strategy: Guided Tour Stories: Good-Bye 382 Shin Dang Dong, A Walk in the Desert
CCSS.ELA-Literacy.W.3.2 Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
Strategy: Hot SeatStory: Weslandia
CCSS.ELA-Literacy.RL.5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Strategies: Vote from Your Seat Dramatic ViewpointStories: Tuck Everlasting, WeslandiaMidwife's Apprentice,
CCSS.ELA-Literacy.RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
Strategies: Pop Up Puppet Theater and Hand Puppets
CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
A Way of Working
CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly
Dramatic Impact Goals
Students are engaged to the point that they are excited and willing to struggle with a complex text.
Reading work is infused with interesting writing prompts and processes that can be used to gauge student literacy learning.
Common Core State Standards
www.corestandards.org/ELA-Literacy
Creative Approaches to the CCSS for Struggling Readers and Writers
November 1, 2013NJPSA12 Centre Drive, Monroe Township(609) 860-1200
Carmine Tabone Executive Director, Educational Arts Team, Jersey City, New
Jersey [email protected]
201-432-1912
Elaine Walker, ProfessorSeton Hall University and Sametric
[email protected] 973-275-2307
Dani Kopoulos, Teaching ArtistDramatic Impact
The Role of the Theater Arts In Promoting Student Success