maisa reading units rollout august 8, 2013
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MAISA READING UNITS ROLLOUT AUGUST 8,
2013
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FRAMING THE WORK: PAM RICKLI, ALLEGAN AESA
1.Project Overview2.Writers’ Map3.Legislative Context
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MAISA WRITING AND READING UNITS….
These are living documents, that will remain
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WHAT IS READER'S WORKSHOP? Reader's Workshop provides students with a supportive environment that involves them in authentic reading experiences that focus on the strengths and needs of each individual student.
The basic philosophy behind the Reading Workshop is to allow students to spend an extended amount of time reading authentic texts that interest them on a daily basis and to provide opportunities to talk about literature. Students read under the influence of individualized instruction. The ultimate goal of a Reading Workshop is always to develop life-long passionate readers.
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READER’S WORKSHOP HELPS STUDENTS DEVELOP:• strong reading skills through the use of a
mini-lesson• shared reading• reading aloud• conferencing• independent reading• paired reading• literature response
All through explicit, direct instruction from their teacher
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MAISA Writing Units have touched most corners of the state of Michigan.
This map shows the diversity of districts that participated in the Mi ELA Network June Professional Learning opportunity.
We had over 700 educators from Michigan and other states involved; as facilitators, teachers, or administrators.
COMMON CORE AND MICHIGAN LEGISLATION
On June 13, 2013, Governor Snyder signed Public Act 59 (2013) into law,
approving the fiscal year 2014 budget for the Michigan Department of Education
(MDE).
This budget includes language that precludes the MDE from expending
funds on “implementation of common core state standards or smarter balanced
assessments unless an affirmative action of the legislature authorizing
implementation of said standards or assessments is provided.”
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SO, WHAT DOES THIS MEAN?
• Takes effect on October 1, 2013. Spending in the current fiscal year
(2013) is not affected.
• Does not repeal the adoption of the Common Core State Standards
(CCSS).
• Does not affect spending by intermediate school districts or local
education agencies in FY 2014. ISDs and LEAs may continue to use funds
to support implementation of state content standards and assessments after
October 1, 2013.
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FRAMING THE WORK:LAURA SCHILLER: OAKLAND ISD
Completion Timeline
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Why these units?
Why this approach?
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NAEP CHARTS: BALANCE OF INSTRUCTION
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CCR: COLLEGE & CAREER READINESSOVERARCHING STANDARDS
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Key Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text
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Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.
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Note on range and content of student reading
To build a foundation for college and career readiness,
STUDENTS MUST READ WIDELY AND DEEPLY from among a
broad range of high-quality, increasingly challenging
literary and informational texts. Through extensive reading
of stories, dramas, poems, and myths from diverse cultures
and different time periods, STUDENTS GAIN LITERARY AND
CULTURAL KNOWLEDGE AS WELL AS FAMILIARITY WITH
VARIOUS TEXT STRUCTURES AND ELEMENTS.
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By reading texts in history/social studies, science, and other disciplines,
students build a foundation of knowledge in these fields that will
also give them the BACKGROUND TO BE BETTER READERS IN ALL
CONTENT AREAS. Students can only gain this foundation when THE
CURRICULUM IS INTENTIONALLY AND COHERENTLY STRUCTURED TO
DEVELOP RICH CONTENT KNOWLEDGE WITHIN AND ACROSS GRADES.
Students also acquire THE HABITS OF READING INDEPENDENTLY AND
CLOSELY, which are essential to their future success.
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STUDENT PORTRAIT
17
EMPHASIS ON DEPTH
18
6-12 STUDENTS STUDY TOPICS/THEMES IN DEPTH
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CCSS AND THE MAISA READING UNITS
1.Balance with CCSS: Literary and Informational Texts
2.Assessment with an eye to text complexity
3.Close reading of text
4.Historical core documents
5.Depth of Knowledge (Norman Webb)
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READING UNIT KEY CONSIDERATIONS
1. Alignment with writing units
2. 2 Q’s: Quality and Quantity of reading
3. Resources-CCSS, classroom libraries, mentor texts/ substitutions
4. Focus on teaching students to read and reason with inferential and critical comprehension in a range of genres
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UNITS ARE BUILT AROUND A WORKSHOP MODEL:
•Students learn by doing
•Less telling—more showing
•Time to read and write
•Emphasis on student independence
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LESSON TEMPLATE: FROM RESEARCH BASED ON EFFECTIVE INSTRUCTION
Clear Teaching Points
Modeling/Demonstrating
Guided Practice
Checking for Understanding
as summarized by Mike Schmoker 2011
Focus: Elevating the essentials to radically improve student learning. ASCD. 52-54.
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EXPLORING VERTICAL AND HORIZONTAL ALIGNMENT ACROSS
WRITING AND READING UNITS.
Table groups:Look at a reading and
writing unit to notice connections.
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Title I Supplemental Lessons
MAISA Title 1 Supplemental Modules for ELA
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