the new ela core curriculum and its connection to nys grade 3 – 8 testing

The NEW ELA Core Curriculum and its Connection to NYS Grade 3 – 8 Testing

Presented by:Louisa Kramer-Vida, Ed.DDistrict ELA SupervisorOyster Bay-East Norwich CSD

Agenda Problem Task Philosophy Premises Process Product Testing Connections Appendices

Problem

Prepare for NCLB Grade 3 – 8 testing Be proactive regarding potential

yearly testing on other grade levels Federal government requirement for

more specificity: especially for funding than presented in the ELA Resource

Guide with Core Curriculum

Task #1

Develop Core Performance Indicators across all 4 ELA Standards for: PreK – K – 1 2 – 3 – 4 5 – 6 7 – 8 9 – 10 – 11 – 12

Task #1 Definition

Core Performance Indicators are skills and strategies that are common to reading, writing, speaking and listening across a grade span

Tasks #2 & 3 Develop (or adapt on the PreK – 3

level) Literacy Competencies per grade level for reading, writing, listening and speaking (grades 9 – 12 were still under development as of 8/31/05)

Develop (or adapt on the PreK – 3 level) grade specific Performance Indicators by Standard

Tasks #2 & 3 Definitions Literacy competencies are skills and

strategies that are specific to reading or writing or speaking or listening and are grade specific

Performance Indicators are what students need to know and be able to do Proficiency is expected at the grade level where

the performance indicator is first noted PIs are reinforced across multiple grades PIs represent on-going development that

increases in complexity

Philosophy Additional specificity within the

framework of local choice of texts, products, strategies and activities – all chosen to meet student needs

SED assistance (guidance) to develop local materials and to align local curricula to grade by grade Performance Indicators

Integration with other SED curriculum guidance materials

Philosophy Continued Coordination with SCANS (the U.S.

Department of Labor’s Secretary's Commission on Achieving Necessary Skills) for students to experience successful participation in school, at work, with their family, and in the community. (This is part of the Universal Foundation Skills in the Career Development and Occupational Studies Standards.)

Premises

Read on an on-going basis: Goal – 25 books or equivalent per year

Write at least 1000 words per month across all content areas and Standards

Experience daily academic listening and speaking

Additional Premises

All content area teachers are responsible for developing reading, writing, speaking and listening competencies

ELA development is recursive Technology should be used

Further Premises

All students can become competentif they experience skilled instruction, adequate time, varied or specialized resources, and as-needed additional support

Teachers need to understand students’ developmental needs

Student learning should be active

Process

Administrators, teachers, professors and SED personnel (often leaders of professional organizations) were invited to participate

Then were organized into 4 groups PreK – 2, 3 – 5, 6 – 8, 9 – 12 composed of a team leader and 3 team members

Process

Teaching/administrative experience mirrored the diversity of students in New York State

All attended kick-off and closure meetings at SED in Albany

Other tasks were accomplished via e-mail, conference calls and sub-group meetings

Product

A core curriculum guide composed of: The ELA Learning Standards

Students will read, write, listen and speak for information and understanding

Students will read, write, listen and speak for literary response and expression

Students will read, write, listen and speak for critical analysis and evaluation

Students will read, write, listen and speak for social interaction

Product

Key ideas for Receptive language skills – listening and

reading Expressive language skills – writing and

speaking

Product

Core Performance Indicators PreK – K – 1 2 – 3 – 4 5 – 6 7 – 8 9 – 10 11 – 12

Product

Literacy competencies – per grade organized by reading, writing, speaking and listening

Grade Specific Performance Indicators – how key ideas are defined

Testing Connections

Grade 3: Literary and informational passages Literary listening selections Multiple choice practice Constructed response practice Practice editing paragraphs Standards measured: 1, 2, 3

Testing Connections Grade 4:

Literary and informational passages Literary listening selections Paired reading passages Multiple choice practice Constructed response practice Extended response practice Standards measured:

1, 2, 3 - reading 2 – listening 3 – reading/writing

Testing Connections

Grade 5 Literary and informational passages Informational listening selections Multiple choice practice Constructed response practice Practice editing paragraphs Standards measured:

1, 2, 3 – reading 1, 3 – listening/writing

Testing Connections Grade 6:

Literary and informational passages Literary listening selections Paired reading passages Multiple choice practice Constructed response practice Extended response practice Standards measured:

1, 2, 3 – reading 2 – listening 3 – reading/writing

Testing Connections

Grade 7: Literary and informational passages Informational listening selections Multiple choice practice Constructed response practice Practice editing paragraphs Standards measured:

1, 2, 3 – reading 1, 3 – listening/writing

Testing Connections Grade 8:

Literary and informational passages Informational listening selections Paired reading passages Multiple choice practice Constructed response practice Extended response practice Standards measured:

1, 2, 3 – reading 1 – listening 3 - reading/writing

Testing Connections

Parallel Tests – available Fall 2005 Can be used as practice tests Can be used as instructional resources Base on Standards and Core Curriculum

Questions?