basic introduction to the national curriculum alignment toolkit for washington ela teams jeanne...

PSESD District Literacy Leaders - 3-17-2014

Basic Introduction to the National Curriculum Alignment Toolkit for Washington ELA teams

Jeanne Flahiff – Northshore School District

Krissy Soltman - PSESD


Washington Considerations

Washington is a local control state. OSPI (etc.) is prohibited from endorsing/supporting any materials. These decisions are made via local process.

WA standards for ELA are the CCSS ELA. These are the standards upon which our children will be assessed for state and federal accountability.


Unprecedented Resources! Other states who’ve adopted CCSS ELA Organizations who convene experts Teachers working collaboratively across the 46

states Publishers rethinking how they do business Deep paradigm shift from the products of

teaching to the process of teaching, which includes ongoing professional learning


Multiple tools to get organized:local/state/cadre/associations


CCSS ELA: Comprehensive literacy for all students

Reading, Writing, Speaking, Listening, Language, Technology, Research…

The Big Ideas: introduction, page 7


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

how word choice contributes to meaning and tone (RL.8.4)

be able to cite textual evidence

(RL.8.1)

support the assertions (arguments) they make in writing (W.8.1, W.8.9)

Grade 8: compare and contrast the structure of

two or more texts and analyze how the different

structure of each text contributes to its meaning

and style (RL.8.5).

AUTHENTIC LITERACY INSTRUCTION


Anchored in the Foundations of Literacy & Communication…

Reading Writing Language Speaking & Listening Literacy in SS/H* Literacy in Sci/T*

ELA Fellows IMET frame- 2-13-2014

Foundational Skills (K-5)

Print Concepts (K-1)

Phonological Awareness (K-1)

Phonics and Word Recognition

Fluency


The Trouble with “Checklists”how word choice

contributes to meaning and tone (RL.8.4)

be able to cite textual evidence

(RL.8.1)

support the assertions (arguments) they make in writing (W.8.1, W.8.9)

Grade 8: compare and contrast the structure of

two or more texts and analyze how the different

structure of each text contributes to its meaning

and style (RL.8.5).


The Possibilities of “Checklists” NOT TO RATE/ just to check…

What do we need more work on seeing? What do we see and know easily? What are our strengths? What are our weaknesses? What data do we collect to identify

components?


“PC”/ IMET/ EQuIP1) Review your copy of the Publishers Criteria

(the BIG PICTURE OF CONTENT)

2) Highlight 1-3 components/lines/ sections that stand out to you

3) Share your choices with your table mates 1) What makes these things challenging?2) Why are they important?3) How would you “rank order” them?4) What questions do you have? What else do we

need to learn?


Publishers Criteria: Getting the BIG picture What is one thing that stands out to you?

What is one question you have?

Find a partner and share…


“PC”/ IMET/ EQuIPNon- Negotiables Across the Whole Complexity of Texts Range of Texts Quality of Texts Text Dependent/Text Specific Questions Scaffolding and Supports FOUNDATIONAL SKILLS (K-5) Writing to Sources Speaking and Listening Connected to Sources Language Vertically Aligned K-12

What’s In and What’s Out?

INOUT1. Leveled texts (only)

2. Reading any ‘ol text

3. Solely literature

4. Collection of unrelated texts

5. Mostly text-to-self questions

6. Personal opinions about issues

7. Accent on literary terminology

8. Emphasis on pre-reading

9. Reading strategies

10. Reading foundations (peripheral and detached)

1. Daily encounters w/complex texts

2. Texts worthy of close attention

3. Balance of literary and info texts

4. Coherent sequences of texts5. Mostly text-dependent

questions6. Evidence-based analyses7. Accent on academic

vocabulary8. Emphasis on reading & re-

reading9. Reading strategies10. Reading foundations

(central and integrated)


Description/Metrics/Check/Comments:


See, Think, Wonder With a partner, look over the completed IMET

tool from Louisiana for Grade 3 Core Knowledge – Full Curriculum Published by Amplify

What do you see? What does that cause you to think

about? What does it cause you to wonder

about?

Discuss together, then as a table group


“PC”/ IMET/ EQuIPNon- Negotiables Across the Whole Complexity of Texts Range of Texts Quality of Texts Text Dependent/Text Specific Questions Scaffolding and Supports FOUNDATIONAL SKILLS Writing to Sources Speaking and Listening Connected to Sources Language Vertically Aligned K-12

Which are the “easiest” to see?

Which are the most challenging?


Using EQuiP: the Biggest Shifts to Identify

Instructional foci needed to get to rich CCSS ELA teaching in your classroom


“PC”/ IMET/ EQuIP-- Designed to evaluate a unit/ lesson (and

identify revision possibilities)-- Not intended to be used for whole courses

I. Alignment to the DEPTH in CCSS

II. Clear support for the KEY SHIFTS

III. Instructional Supports

IV. Assessment Components


Shift One: Building content knowledge through content-rich nonfiction

•Provides an ideal context for building language, vocabulary, knowledge, and reasoning

•Is challenging, complex, and has deep comprehension-building potential

•Is an opportunity for students to learn how to engage, interact, and have “conversations” with the text in ways that prepare them for the type of experiences they will encounter in college and careers.

K-5 Balance Across a Year reading, writing, modes, genres, products


6-12 Balance Across a Year reading, writing, modes, genres, products



Shift Two: Reading, writing, and speaking grounded in evidence from text, both literary and informational

Moving from “how do you feel about what you just read? Do you like it?”

to

“Identify three examples that let you know what the author’s purpose is. Do you agree with the author?”


Sample of the Shift:Text-dependent questions

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

1. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

2. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?


Shift Three: Regular practice with complex text and its academic language

Careful, targeted scaffolding of text complexity

Focus on appropriately rigorous texts

Strategic teaching of Tier 2 and Tier 3 vocabulary with authentic application of new words and terms

Text Complexity Model: Using the right text at the right time for

the right reasons


Best measured by computer softwareBest

measured by

an attentive

human

reader

Best made by educators

employing their professional judgment


Considering a lesson:

With a partner, review the “Winter” or “Eleven” lesson based on grade preference

Dive into the EQuiP!

Make notes, talk through questions, and identify:

What do you see that is CCSS ELA aligned?

What might be missing?


EQuiP columns 1 & 2:I. Alignment to the DEPTH in CCSS

II. Clear support for the KEY SHIFTS

*read, review, discuss with your table.


EQuiP columns 3 & 4:III. Instructional Supports

IV. Assessment Components


What Should We Look For? What do we know well?

What professional learning, reading, research, discussion (etc.) must we continue to know these shifts?

What do we need to read? What do we need to see? Do we need classroom examples?

What data do we use to understand what’s working?


ELA RESOURCES! Achieve the Core www.achievethecore.org Achieve http://www.achieve.org

Engage New York www.engageny.org North Carolina’s page http://elaccss.ncdpi.wikispaces.net/home

Washington’s OER Review http://digitallearning.k12.wa.us/oer/

Tim Shanahan’s Literacy Blog www.shanahanonliteracy.com

BIG PICTURE RESOURCES (for parents, communities, and everyone!)

http://thecommoncore.com/map/WA

www.Readywa.org

Great City Schools Parent Roadmaps: http://www.cgcs.org/Page/328

http://www.achievethecore.org/

http://www.achieve.org/

http://www.engageny.org/

http://elaccss.ncdpi.wikispaces.net/home

http://digitallearning.k12.wa.us/oer/

http://www.shanahanonliteracy.com/

http://thecommoncore.com/map/WA

http://www.Readywa.org/

http://www.cgcs.org/Page/328

English Language Arts OfficeTeaching and Learning, OSPI360-725-6064

K 1 2 3 4 5 6 7 8 9-10 11-12

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 areasBy grade 4—opinion =30%; information = 35%; narrative =35%

Balance of writing types, including writing in the content areasGrade 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.


basic introduction to the national curriculum alignment toolkit for washington ela teams jeanne...

Documents

comprehensive literacy

authentic literacy instruction

ela fellows imet frame

ccss ela organizations

word recognition fluency

knowledge of concepts

print concepts

basic introduction