english language arts department middle school parents’ orientation september 28 th, 2011 gihan...
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ENGLISH LANGUAGE ARTS DEPARTMENTMIDDLE SCHOOL
PARENTS’ ORIENTATIONSeptember 28th, 2011
Gihan SorourELA department Head-MSCurriculum Coordinator
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Curriculum
MLS revolutionized the ELA DepartmentThe latest research… allignment
Instructio
n
Assessment
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Curriculum
Instruction AssessmentStu
den
t learn
ing
Student learningStu
dent l
earn
ing
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In what context ?
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WHY DIFFERENTIATION?
Let’s use this metaphor: Think about the class as an
elevator. Everyone needs to get into
it to start with. Some students will run into
the lift, while others will be dragged in.
Some students will travel right to the top of the building, while some may stop at the third floor, and some may only reach the first floor.
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WHY DIFFERENTIATION ? -2 But everyone will
have travelled somewhere successfully.
At the end of the class: every student can leave the room feeling that they have been challenged and that they have achieved something.
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Curriculum- What to teach?
MLS/ELA adopted the Common Core Standards which are grouped by strands:
Reading Literature Reading Informational texts Writing Speaking and listening Language development
The CC teaching units are THEMATIC which provide a strong, connected context for student learning.
C
I A
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Instruction- How to teach?MLS is using research based - best
practices to deliver content to students.
Marzano (2000) identified ten research-based, effective instructional
strategies that cut across all content areas and all grade levels.
C
I A
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Uses Accessible Technolog
y
Demonstrates High
Expectations
Communicates
Learning Expectation
s
Uses Effective Feedback
and Grading
Standards-Based Instruction
Uses Research-
Based Strategies
Promotes Higher Order
Thinking Skills
Uses Appropriate Differentiati
on
Uses Flexible
Grouping Practices
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Assessment- What and how to assess?
Assessment OF learning
C
I A
Assessments FOR learning
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FORMATIVE ASSESSMENTS
WritingProduct Visual
Performance
ProcessHomewor
k Others
For
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Summative assessments
Quarter & semester Standardized/Diagnostic
Quarter & semester MI STAR MAP Exit levels (2012-
2013)
Of
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Establishes Relationship
s with Families and Community
Grows Professionally through
Job-Embedded Learning
Enhances Knowledge and Skills through
Professional Developmen
t
Professionalism
Establishes Classroom Rules and
Procedures
Maximizes Instructional
Time
Fosters a Sense of
Community and
Belonging
Helps Students
Take Responsibili
ty for Learning
Actively Supports
the School Improvemen
t Plan
The environment:
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The team
Reading CoachesELA teachers
CCS units Reading A-Z (ESS periods)
Supporting Writers’ workshop- in class.
Supporting Readers’ workshop- A-Z – in class.
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The classroom
THE GOAL: to know where our students are:ASSESSMENTS1. MLS/ELA/MS administered a general writing assessment
that assesses the six traits of writing. This will inform our instruction and will provide a base for formative and summative writing assessments throughout the year .
2. MLS/ELA/MS uses STAR- Renaissance Reading Inc. – Diagnostic and progress check which will identify/determine the reading levels and/or will inform progress . MLS uses this assessment K-8 and will assess 9&10 in 2012-2013.
3. MLS/ELA/MS administers the MI to inform about the types of intelligences of the students to cater to instruction and assessment.
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ELA /MS has 8 periods:
Writing:4 periods are dedicated to Writers’ workshop, an instructional method to work on the writing process.Writers’ Workshop respects students’ levels and and give them space for choice.The objective is to have their writing skills improved and internalized.
The classroom -2
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Reading:4 periods are dedicated to Readers’ workshop. The workshop addresses the differences within the boundaries of the reading skills required. 2 periods are dedicated to Reading A-Z – IN CLASS: Reading A-Z program and materials are correlated to the CCS.Supporting the different levels of the students in class.Using direct instruction to teach fiction and non-fiction material. The Reading Coach along with the ELA teacher work with small groups intensively address the individual needs.
2 periods are dedicated to CCS units-Readers’ Workshop.
The classroom -3
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Reading Coaching:READING COACHES- SUPLANT 3 PERIODS OF ESS.STUDENTS WHO ARE READING SIGNIFICANTLY BELOW GRADE LEVEL :Star Reading assessment results ( to identify the levels of reading).Star Reading assessment is correlated with the levels of Reading A-Z. (AA-Z)
ALL ARE ALLIGNED WITH THE CCS.
•At the same time, those students are attending the eight periods of ELA normally. •They are not responsible for the ESS material for the semester until they reach the exit level. •Some students may take longer than the others.
The objective is to improve READING!
The classroom -4
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Book in a Bag program is taking place now twice a week for every class to enhance the students’ reading skills. Five percent of the homework grade is dedicated to this program.
The classroom -5
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The Classroom -6
Sundays: T. gives feedback for homework # 2 T. gives homework # 1
Mondays: S. delivers homework # 1 Weekly quiz: content material
Tuesdays: T. gives feedback for homework # 1
Wednesdays: T. gives homework # 2
Thursdays: S. delivers homework # 2 Check next week’s plan on the school site.
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GRADES
5% Effort & Collaboration
25% Homework
15% quizzes
35% Formative assessments
20% quarter/semester-summative assessment
A 100%-90%Excellent
B 89%-80% Above average
C 79%-70%Average
D 69%-60% Below average
F below 60% Failing
INIncomplete
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Please refer to the following hyperlinks for more information:
References
CCS: www.corestandards.org/the-standards Star- Renaissance Reading Inc., http://www.renlearn.com/ Learning A-Z-http://www.learninga-z.com/ Multiple Intelligence:
http://literacyworks.org/mi/assessment/findyourstrengths.html Marazano-http://www.pkrnet.com/newmex/pdf/
Marzano10Strat.pdf
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Thank you
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ENGLISH LANGUAGE ARTS DEPARTMENT
MIDDLE SCHOOL
PARENTS’ ORIENTATIONSeptember 28th, 2011
Gihan Sorour
9/28/2011
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QUESTIONS?
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