shifting gears and digging deep: effective ela implementation in the elementary setting clinton city...
TRANSCRIPT
Shifting Gears and Digging Deep: Effective ELA Implementation in
the Elementary Setting
Clinton City Schools
Dr. Vicki Violette - Director of SchoolsKelly Johnson – Assistant Director Curriculum Instruction
Jamie Jordan - Principal Clinton Elementary SchoolSuzie Boyd – ELA Instructional Coach
OverviewClinton City Schools
Demographics
• Student Enrollment: 950
• Serving students in grades Pre-K through 6 th Grade
• 3 Elementary Schools: Clinton Elementary, North Clinton Elementary, South Clinton Elementary
• Qualify as a Title I School district with a Free and Reduce lunch rate of 70%
AMOs
• CCS exceeded all AMOs in Reading and Math for 3rd and 3-6 grades.
• CCS had 67% of students P/A in Reading (ranks 6 th in the state).
• CCS had 71.5% of students P/A in Math (ranks 6th in the state).
Subgroups/Gap Closures
• CCS did not meet the majority of the gap closures.
• However, Economically Disadvantaged (D) and Black, Hispanic, Native American (BHN) subgroups showed gains in the number of students scoring P/A in Reading and Math.
• Ranks in State with Subgroups:– BHN Math – 9th in state; BHN Reading – 3rd in state– ED Math – 2nd in state; ED Reading – 2nd in state– Students With Disabilities Math – 6th in state; SWD Reading – 6th in
state
Systematic Foundations
Systematic Foundations
The right people on the right seat of the bus
Calendar System-wide collaborative days Weekly building level PLC Mandatory Tuesday training
District-wide Shifts
• Focus on collaboration through PLCs
• Using ELA PARCC Model Content Framework • Focus on Research – Collaboration
• Pacing- 7 Day ELA Plan
District-wide Shifts
• System-wide Writing Response at each grade level every 9 weeks
• Research based live binder supporting 10 anchor standards/foundational skills
• TDOE Trainings
• TEAM Shifts
Shifting Gears and Digging Deep
“We can choose to throw stones, to stumble on them, to climb over them, or to build with them.“
-Unknown
Opinions, Arguments,Inter-textual Connections
Inferences
Author’s Purpose
Vocab & Text Structure
Key Details
General UnderstandingsPart
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
First Read of TextKey Ideas and
Details
Second Read of Text
Craft and Structure
Third Read of TextIntegration of
Knowledge and Ideas
Digging Deeper with Close Reading
Teaching Students to Read Like Detectives, Douglas Fisher
Using ELA PARCC Model Content Framework
1 Extended Text/ 9 wks
# of short
text/ 9 wks
# of different writings to be completed/ 9
wks
1 Research Project/9 wks
All of these embedded
Pacing- 7 Day ELA Plan Using JourneysGrades 2-6
Grammar & Spelling – About 20 minutesGr. 2 – Explicit Phonics InstructionGr. 3 - Phonics can be embedded in your spelling
instruction but should be explicitWriting – About 10-15 minutes
Might do a quick mini lesson on how to answer a constructed response item
Small Group Reading
• About 1 hour
Small Group
Reading
About 1 hour
Small Group
Reading
About 1 hour
Small Group
Reading
About 1 hour
Intro. Vocab., Read and Comprehend
(skill intro)
Consider pulling from another source
for additional practice, integration
of SS or Sci orindependent practice
if time permits.
Day 1Whole Grp.
About 35 minutes
1st Read – Get the Gist
(Questions from Key Ideas and Details)
Daily Vocab Practice
Day 2Whole Grp.
About 35 minutes
2nd Read – Analyze Text (Questions
from Craft and Structure)
Daily Vocab Practice
Day 3Whole Grp.
About 35 minutes
3rd Read – Dig Deeper
(Questions from Integration of
Knowledge and Details)
Daily Vocab Practice
Day 4Whole Grp.
About 35 minutes
Small Group
Reading
About 1 hour
This day should be primarily devoted to
teaching how to respond to
literature. The entire ELA block
could be devoted to
writing on this day
Might :• meet with
struggling readers.
• do some short reading here (possibly exemplar poems, pull in SS or Sci, or pull in a non-fiction piece).
• do the read aloud-speaking and listening.
• Re-teach• Teach CCSS that
are not covered in basal
Day 5Whole Grp.
Companion Text
Domain Specific Vocab
Day 6Whole Grp.
About 35 minutes
Grammar & Spelling
Writing Mini -Lesson
This day should be primarily devoted to teaching a
specific genre for writing. The
entire ELA block could be devoted to writing on this
day
Might :• meet with
struggling readers.
• do some short reading here (possibly exemplar poems, pull in SS or Sci, or pull in a non-fiction piece).
• do the read aloud /speaking and listening.
• Re-teach• Teach CCSS that
are not covered in basal
• Author’s Chair
Day 7Whole Grp.
PARRC:
Routine writing, such as short constructed-responses to text-
dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts.
Routine written responses to such text-dependent
questions allow students to build sophisticated
understandings of vocabulary, text structure,
and content and to develop needed
proficiencies in analysis.
Teacher Built Pacing Guides
Goals
1. Balance literature and informational text
2. Teach all CCSS weekly
3. Research project (used TCAP data)
Balance
ALL CCSS
Exte
nded
Re
ads
Reminder
Collaboration through PLCs
• PLC meetings bimonthly for ELA
▫ In-depth discussions about Common Core Anchor Standards at each grade level (Common Core Resource Notebook)
Strategies for teaching each standard
What it looks/sounds like at that specific grade level as well as grade levels above and below
Artifacts/strategies shared by teachers
Focus on Research Collaboration
• Media Specialist– Final paper typed in computer lab
• Research at each grade level– Primary grades participate in 3 shared research and writing
projects
– Grades 3-6 - Conduct short research projects using sources to build knowledge in content area subject. (3 this year/4 next year)
System-wide Writing Responses
• Per nine weeks– No accountability/practice– Gr. 3-6 respond to two texts
• Reading passage(s)/responding to a prompt– Narrative – Informational text– Opinion
• Results shared/discussed at PLC
The Real Magic
Clinton Elementary School
• 525 Students K-6
• 50% Free and Reduced Lunch
• ELA Proficient and Advanced: 71%– 3rd : 62%– 4th: 71%– 5th: 81%– 6th: 83%
• Reward School for past 2 years
Clinton Elementary Foundational Structure
• Follow TDOE recommendation for instructional blocks and intervention times
– K-2 - 2½ hours ELA Block– Grades 3-6 – 2 hours ELA Block
• Schedule to allow Focus on Integration
Clinton Elementary Collaboration
• Instructional Assistants and Special Area Teachers Utilization
• Research Focus and Teacher Collaboration
• Strategic Plan for Cross-Curricular Common Core Implementation
Strategies at the Building Level
Clinton Elementary Strategies
• Non-fiction integration
• Write, Write, Write!
• Focus on Vocabulary Strategies
RACE
ACE Strategy
A = Answer
C = Cite Evidence
E = Extend your answer
Accountable Talk Stems
Extended Reads
Essential Questions
Twitter and Insta-gram
Writing Conferences and Thinking Hats
Focus on Research K-6
Clinton Elementary Resources
• School-wide incentive for Study Island Common Core
• Approximately 500 hours of after-school tutoring with targeted populations
• Before School Computer Access
Clinton Elementary Resources
• TDOE Reading Course and Summer Training
• Tncore.org and PARCC resources
• Leveled Reader Library
Key Take-Aways
•Paradigm shift is a non-negotiable
•Staff support is imperative
•Dig deeper into curriculum
The challenges we face are great! How will we meet the challenges?
Responding to
literature
Embedding LA
Text-based Questions
Extended Reading
Writing to inform, argue, narrate
Grade Level Writing AssessmentsPARRC
