Basic Introduction to the National Curriculum Alignment Toolkit for Washington ELA teams Jeanne Flahiff – Northshore School District Krissy Soltman - PSESD PSESD District Literacy Leaders - 3-17-2014
Dec 25, 2015
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
PSESD District Literacy Leaders - 3-17-2014
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.
PSESD District Literacy Leaders - 3-17-2014
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
PSESD District Literacy Leaders - 3-17-2014
Multiple tools to get organized:local/state/cadre/associations
PSESD District Literacy Leaders - 3-17-2014
CCSS ELA: Comprehensive literacy for all students
Reading, Writing, Speaking, Listening, Language, Technology, Research…
The Big Ideas: introduction, page 7
PSESD District Literacy Leaders - 3-17-2014
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
PSESD District Literacy Leaders - 3-17-2014
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
PSESD District Literacy Leaders - 3-17-2014
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).
PSESD District Literacy Leaders - 3-17-2014
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?
PSESD District Literacy Leaders - 3-17-2014
“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?
PSESD District Literacy Leaders - 3-17-2014
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…
PSESD District Literacy Leaders - 3-17-2014
“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)
PSESD District Literacy Leaders - 3-17-2014
Description/Metrics/Check/Comments:
PSESD District Literacy Leaders - 3-17-2014
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
PSESD District Literacy Leaders - 3-17-2014
“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?
PSESD District Literacy Leaders - 3-17-2014
Using EQuiP: the Biggest Shifts to Identify
Instructional foci needed to get to rich CCSS ELA teaching in your classroom
PSESD District Literacy Leaders - 3-17-2014
“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
ELA Fellows IMET frame- 2-13-2014
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
ELA Fellows IMET frame- 2-13-2014
6-12 Balance Across a Year reading, writing, modes, genres, products
ELA Fellows IMET frame- 2-13-2014
ELA Fellows IMET frame- 2-13-2014
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?”
ELA Fellows IMET frame- 2-13-2014
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?
ELA Fellows IMET frame- 2-13-2014
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
PSESD District Literacy Leaders - 3-17-2014
Best measured by computer softwareBest
measured by
an attentive
human
reader
Best made by educators
employing their professional judgment
ELA Fellows IMET frame- 2-13-2014
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?
ELA Fellows IMET frame- 2-13-2014
EQuiP columns 1 & 2:I. Alignment to the DEPTH in CCSS
II. Clear support for the KEY SHIFTS
*read, review, discuss with your table.
ELA Fellows IMET frame- 2-13-2014
EQuiP columns 3 & 4:III. Instructional Supports
IV. Assessment Components
ELA Fellows IMET frame- 2-13-2014
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?
PSESD District Literacy Leaders - 3-17-2014
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
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.
ELA Fellows IMET frame- 2-13-2014