From “Independently Reading” to “ Rigorous Reading & Thinking Independently”

1. From “Independently Reading” to “Rigorous Reading & Thinking Independently” Jen Mitchell Language Arts Coordinator Greenwich Public Schools Bonnie O’Regan Advanced Learning Program Facilitator Greenwich Public Schools February 7, 2012 Byram-Schubert Library 10:15 am

2. From “Independently Reading” to “Rigorous Reading & Thinking Independently” Comprehensive Literacy & Reading Workshop IN GREENWICH’S SCHOOLS 1-page Handout~ Components of GPS Comprehensive Literacy Gradual Release of Responsibility

3. What is “High Quality” Reading? Reading, when engaging and successful, calls us to action…emotional, intellectual and often social action! Reading, when engaging and successful, can and should change one’s view of the world and how to live in more aware and involved ways within it. 2.2012Comprehensive Literacy.ALP

4. A Balanced, Scaffolded & Comprehensive Framework for Reading Instruction 2.2012Comprehensive Literacy.ALP

5. A Balanced, Scaffolded & Comprehensive Framework for Reading Instruction • Reading Workshop • (BY) • Mini Lesson • Differentiated Small Group Instruction, Coaching into Talk/ Discussion & Conferences • (Teacher) • Independent Reading, Partner Reading & Book Club • (Student) • Share 2.2012Comprehensive Literacy.ALP

6. High Quality Independent Reading • High quality readers… • read often • read for many reasons • read efficiently • read purposefully • read intentionally • read expectantly 2.2012Comprehensive Literacy.ALP

7. The Power of Reading Workshop • Clear Standards-Based Outcomes(Common Core Standards) • Precise Focused Teaching (mini-lessons, small group instruction, conferences) • Extended Independent Practice • Consistent Expectations for ALL Readers • Individualized Instruction • Measurable • Accountable • Rigorous and Joyous! 2.2012Comprehensive Literacy.ALP

8. Workshop Supports Research-based Practice Three Indicators of Highly Successful Reading Programs (Richard Allington, 2011) • Students must engage in actual reading for significant amounts of time • Readers are engaged in “high-success” reading which refers to the independent reading of texts with 98% accuracy or better and with 90 % comprehension • Students have opportunities to self-select text 2.2012Comprehensive Literacy.ALP

9. ALP Curriculum & Comprehensive Literacy Framework -Guide to Teaching a Language Arts Curriculum for High Ability Learners (Center for Gifted Education, 2011) • The Four Blocks Literacy Model • Guided Reading • Self-selected Texts • Writing • Working with Words • Balanced Literacy/ GPS’ Comprehensive Literacy Instructional Framework • Opportunities for explicit instruction (mini-lessons, small group instruction, share) • Interactive Read Aloud, Shared & Guided Reading, Independent Reading (to support Independent/Partner Reading and Book Clubs) • Multiple and varied student assessments to drive instruction • Oral Language Development • Word Study • Literacy Across Content Areas • Inquiry and Investigations based on interest and choice 2.2012Comprehensive Literacy.ALP

10. ALP Curriculum & Comprehensive Literacy Framework -Guide to Teaching a Language Arts Curriculum for High Ability Learners (Center for Gifted Education, 2011) • Response to Intervention • High quality instruction • Research-based instruction • Classroom performance (curriculum-based assessments) • Universal screening • Continuous progress-monitoring (benchmark assessments) • Research-based interventions w/ consistent progress-monitoring • Fidelity of Implementation of Assessment & Instruction Systems • Sustained Silent Reading • Choice • Stamina- Eyes on Print • DOWN-SIDE…Learners, especially gifted readers benefit for opportunities to “make deep meaning” of text through talk and writing 2.2012Comprehensive Literacy.ALP

11. Comprehensive Literacy & Common Core Standards • Instructional Core • Student • Curriculum/Assessment • Instruction • 4-page CCS “Overview Handout” • GPS Reading & Writing Units of Study are vertically and horizontally aligned to CCS • GPS Unit of Study Student Learning Outcomes • Alignment to ALP Units 2.2012Comprehensive Literacy.ALP

12. Four Roles/Resources of Successful Readers 2.2012Comprehensive Literacy.ALP

13. Common Core Standards & Gifted Education…PPT Handouts!! Elissa F. Brown, Ph.D. elissa.brown@dpi.nc.gov In collaboration with the James B. Hunt Jr. Institute for Educational Leadership and Policy National Association for Gifted Children New Orleans, LA Nov. 3-6, 2011 2.2012Comprehensive Literacy.ALP

14. Why Common Core? • College and Career Ready • Students need to be more than proficient • Equity • Expectations are the same regardless of zip code • Student & Educator Mobility • Moving into and out of states with same standards • Comparability • State results comparable through common assessments • Leveraging Resources • A more robust marketplace for content, training and support • Economies of Scale • Potential savings due to leveraging resources 2.2012Comprehensive Literacy.ALP

15. Why should gifted education care about the Common Core? • TIMSS, PISA, and other international comparisons demonstrate that high end learners in the US are less competitive than their international peers • The majority of gifted students are “served” in general education classrooms and are required to take state assessments • Not all gifted students score proficient on state assessments • In the current economic climate, gifted programs must integrate, collaborate and be held accountable for student growth in order to demonstrate viability 2.2012Comprehensive Literacy.ALP

16. Why should gifted education care about the Common Core? • An opportunity for growth and collaboration with regular education and within the field of gifted. • Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to advanced education throughout the day. • CC standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, etc. 2.2012Comprehensive Literacy.ALP

17. Criteria for Standards Development • Clearer, consistent, and relevant • Aligned with college and work expectations • Include rigorous content and application of knowledge through high-order skills • Build upon strengths and lessons of current state standards • Internationally benchmarked • Based on evidence and research 2.2012Comprehensive Literacy.ALP

18. Common Core: English-Language Arts • Focus as much on the complexity of texts that students are expected to read as on how students read • Balance between literature and information texts, with significant focus on reading and comprehending informational texts in grades 6-12 • Contains literacy standards for science and history / social studies to supplement content standards in those disciplines • Focus on explanatory and argumentative writing in later grades 2.2012Comprehensive Literacy.ALP

19. CCSS: Example of Grade-Level Vertical Alignment & Progression in Reading • CCR Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 2.2012Comprehensive Literacy.ALP

20. ACTIVITY: Work with a partner and put these 6-12 ELA anchor standards in order 2.2012Comprehensive Literacy.ALP

21. Sample Item-Performance Event(Smarter Balanced Assessment Consortium) • SEE SAMPLE Performance Task: Video Cameras in Class (AP and NAEP assessment protocol are being used for development of constructive response items) 2.2012Comprehensive Literacy.ALP