Rigorous Teaching and Learning in ELA & Social Studies

1. Rigorous Teaching and LearninginELA & Social Studies Tonya Chacón December 2012

2. Care free education • http://www.lyricsfreak.com/p/paul+simon/kodachrome_20105962.html

3. XYZ Elementary School • Excellent School & School District • Exceptional Facility • Grades 4-6 • Students - 1000 (approx) • Faculty and staff - 125 • Administrators - 3

4. Student Accomplishments • 75% of students score advanced on PSSA • Two advanced reading sections at each grade level (need for additional classes) • Students capable of rigorous ELA

5. Student Needs Grades 5 & 6 have highest number of students scoring basic and below basic on PSSAs in Reading Some student groups score lower on PSSA in Reading Rigor in the Curriculum Disaggregated PSSA Data by Grade Level

6. Professional Development • Three inservice days • Monthly • Department meetings • Faculty meetings • The principal has made guided reading the focus of professional development this year.

7. Teacher Needs The top-performing school systems recognize that the only way to improve outcomes is to improve instruction (McKinsey, 2007) • Guided Reading • Differentiate instruction • Elementary Literacy Curriculum (building-level) • Translate curriculum into instruction • “what should I be doing in the classroom?”

8. Problem Identification • Curriculum resources exist but are not implemented with fidelity. • Few opportunities for coherent professional development • Curriculum materials without coherent curriculum and instruction

9. Recommendations Goal: Increase content and pedagogical knowledge

10. Rationale • There is a relationship between teaching and learning. • As teacher effectiveness increases, lower achieving students are the first to benefit. Sanders & Rivers, 1996

11. Curriculum Development • Increased outcomes are more likely when teams • teach similar content • trained peer-facilitator • Use inquiry focused protocol, and • have stable settings in which to engage in continuous improvement. Gallimore, Ermeling, Saunders, &Goldenberg (1996)

12. PA Common Core Standards English Language Arts & Literacy College and Career Readiness Anchor Standards Speaking & Listening Writing sive Foundational Skills Reading Informational Text Reading Literature Develops the skills of informational, argumentative, and narrative writing as well as the ability to engage in evidence based analysis of text and research. A necessary component of an effective, comprehensive reading program designed to develop proficient readers. Focuses students on communication skills that enable critical listening and effective presentation of ideas. Enables students to read, understand, and respond to literature. Enables students to read, understand, and respond to informational texts. Appendix A: Research behind the standards and a glossary of terms Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness Appendix C: Annotated samples of student writing at various grades PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft) PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)

13. Cohesive Curriculum Development Mod 1 Mod 2 Mod 3 Mod 4 Mod 5 Reading to Learn 6th Gr. 5th Gr. 4th Gr. Learning to Read

14. Instructional Inquiry Four operational features are hypothesized to be critical to teachers sustaining and benefiting from instructional inquiry. • Job alike teams 3-7 people • Select a team facilitator • Inquiry focused protocols • Stable settings Gallimore, Ermeling, Saunders, &Goldenberg (1996) p. 548

15. Instructional Inquiry Process Seeing causal connections fosters acquisition of key teaching skills and knowledge, such as identifying student needs, formulating instructional plans, and using evidence to refine instruction. Gallimore, Ermeling, Saunders, &Goldenberg (1996) p. 548

16. Point of View

17. Point of View Sample Text McGuffey Fourth Eclectic Reader (1873)

18. Sample Text • My dear PatsyAfter four days journey I arrived here without any accident and in as good health as when I left Philadelphia. The conviction that you would be more improved in the situation I have placed you than if still with me, has solaced me on my parting with you. …The acquirements which I hope you will make under the tutors I have provided for you will render you more worthy of my love, and if they cannot increase it they will Prevent its diminution. …With respect to the distribution of your time the following is what I should approve. • from 8. to 10 o'clock practise music. • from 10. to 1. dance one day and draw another. • from 1. to 2. draw on the day you dance, and write a letter the next day. • from 3. to 4. read French. • from 4. to 5. exercise yourself in music. • from 5. till bedtime read English, write. • …I expect you will write to me by every post. Inform me what books you read, what tunes you learn, and enclose me your best copy of every lesson in drawing. Write also one letter every week either to your aunt Eppes, your aunt Skipwith, (or) your aunt Carr, and always put the letter you so write under cover to me. Take care that you never spell a word wrong. Always before you write a word consider how it is spelt, and if you do not remember it, turn to a dictionary. It produces great praise to a lady to spell well. I have placed my happiness on seeing you good and accomplished, and no distress which this world can now bring on me could equal that of your disappointing my hopes. If you love me then, strive to be good under every situation and to all living creatures, and to acquire those accomplishments which I have put in your power, and which will go far towards ensuring you the warmest love of your affectionate father, • TH: JEFFERSON • Source: Julian Boyd, ed., Papers of Thomas Jefferson, Vol. 6 (Columbia, Mo., 1966), pp. 359-360.

19. Classroom Experiences • Cohesive Curriculum • Similar content Increased focus on curriculum • Increased student engagement • All students experience high quality instruction • Text complexity • Read a variety of text • Critical thinking, discussion, debate, and conjecture • Collaboration • Expectations

20. Evaluation • Cohesive curriculum and instructional practices • Look for rigor, implement curriculum with fidelity • Student achievement • Variety of assessment measures • Data analysis to inform instructional practice

21. Challenges • Teacher buy-in (convince teachers) • Contractual obligations • Funding

22. Summary • There is a significant relationship between teaching and learning • We have at our disposal tools to develop powerful teaching and learning experiences so that all students can be successful. • http://www.youtube.com/watch?v=MXkFgmQ2O-Q