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Basic Introduction to the National Curriculum Alignment Toolkit for Washington ELA teams

Basic Introduction to the National Curriculum Alignment Toolkit for Washington ELA teams. Jeanne Flahiff – Northshore School District Krissy Soltman - PSESD. Washington Considerations.

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Basic Introduction to the National Curriculum Alignment Toolkit for Washington ELA teams

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  1. 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

  2. Washington Considerations PSESD District Literacy Leaders - 3-17-2014 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.

  3. Unprecedented Resources! PSESD District Literacy Leaders - 3-17-2014 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

  4. Multiple tools to get organized:local/state/cadre/associations PSESD District Literacy Leaders - 3-17-2014

  5. CCSS ELA: Comprehensive literacy for all students Reading, Writing, Speaking, Listening, Language, Technology, Research… PSESD District Literacy Leaders - 3-17-2014

  6. TheBigIdeas: 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

  7. AUTHENTIC LITERACY INSTRUCTION how word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence (RL.8.1) 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). support the assertions (arguments) they make in writing (W.8.1, W.8.9) ELA Fellows IMET frame- 2-13-2014

  8. Anchored in the Foundations of Literacy & Communication… PSESD District Literacy Leaders - 3-17-2014 Reading Writing Language Speaking & Listening Literacy in SS/H* Literacy in Sci/T*

  9. Foundational Skills (K-5) ELA Fellows IMET frame- 2-13-2014 Print Concepts (K-1) Phonological Awareness (K-1) Phonics and Word Recognition Fluency

  10. how word choice contributes to meaning and tone (RL.8.4) be able to cite textual evidence (RL.8.1) 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). support the assertions (arguments) they make in writing (W.8.1, W.8.9) PSESD District Literacy Leaders - 3-17-2014 The Trouble with “Checklists”

  11. The Possibilities of “Checklists” PSESD District Literacy Leaders - 3-17-2014 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?

  12. “PC”/ IMET/ EQuIP PSESD District Literacy Leaders - 3-17-2014 • Review your copy of the Publishers Criteria (the BIG PICTURE OF CONTENT) • Highlight 1-3 components/lines/ sections that stand out to you • Share your choices with your table mates • What makes these things challenging? • Why are they important? • How would you “rank order” them? • What questions do you have? What else do we need to learn?

  13. Publishers Criteria: Getting the BIG picture PSESD District Literacy Leaders - 3-17-2014 What is one thing that stands out to you? What is one question you have? Find a partner and share…

  14. “PC”/ IMET/ EQuIP PSESD District Literacy Leaders - 3-17-2014 Non- 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

  15. OUT What’s In and What’s Out? IN Daily encounters w/complex texts Texts worthy of close attention Balance of literary and info texts Coherent sequences of texts Mostly text-dependent questions Evidence-based analyses Accent on academic vocabulary Emphasis on reading & re-reading Reading strategies Reading foundations (central and integrated) • Leveled texts (only) • Reading any ‘oltext • Solely literature • Collection of unrelated texts • Mostly text-to-self questions • Personal opinions about issues • Accent on literary terminology • Emphasis on pre-reading • Reading strategies • Reading foundations (peripheral and detached)

  16. Description/Metrics/Check/Comments: PSESD District Literacy Leaders - 3-17-2014

  17. See, Think, Wonder PSESD District Literacy Leaders - 3-17-2014 • 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

  18. “PC”/ IMET/ EQuIP Which are the “easiest” to see? Which are the most challenging? PSESD District Literacy Leaders - 3-17-2014 Non- 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

  19. 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

  20. “PC”/ IMET/ EQuIP PSESD District Literacy Leaders - 3-17-2014 -- 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

  21. Shift One: Building content knowledge throughcontent-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. ELA Fellows IMET frame- 2-13-2014

  22. K-5 Balance Across a Year reading, writing, modes, genres, products ELA Fellows IMET frame- 2-13-2014

  23. 6-12 Balance Across a Year reading, writing, modes, genres, products ELA Fellows IMET frame- 2-13-2014

  24. Shift Two: Reading, writing, and speakinggrounded 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

  25. 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? • 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. • 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

  26. Shift Three: Regular practice withcomplex textand its academic language ELA Fellows IMET frame- 2-13-2014 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

  27. Text Complexity Model: Using the right text at the right time for the right reasons Best measured by an attentive human reader Best made by educators employing their professional judgment PSESD District Literacy Leaders - 3-17-2014 Best measured by computer software

  28. Considering a lesson: ELA Fellows IMET frame- 2-13-2014 • 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?

  29. EQuiP columns 1 & 2: ELA Fellows IMET frame- 2-13-2014 I. Alignment to the DEPTH in CCSS II. Clear support for the KEY SHIFTS *read, review, discuss with your table.

  30. EQuiP columns 3 & 4: ELA Fellows IMET frame- 2-13-2014 III. Instructional Supports IV. Assessment Components

  31. What Should We Look For? ELA Fellows IMET frame- 2-13-2014 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?

  32. ELA RESOURCES! PSESD District Literacy Leaders - 3-17-2014 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

  33. English Language Arts Office Teaching and Learning, OSPI 360-725-6064 ELA Fellows IMET frame- 2-13-2014

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