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ELA Grade-level Work Sessions Oct. 7 th , 2011 – ICSD PLC Day

ELA Grade-level Work Sessions Oct. 7 th , 2011 – ICSD PLC Day. Shifts in the ELA CCSS. Balance of informational texts and literary texts Access the world through books -- text seen as essential tool for gaining knowledge in all content areas Text complexity matters Text-based answers

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ELA Grade-level Work Sessions Oct. 7 th , 2011 – ICSD PLC Day

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  1. ELA Grade-level Work SessionsOct. 7th, 2011 – ICSD PLC Day

  2. Shifts in the ELA CCSS • Balance of informational texts and literary texts • Access the world through books -- text seen as essential tool for gaining knowledge in all content areas • Text complexity matters • Text-based answers • Emphasis on writing to inform or to make an argument (writing from sources) • Emphasis on developing academic vocabulary to support access to complex texts

  3. “Power” Standards • “a subset of state standards that represent the most important elements of the curriculum” (Reeves, 2002) • Power standards represent the “safety net” of standards every teacher ensures all students learn. • Three Criteria Apply: • Endurance • Leverage • Readiness for the next level of instruction

  4. Levels of Priority • Essential (Assigned Priority = 3) –The concepts, principles, or process that you want students to understand in depth. • Important (Assigned Priority = 2) – The key knowledge and skills that lead to student understanding of essential knowledge. • Nice to Know (Assigned Priority = 1) – Material that students need to encounter but not understand at a deep level.

  5. Nice to Know Important Essential (1 criteria applies) (2 criteria apply) (all 3 criteria apply) • Power Standards – Hitting the Bull’s Eye! • All standards are taught, but power standards are prioritized • Criteria: • Endurance • Leverage • Readiness for the next level of instruction

  6. Student Learning Outcomes (SLOs) • What students will know, be able to do or be able to demonstrate when they have mastered each standard • Students will… • Specify an action by the student that is observable, measurable and able to be demonstrated. • Shared expectations in all 8 schools

  7. Why a new assessment? • Need to assess reading of both informational text and literature • Inconsistency between leveling systems used in primary and intermediate grades • Inconsistency in how comprehension is assessed at different grade-levels (written vs. oral) • No resource connecting 3-5 assessment to instruction • Currently no Kindergarten reading assessment

  8. Proposed Criteria for New K-5 Reading Assessments • Designed to be used K-5 • Consistent leveling system for grades K-5 • Assesses reading using both fiction and non-fiction text at all book levels • Comprehension assessment is done orally at all book levels • Comprehension assessment looks at literal, inferential and critical thinking • Fluency measures include reading rate as well as phrasing, expression, smoothness • Assessment is tied directly to resources to support planning for instruction

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