Louisiana Reading Association Update

Louisiana Reading Association Update

April 21, 2012

Louisiana Department of Education

General Agenda

• Key ELA CCSS Concepts– Content Shifts– Aligning Planning and Instruction

• New Direction for ELA Professional Development• Preparing to Implement the CCSS

Key ELA CCSS Concepts


Key ELA CCSS ConceptsContent Shifts in ELA/Literacy

• Key advances of the CCSS for ELA/Literacy• Make the CCSS for ELA/Literacy different from most

state standards• Present in the content of the standards and emphasized

in supporting documents


Key ELA CCSS ConceptsContent Shifts in ELA/Literacy

Regular practice with complex text and its academic vocabulary (Reading Foundations)

Building knowledge through content-rich nonfiction and informational texts

Reading and writing grounded in evidence from text



Students will read and understand grade-level complex

text independently and proficiently and express that

understanding clearly through writing and speaking about text.

Main Goal of the CCSS for ELA/Literacy



1. Select texts that meet CCSS criteria and organize/sequence those texts within a unit of instruction and a school year in a purposeful way.

2. Teach each text so that students are able to meet the expectations established in the CCSS.

Two Critical Pieces for Aligning Planning and Instruction



• CCSS and its accompanying appendices establish criteria for what constitutes the appropriate text to teach at each particular grade level.

• The Publishers’ Criteria further refines that criteria. Revised criteria available on achievethecore.org.

Selecting the “Right” Texts

Understand text and express

understanding(What?)


Reading Standard 10


Other Sources

• In the CCSS:– Page 32– Page 33– Page 58

• Appendix A (how to determine text complexity)• Appendix B (exemplar texts)



• Text Selection document• Next Steps?

– Engaging librarians in the process– Engaging content area experts in the process– Additional training on the pieces (i.e., text complexity)




• Balance• Structure• Text complexity




• Text Complexity Process– Quantitative – place in grade-level band

• Lexile, ATOS, Flesch-Kincaid, etc.• Appendix A Revisions; updated chart

– Qualitative – further define where to use within band• Rubrics• Professional judgment

– Reader and Task – further define how best to teach text• What areas are potentially difficult for students?• Is the content appropriate for age level?• How can I sequence text within unit?




• Read and analyze the selected text before teaching:– (Some analysis occurs during text selection.)– Identify areas in the text that might be difficult for students.– Identify what vocabulary should be taught (academic and

domain specific).

Teaching Texts to Meet CCSS Expectations


Key ELA CCSS ConceptsAligning Planning and Instruction

Planning

Instruction

Activities/Methods/ Strategies

(How?)

CCSS for ELA and Literacy





Planning

Instruction

Activities/Methods/ Strategies

(How?)

CCSS for ELA and Literacy



Aligning Planning and Instruction



• After planning and instructing the selected text, evaluate the evidence gathered through instruction. Did students meet the expectations of the CCSS for ELA/Literacy?– Review student work against the expectations of the CCSS for

ELA/Literacy that are aligned to student understanding(s).– Determine what needs to be done next, i.e., teach the same text

again with more individualized work in small groups, use a different related text?

Evaluate Student Work

11:00



W.K.2Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Meeting CCSS Expectations by Grade Levels

W.1.2Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.



W.K.2Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Meeting CCSS Expectations by Grade Level

W.1.2Write informative/ explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

New Direction for ELAProfessional Development


New Direction for ELA PD

• K-1 ELA Curriculum– Strengths (external expert reviewer)– Weaknesses

• Some remaining CCSS issues not fully addressed• Additional training needed

• Resources– Basals and additional available texts may or may not be aligned– Lots additional tools for implementing CCSS

• Training and Support– New LCC PD

Lessons Learned



Lessons Learned:• K-1 ELA Curriculum

– Strengths (external expert reviewer)– Weaknesses

• Some remaining CCSS issues not fully addressed• Additional training needed

Our Response:• Over the course of the year, phase in CCSS for ELA/Literacy while

providing training (curriculum pieces used in training)• Result – teachers will experience similar process as curriculum

writers; learn how to teach the CCSS and create own aligned lessons and units

K-1 ELA Curriculum



Lessons Learned:• Resources

– Basals and additional available texts may or may not be aligned– Lots of additional tools for implementing CCSS

Our Responses:• Align current basal questions and tasks to CCSS

– Training at the beginning of the school year– Use as transition until better, aligned resources are available

• Creation of additional tools and guides/resources based on need (Ex: identify text sets that meet CCSS criteria, example Student-Learning Targets (SLTs) for Compass)

Resources



Lessons Learned:• Training and Support

– New LCC PD

Our Responses:• Additional training based on need

– Currently working with outside consultants to identify next steps– Possible training topics

• Selecting the “right” texts to teach Ex: text complexity or building students’ knowledge with informational texts (integrating and coordinating ELA with science and social studies)

• Teaching texts so students meet the expectations of CCSS Ex: close reading, using evidence, text-dependent questioning, systematic and varied vocabulary instruction, tying systematic and explicit instruction in reading foundations with comprehension instruction

Training and Support

Preparing to Implement CCSS


What has already been developed?

• May 2011 – General Awareness Webinar• October 2011 Regional Training Materials

– ELA & Math - Grade Level Content Comparison Reports– ELA - Overview on Text Complexity

• November 2011 – Revised General Awareness Presentation with videos, ELA and Math content, and opportunities for group discussion

• January 2012 – Regional Training Materials– Math - Math Practices– ELA - Understanding the Standards/Content Shifts


What has already been developed?

• February 2012 – Transitional Assessment Webinar– Changes to transitional assessment for ELA/Math for DTCs

• March 2012 – Regional Training Materials– Math - Critical Focus Areas for K & 1/Evaluated student work– ELA - Changing planning and instruction for K & 1/Evaluated

student work• March 2012 – Curriculum and Assessment Summaries

– Identifies specifically what should be taught and assessed at each grade and content area

– http://www.louisianaschools.net/topics/gle.html

http://www.louisianaschools.net/topics/gle.html


What trainings are coming up?

• Math LCC PD – June 2012• Summer Institute (Math and ELA) – June and July 2012


How Can Curriculum Leaders Prepare Now?

• Connect with your District Curriculum Staff and principal about:– Redelivering ELA and Math training materials for

teachers– Ensuring teachers have identified the standards they

are responsible for teaching in 2012-2013, using the Curriculum and Assessment Summaries


How Can Teachers Prepare Now?• Identify the standards they are responsible for teaching in

2012-2013http://www.louisianaschools.net/topics/gle.html

• Math – Incorporate the Standards for Mathematical Practice– Be familiar with the critical focus areas for the grade level taught– Be familiar with the fluency standards for the grade level taught

• ELA– Begin using grade-level complex text (both literary and informational) and

increase students’ opportunities to express their understanding of text through writing and speaking

– Be familiar with the 3 main content shifts (science and social studies teachers should be familiar with these as well)

http://www.louisianaschools.net/topics/gle.html


Contact Information

Thank you for your time!

Whitney WhealdonELA Program [email protected]

[email protected]

mailto:[email protected]

mailto:[email protected]

Date post:	22-Feb-2016
Category:	Documents
Upload:	bena
View:	39 times
Download:	0 times

Louisiana Reading Association Update

Documents