SUMMER ACADEMY Grades 3-5 English Language Arts Summer 2013
CCRS QUARTERLY MEETING 2 ENGLISH LANGUAGE ARTS GRADES K-5 http://alex.state.al.us/ccrs/ OUTCOMES: Participants will . . . 1. Reflect on Extended Learning
2. Explore the Reading/Writing connections in the standards for ELA 3. Analyze the components of a lesson using the EQuIP (Tri-State) Rubric 4. Determine what is needed for a lesson to address the College- and Career-Ready Standards with specific emphasis on the Writing standards for ELA
COMPASS POINTS How are you feeling right now about the new English Language Arts Standards? COMPASS POINTS S = Steps What steps have you taken with
your practice and implementation of the CCRS Speaking and Listening Standards ? E = Excited What excites you about your practice and implementation of the CCRS Speaking and Listening Standards? W = Wondering What are you still wondering about the implementation of CCRS Speaking and Listening Standards?
N = Need to Know What additional information would you like to know about the implementation of CCRS Speaking and Listening Standards? CLOCK BUDDIES Share & Extend Your Learning: CCRS IT QM 1
1. Take the reflection sheet, Where Is Your LEA in the Awareness Phase of CCRS Implementation, with you to team planning. Discuss how this might be helpful in gathering information in your LEA. 2. Share the Tri-State rubric with your LEA Implementation Team, and decide how it will be shared. 3. Return to your school and determine if the
teachers have procedures and routines in place for Speaking and Listening opportunities. 4. Based on your planning today, practice implementing speaking and listening in your ALABAMA QUALITY TEACHING STANDARDS 1.4-Designs instructional activities based on state content standards
2.7-Creates learning activities that optimizes each individuals growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives Three Key Shifts in
ELA/Literacy 1. Building knowledge through contentrich nonfiction and informational texts 2.Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text
and its academic language OUTCOME 2: Participants will explore the Reading/Writing connections in the standards for ELA. CLOCK BUDDIES
THE READING-WRITING CONNECTION writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and reading assessments will occur.
Pathways to the Common Core, pg. 102 THE READING-WRITING CONNECTION Of all the instructional approaches to connecting reading and writing studied so far, writing about text has been the most successful as an avenue to
improving reading achievement, and such integrated approaches have been valuable in stimulating higher quality writing outcomes, too. Dr. Timothy Shanahan, University of Illinois at Chicago THE READING-WRITING CONNECTION Being able to write well is also an
essential skill for college- and careerreadiness, which is why the common core gives it so much attention. According to David Conley (2007), if we could institute only one change to make students more collegeready, it should be to increase the THE READING-WRITING CONNECTION
There is no question but that the Common Core State Standards emphasize writing (and reading) in the content areas, across every discipline. The message is clear that just as every teacher needs to be a teacher of reading, so too, every teacher needs to be a teacher of writing. Pathways to the Common Core, page 110
CLOSELY READ THE READING & WRITING ANCHOR STANDARDS First Read: Look for key ideas and details in both the Reading and Writing Anchor Standards Second Read: Look for evidence
of how the Reading and Writing Standards support one another Third Read: How will this look in your classroom? WHAT DOES THE READINGWRITING CONNECTION LOOK LIKE? As you view the next
two videos take notes on where you see the Reading-Writing connection. VIDEO #1 VIDEO#2
OUTCOME 3: Participants will analyze the components of two lessons using the EQuIP Rubric. EQUIP RUBRIC Review the K-2 and 3-12 rubrics. Highligh Highlight key areas regarding writing.
t Talk with a partner about how the two rubrics differ in regards to writing? Be prepared to share out about each dimension. Lunch
ANALYZING LESSONS USING THE EQUIP RUBRIC Read the lesson, Write an Opinion. With a partner, analyze the lesson using the EQuIP Rubric. Record your findings on the Summary of Observations and
Suggestions for Improvement section. Be prepared to share your findings. ANALYZING LESSONS USING THE EQUIP RUBRIC Read the lesson, Research to Learn More.
With a partner, analyze the lesson using the EQuIP Rubric. Record your findings on the Summary of Observations and Suggestions for Improvement section. Be prepared to share your findings. OUTCOME 4:
Participants will determine what is needed for a lesson to address the College- and Career-Ready Standards with specific emphasis on the Writing standards for ELA. RIGOR
.creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.(Blackburn, 2008) RIGOR MADE EASY E Engages all students
A Accommodates all learners S Scaffolds learning Y Yields results RIGOR: TRUTH OR FICTION 1. Lots of homework is a sign of rigor.
2. Rigor means doing more. 3. Rigor is not for everyone. 4. Providing support means lessening rigor. PLANNING A WRITING LESSON Choose a reading text from your materials.
2. Create a writing opinion lesson connected to the text you have chosen using the lesson template provided. 1. PLANNING A WRITING LESSON Choose a reading text from
your materials. 2. Create a writing Research to Learn lesson connected to the text you have chosen using the lesson template provided. 1. Prepared Graduate Defined
Possesses the knowledge and skills needed to enroll and succeed in credit-bearing, first-year courses at a two- or four-year
college, trade school, technical school, without the need for remediation. Possesses the ability to apply core academic
skills to realworld situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has
a desire to be a Next Steps 1.Revisit the EQuIP Rubric with a focus on writing with the LEA Implementation Team, and decide how it will be shared. 2.Determine how the teachers in your school are incorporating the Writing Standards daily.
3.Based on your planning today, practice implementing the Writing Standards in your classroom daily. Bring back student work samples of an opinion and/or research to learn lesson(s). Be prepared to share your implementation progress at Quarterly MAKE SENSE STRATEGIES
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