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CCRS QUARTERLY MEETING # 2 CCRS QUARTERLY MEETING # 2 ENGLISH LANGUAGE ARTS GRADES 6-12

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Presentation on theme: "CCRS QUARTERLY MEETING # 2 CCRS QUARTERLY MEETING # 2 ENGLISH LANGUAGE ARTS GRADES 6-12"— Presentation transcript:

1 CCRS QUARTERLY MEETING # 2 CCRS QUARTERLY MEETING # 2 ENGLISH LANGUAGE ARTS GRADES 6-12

2 OUTCOMES Participants will 1.Reflect on The Next Steps from the last meeting. 2.Explore the Reading/Writing connection in the ELA standards. 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 (CCRS) with specific emphasis on the writing standards for ELA.

3 A LABAMA Q UALITY T EACHING S TANDARDS 1.4-Designs instructional activities based on state content standards 2.7-Creates learning activities that optimizes each individual’s growth and achievement within a supportive environment 5.3-Participates as a teacher leader and professional learning community member to advance school improvement initiatives

4 OUTCOME #1 Reflect on The Next Steps from the last meeting.

5 LET’S SHARE

6 PLANNING NEXT STEPS Identify your own next steps to do before the next session using the tri-state rubric. Be prepared to share what you did at our next quarterly meeting. Bring resources, share websites, etc. to the next meeting.

7 THREE KEY SHIFTS IN ELA/LITERACY 1. Building knowledge through content-rich 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

8 OUTCOME # 2 Explore the Reading/Writing connection in the ELA standards.

9 DID YOU KNOW? “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

10 “…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 assessments will occur.” Pathways to the Common Core, pg. 102

11 CLOSELY READ THE ANCHOR STANDARDS First read: look for key ideas and details. Second read: look for evidence of how the reading and writing standards support one another. Third read: look for applications and connections you will want students to make.

12 WHAT’S NEW WITH CCRS? PREVIOUSLY Students wrote periodically NOW Now students must write routinely So, what is another change you see in the writing standards?

13 WHAT IS THE INSTRUCTIONAL SHIFT IN WRITING? WHAT IS THE INSTRUCTIONAL SHIFT IN WRITING?  Increased emphasis on  Analysis of individual texts  Argument and evidence  Informative/explanatory writing  Frequent short, focused research projects  Comparison and synthesis of multiple sources  Decreased emphasis on  Narrative, especially personal narrative  Writing in response to decontextualized prompts 13

14 OUTCOME #3 Analyze the components of a lesson using the EQuIP (Tri- State) Rubric.

15 EQUIP TRI-STATE QUALITY REVIEW RUBRIC

16 VIDEO: SOLILOQUY TO LOVE https://www.teachingchannel.org/videos/writing-soliloquies ELA CCRS Standards: W.12.27a, SL.12.29a, RL.12.1

17 CONNECTIONS TO THE RUBRIC Think: Think about the connections made among reading, writing, speaking, and listening Pair: Dialogue with your partner about how the connections strengthened the lesson. Share: Share your ideas with the whole group.

18 LUNCH

19 OUTCOME #4 Determine what is needed for a lesson to address the College- and Career-Ready Standards (CCRS) with specific emphasis on the writing standards for ELA.

20 RIGOR: TRUTH OR FICTION 1.Extensive homework is a sign of rigor. 2.Rigor means doing more. 3.Rigor is for everyone. 4.Providing support is central to rigor.

21 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

22 RIGOR MADE EASY E-Engages all students A-Accommodates all learners S-Scaffolds learning Y-Yields results

23 LESSON ANALYSIS 1.Read the lesson plan and accompanying text. 2.Using the rubric, determine how the lesson meets the criteria of the three bulleted items in Dimension I. 3.In the blank beneath Dimension I, make notes citing evidence from the lesson plan. 4.Repeat the first three items above for Dimensions II, III, and IV.

24 BEEF IT UP!!! CCRS = Rigor

25

26 RESOURCES: READING/WRITING AIDS

27 TIPS FOR THE SHIFTS IN WRITING  Make argument and informational writing a bigger part of your curriculum.  Use authentic writing prompts.  Write routinely and assign a mix of short and long research projects.  Teach students to be aware of audience and adjust language accordingly.  Consider enquiry, problem and project-based learning as realistic 21 st Century ways to teach research and writing.  Have students use technology to produce and publish writing  Teach argument, not persuasion  Teach language through writing  Make writing collaborative. Eye on Education: Common Core Literacy Lesson Plans; Fisher and Frey: English Language Arts in a PLC at Work

28 IDENTIFYING NEXT STEPS  Explore Makes Sense Strategies disc and its many smart sheets  Add writing to a lesson plan that already includes reading, listening and speaking components. Bring back student samples Be prepared to share at our next Quarterly Meeting!

29 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. PREPARED GRADUATE DEFINED Possesses the ability to apply core academic skills to real-world situations through collaboration with peers in problem solving, precision, and punctuality in delivery of a product, and has a desire to be a life-long learner.


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