Presentation on theme: "MAISA ELA Units: WHAT administrators want to know MIELANetwork. weebly"— Presentation transcript:
1MAISA ELA Units: WHAT administrators want to know MIELANetwork. weebly MAISA ELA Units: WHAT administrators want to know MIELANetwork.weebly.comLaura Schiller, Ph.D.Literacy Consultant, Oakland SchoolsDirector, Oakland Writing Project
2Today We Will Address The history of the units The units in relation to the common core state standardsUnit alignment within and across gradesWays to assess the unitsWhat administrators can look for in classroomsWays to facilitate staff learning in relation to the unitsWays to improve writing instruction and student learning
4Common Core State Standards The development of the Common Core State Standards for Mathematics and English Language Arts was lead byNational Governor AssociationCouncil of Chief State School OfficersThe Standards focus on learning expectations for students, not on how students get there4
6Common Core State Standards replace the GLCE’s We are moving nationally from check lists of skills to an approach that integrates reading, writing, listening, speaking, and technology for the purpose of reasoning and learning at high levels of sophistication.ACT: skills needed for trades are the same as those needed for collegeWe are in a period of transition. But if you work toward the CCSS, you will more than address anything the GLCE’s are requiring. CCSS is far more rigorous.
7Common Core State Standards… These standards are not intended to be new names for old ways of doing business. They are a call to take the next step.”Page 5 CCSS Introduction
13Shared Responsibility for Reading and Writing Across the Disciplines
14Setting the bar high!Writing standard 5 describes the writing process, and standard 10 describes the need to write routinely as part of that process. Without these two standards, the other standards will be difficult to achieve.
15Writing Standard 9Careful reading and analysis precedes writing. Reading is linked to writing and writing is linked to reading. Implications for schools where different teachers instruct reading and writing.
19CCR: College & Career Readiness Overarching Standards
20Michigan’s ELA Units of Study: How do they promote this sophisticated level of teaching and learning?
21Top 6 ELA Common Core Curriculum Writing Connections 6: Independence Introduction p.75: Balance of Narrative, Persuasive,& Informational Units of StudyW3.1, W3.2, W3.3; W4.1, W4.2, W4.3; W5.1, W5.2, W5.34: Writing Process W3.5 , W4.5, W5.5
22Top 6 ELA Common Core Curriculum Writing Connections 3: Literary & Informational Textual Analysis,Reflection, & Research W4.9a,b; W5.9a, b2: Write routinely over time and on demandW3.10, W4.10, W5.101: Language Progressive Skills L.3.1f, L.3.3a;L.4.1f, L.4.3g, L.4.3a, L.4.3b; L.5.1d, L.5.2a
23K-12 Writing Overarching Considerations: CCSS ELA MAISA UnitsText types: Started with argumentArgument Least understoodInformative/Explanatory ClaimNarrative Evidence/SupportWarrantLogic of reasoning
24Units Embody Opportunities to Learn Clear Teaching PointsModelsDemonstrationRegular PracticeRepetitionConferringIndividual, small group, and whole group instructionCommunity
25Lesson Template: from research based on effective instruction as summarized by Mike Schmoker 2011 Focus: Elevating the essentials to radically improve student learning. ASCD
26Clear Teaching Points Modeling/Demonstrating Guided Practice Checking for Understanding MAISA Career & College Readiness Collaboration Project--Phase I Roll Out
27The Writing Process Today Collecting EntriesFinding a SeedNurturing the SeedPicking a GenrePicking a Mentor TextDraftingRevisingEditingPublishingMain Goal:Build a writerly life and establish a writer's notebook that students value.Main Goal: Identify an important topic to explore and discover through writing.Main Goal: Create a risk-free environment that encourages revisiting and experimentation to imagine, explore a voice, or discover important ideas.Main Goal: Study a genre or author within a genre to create a product within the "rules"of the genre.Main Goal: Develop curiosity about and appreciation of an author to identify decisions for personal experiments and growth in skill.Main Goal: Consciously design a product.Approach revision as study and play, developing rethinking and experimenting behaviors.Main Goal: Develop a standard of excellence for publication and strategies for achievement.Main Goal: Produce a product for an audience.
28We Stand on the Shoulders of Great Writers and Teachers of Writing Across K-college, the writing workshop has been the accepted forum for teaching the skills and strategies of effective writing.Experts: Donald Murray, Pulitzer Prize Winner, & Roy Peter Clark, JournalistWriters: Annie Dillard, Mary Oliver, Anne Lamott, E.B. WhiteGreat Writing Teachers: Peter Elbow, Georgia Heard, Ralph Fletcher, & TCRWPPathways to the Common Core, 2012, Calkins, Ehrenworth, Lehman, p. 111
29CCSS Aligning to a Writing Process Tradition This quality of writing can be achieved by mandating the explicit instruction, opportunities for practice, centrality of feedback, assessment-based instruction, and spiral curriculum that have all been hallmarks of rigorous writing workshop instruction.Pathways to the Common Core, 2012, Calkins, Ehrenworth, Lehman, p. 112
30Workshop models assume: ConferringBuilding community to promote risk-takingOpportunities for independent, small group and whole group instructionSmall group work (K-5)Partner workPromoting independence
33Considerations for Reading Units Alignment with writing unitsBalance with CCSS Literary & Informational TextAssessment with an eye toward text complexityClose reading of textHistorical core documentsDepth of Knowledge (Norman Webb)
34Where to find the New ELA Common Core Scope Units Google: Atlas Rubicon OaklandAnother resource—go to Oakland Schools webpage. Under EDUCATORS click Common Core InitiativesUnder Links to Other Resources you’ll find the Public Atlas SCoPE Curriculum.Only select those units that have a cc (for Common Core) next to them. Those are the new units.
35Professional Learning for Literacy Leaders “To help young people learn the more complex and analytical skills they need for the 21st century, teachers must learn to teach in ways that develop higher-order thinking and performance. To develop the sophisticated teaching required for this mission, education systems must offer more effective professional development.” Darling-Hammond & Richardson, 2009
36Introducing the units at a staff/department meeting Select one grade level to exploreFind the common core units on Atlas RubiconThen do the following:
37Using Atlas Rubicon to Study Alignment Notice the alignment of units within a grade levelIs there evidence of argument/opinion, information/explanation, and narrative/personal experience writing in the curriculum?What do you wonder? What surprised you?Look at the grade below.Compare the unit titles.What do you notice about alignment?What do you notice about narrative/opinion/argument units?
39Using Atlas Rubicon to Study Alignment Repeat by looking at the grade level titles above the grade you selected first.Compare the unit titles.What do you notice about alignment?What do you notice about narrative/opinion/argument units?
40Using Atlas Rubicon to Study Alignment Notice the suggested pacing of the unitsFollow the template—note the graphic organizer laying out the lesson sequence across the writing processNotice the list of lessons and the link to access the daily lessons.
43Digging into the Standards: Another staff/department meeting Start with kindergartenRead those grade level standardsImagine a very simple story that meets those descriptors.Reread just the first part of the kindergarten description.Note what added work first graders are expected to do.Continue to read horizontally noting the added work at each grade level.These learning progressions make the writing standards attainable if students grow up in a strong writing curriculum.Pathways to the Common Core, 2012, Calkins, Ehrenworth, Lehman, p. 116
44What should administrators look for? Extended student writing should be evident in the classroom i.e., portfolios, writers notebooks, published pieces, drafts…Teachers model/demonstrate HOW to write using mentor texts, teacher or student writing, and whole class writingStudents write both on-demand and process pieces for a range of purposes and audiencesStudents use writing to help them learn information and uncover their thinkingWriting and reading are given equal time and instruction.
45What should administrators look for? There is extended independent writing time on a regular basis in class.Students make decisions about their writing.Clear teaching pointEvidence of student uptake
46Instructional ShiftsProportion of Writing Types: Narrative, Information/Explanation, Argument/Opinion/PersuasionEmphasis on claims, evidence, reasoningTeaching Writing versus Assigning WritingTime students spend writing independentlyBoth on-demand and extended writesWriting throughout the school day
48Writing Must Not be “OUTSOURCED!” In order to coach and provide feedback, students must write during class. They can also write at home, but time for writing during class is absolutely non-negotiable.
50Systematically build a focus on writing Teach the units of studyThree times a year have teachers bring class sets of papers to a staff meeting to score and analyzeNarrative, essay/argument, information
53Formative AssessmentOne distinction is to think of formative assessment as “practice.” We do not hold students accountable in “grade book fashion” for skills and concepts they have just been introduced to or are learning. We must allow for practice. Formative assessment helps teachers determine next steps during the learning process as the instruction approaches the summative assessment of student learning.~Garrison and Ehringhaus
54Audit student writing at a staff/department meeting Teachers bring an example of student work to analyze.Where does the assignment fall on the DOK?Where does the student writing fall on the DOK?Show of hands: how many had an example of a 1? 2? 3? 4?What does this random selection of student assignments/student work suggest?
57Job Embedded Professional Learning Time to talkTime to share student workTime to planAdministrative encouragement
58Administrator Breakouts: CREATING CONDITIONS for EFFECTIVENESS and a CULTURE OF LEARNING What do writing classrooms look like in elementary and secondary classrooms?How do we look at student work to build teacher knowledge and alignment?How do administrators support this work?
59What should I look for in CCSS classrooms? Students read lots of books, documents, media resources…(ELA 25 books/equivalent per school year—New Standards)Students have numerous opportunities to talk about their reading and argue for and against perspectives in booksSmall group and partnered conversations deepen thinkingWriting is as important as reading in all core content areasBy high school, across all subjects, 70% of time spent in reading and writing informational textsBoth on-demand and process writing for a range of audiences and purposesAssessments that inform instructionEvidence of student growthEvidence of deep reasoning
60Steps Toward Improvement Take an honest look at your current literacy initiatives and set goals for how to improve them. Build on strengths. Pat yourselves on the back for successes. Then recognize that most likely, you’re on your way toward a standard. Your, “Yes!” we do that is a starting point for reform.Look for gaps in your curriculum and instructional practice. Pick one area to work on. Too many initiatives sink reform.