1. MAISA READING UNITS ROLLOUT AUGUST 8, 2013 WWW.MIELANETWORK.WEEBLY.COM

2. FRAMING THE WORK: PAM RICKLI, ALLEGAN AESA 1.Project Overview 2.Writers’ Map 3.Legislative Context WWW.MIELANETWORK.WEEBLY.COM

3. MAISA WRITING AND READING UNITS…. These are living documents, that will remain WWW.MIELANETWORK.WEEBLY.COM

4. WHAT IS READER'S WORKSHOP? Reader's Workshop provides students with a supportive environment that involves them in authentic reading experiences that focus on the strengths and needs of each individual student. The basic philosophy behind the Reading Workshop is to allow students to spend an extended amount of time reading authentic texts that interest them on a daily basis and to provide opportunities to talk about literature. Students read under the influence of individualized instruction. The ultimate goal of a Reading Workshop is always to develop life-long passionate readers. WWW.MIELANETWORK.WEEBLY.COM

5. READER’S WORKSHOP HELPS STUDENTS DEVELOP : strong reading skills through the use of a mini- lesson shared reading reading aloud conferencing independent reading paired reading literature response All through explicit, direct instruction from their teacher WWW.MIELANETWORK.WEEBLY.COM

6. MAISA Writing Units have touched most corners of the state of Michigan. This map shows the diversity of districts that participated in the Mi ELA Network June Professional Learning opportunity. We had over 700 educators from Michigan and other states involved; as facilitators, teachers, or administrators.

7. COMMON CORE AND MICHIGAN LEGISLATION On June 13, 2013, Governor Snyder signed Public Act 59 (2013) into law, approving the fiscal year 2014 budget for the Michigan Department of Education (MDE). This budget includes language that precludes the MDE from expending funds on “implementation of common core state standards or smarter balanced assessments unless an affirmative action of the legislature authorizing implementation of said standards or assessments is provided.” WWW.MIELANETWORK.WEEBLY.COM

8. SO, WHAT DOES THIS MEAN? Takes effect on October 1, 2013. Spending in the current fiscal year (2013) is not affected. Does not repeal the adoption of the Common Core State Standards (CCSS). Does not affect spending by intermediate school districts or local education agencies in FY 2014. ISDs and LEAs may continue to use funds to support implementation of state content standards and assessments after October 1, 2013. WWW.MIELANETWORK.WEEBLY.COM

9. FRAMING THE WORK: LAURA SCHILLER: OAKLAND ISD Completion Timeline www.mielanetwork.weebly.com WWW.MIELANETWORK.WEEBLY.COM

10. Why these units? Why this approach? WWW.MIELANETWORK.WEEBLY.COM

11. NAEP CHARTS: BALANCE OF INSTRUCTION WWW.MIELANETWORK.WEEBLY.COM

12. CCR: COLLEGE & CAREER READINESS OVERARCHING STANDARDS 12 Key Ideas and Details CCSS.ELA-Literacy.CCRA.R.1CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.3CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

13. Craft and Structure CCSS.ELA-Literacy.CCRA.R.4CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.5CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-Literacy.CCRA.R.6CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text WWW.MIELANETWORK.WEEBLY.COM

14. Integration of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.R.7CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 1 CCSS.ELA-Literacy.CCRA.R.8CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity CCSS.ELA-Literacy.CCRA.R.10CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. WWW.MIELANETWORK.WEEBLY.COM

15. Note on range and content of student reading To build a foundation for college and career readiness, STUDENTS MUST READ WIDELY AND DEEPLY from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, STUDENTS GAIN LITERARY AND CULTURAL KNOWLEDGE AS WELL AS FAMILIARITY WITH VARIOUS TEXT STRUCTURES AND ELEMENTS. WWW.MIELANETWORK.WEEBLY.COM

16. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the BACKGROUND TO BE BETTER READERS IN ALL CONTENT AREAS. Students can only gain this foundation when THE CURRICULUM IS INTENTIONALLY AND COHERENTLY STRUCTURED TO DEVELOP RICH CONTENT KNOWLEDGE WITHIN AND ACROSS GRADES. Students also acquire THE HABITS OF READING INDEPENDENTLY AND CLOSELY, which are essential to their future success. WWW.MIELANETWORK.WEEBLY.COM

17. STUDENT PORTRAIT 17

18. EMPHASIS ON DEPTH 18

19. 6-12 STUDENTS STUDY TOPICS/THEMES IN DEPTH 19

20. CCSS AND THE MAISA READING UNITS 1.Balance with CCSS: Literary and Informational Texts 2.Assessment with an eye to text complexity 3.Close reading of text 4.Historical core documents 5.Depth of Knowledge (Norman Webb) WWW.MIELANETWORK.WEEBLY.COM

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23. READING UNIT KEY CONSIDERATIONS 1.Alignment with writing units 2.2 Q’s: Quality and Quantity of reading 3.Resources-CCSS, classroom libraries, mentor texts/ substitutions 4.Focus on teaching students to read and reason with inferential and critical comprehension in a range of genres WWW.MIELANETWORK.WEEBLY.COM

24. UNITS ARE BUILT AROUND A WORKSHOP MODEL: Students learn by doing Less telling—more showing Time to read and write Emphasis on student independence WWW.MIELANETWORK.WEEBLY.COM

25. LESSON TEMPLATE: FROM RESEARCH BASED ON EFFECTIVE INSTRUCTION Clear Teaching Points Modeling/Demonstrating Guided Practice Checking for Understanding as summarized by Mike Schmoker 2011 Focus: Elevating the essentials to radically improve student learning. ASCD. 52-54. WWW.MIELANETWORK.WEEBLY.COM

26. EXPLORING VERTICAL AND HORIZONTAL ALIGNMENT ACROSS WRITING AND READING UNITS. Table groups: Look at a reading and writing unit to notice connections. WWW.MIELANETWORK.WEEBLY.COM

27. Title I Supplemental Lessons MAISA Title 1 Supplemental Modules for ELA WWW.MIELANETWORK.WEEBLY.COM