Contents. 2 Results That Last

Size: px
Start display at page:

Download "Contents. 2 Results That Last"

Transcription

1 V I E W I N G G U I D E

2 Contents Stenhouse Publishers Copyright 2003 by Stenhouse Publishers All rights reserved. This guide may be photocopied for staff development use only. Apprenticeship in Literacy (Dorn, French, Jones 1998), Organizing for Literacy (Dorn 1999), Scaffolding Young Writers (Dorn and Soffos 2001), and Shaping Literate Minds (Dorn and Soffos 2001) are available at Introduction 3 Tape 1: Leadership for Literacy (time 26:30) 5 Tape 2: Assessing Change Over Time in Reading Development (time 25:20) 6 Tape 3: Assessing Change Over Time in Writing Development (time 29:30) 8 Tape 4: Teachers as Agents of Change (time 29:55) 10 Figures 11 2 Results That Last

3 Introduction School Change Model Welcome to Results That Last: A Literacy Model for School Change, a series of professional development videotapes for implementing a school change model in elementary schools. This series is most effective when used in conjunction with the video in-service series Organizing for Literacy and the professional texts Apprenticeship in Literacy, Shaping Literate Minds, and Scaffolding Young Writers. The Arkansas Literacy Model for School Change was first documented in Apprenticeship in Literacy and the video staff development series Organizing for Literacy. Three years ago, we worked with a first-grade teacher in a high socioeconomic school in Conway, Arkansas. If you ve viewed the video series Organizing for Literacy, you will recall a literacy curriculum that is based on apprenticeship theories at both the student and teacher levels. Results from this school showed that students achieved significant gains in areas of reading comprehension and writing process. The following year, the model was implemented in five high-poverty schools with low achievement levels. From , the model was expanded to include additional sites in Arkansas, Utah, Texas, Missouri, California, Michigan, and numerous other states. These schools, even those heavily impacted by poverty, have documented dramatic results on reading and writing assessments and standardized achievement tests. An important premise of school change is that students continue to improve in literacy achievement over time. A four-year study from a high-poverty school implementing this model reflects the influence of the literacy curriculum on the reading and writing achievements of fourth graders. In this four-part videotape series, we illustrate how this school reform model was implemented in four schools and seven classrooms. Additional resources and research on the Arkansas model can be found at In this professional development series, teachers and administrators explore specific ideas for implementing an apprenticeship literacy model that includes on-the-job experiences in five critical areas: a curriculum that includes the essential components of a balanced literacy program; assessing change over time in reading and writing progress; colleague coaching and mentoring teams in the classroom; school-embedded professional development; built-in accountability for assessing student (and program) performance. Here is a summary of the four tapes: Tape 1: Leadership for Literacy In this video, we emphasize the seven features of a comprehensive literacy model for school change. One of the most important features is a curriculum for literacy, which places a high priority on reading and writing and includes Viewing Guide 3

4 six essential elements of a balanced literacy program. Authentic examples from classrooms and team meetings illustrate the comprehensive nature of the change process. Four principals explain how they support teachers in implementing changes in their teaching practices, and they provide concrete details for managing a school climate that includes literacy team meetings, peer coaching, and mentoring sessions. The principals discuss the importance of using assessment to study change in student learning, as well as in program effectiveness, and they authenticate each feature with examples from classrooms or team meetings. The tape presents a balance between practical implementation issues and a theory of school change. Tape 2: Assessing Change Over Time in Reading Development This videotape provides classroom teachers with explicit guidance and clear examples for studying the reading development of emergent, early, transitional, and fluent readers. Teachers share specific details for assessing a student s reading level, including introducing a book, recording observations, and analyzing reading behaviors on a reading checklist. The tape illustrates how teachers can use formal and informal assessments to study change in students reading behaviors, specifically, changes in fluency, comprehension, and decoding abilities. It also shows how teachers can use a reading assessment wall for studying individual and group progression along a guided reading continuum. Tape 3: Assessing Change Over Time in Writing Development This videotape provides teachers with explicit guidance and clear examples for studying change in the writing development of emergent, early, transitional, and fluent writers. An important focus is placed on the reciprocity of writing to reading, and vice versa. To illustrate the process, classroom teachers analyze the writing samples of writers at different stages and relate those samples to their reading behaviors. Four types of writing assessments are demonstrated: formal assessments that use writing checklists to document change; informal assessments based on daily conferences and portfolio analysis; a standardized writing rubric for assessing proficiency in areas of process, craft, and conventions; and a writing assessment wall for studying individual and group progress along a writing continuum. Tape 4: Teachers as Agents of Change This videotape provides explicit guidance for implementing coaching conferences and literacy team meetings that occur within the natural context of the school day. Here, classroom teachers demonstrate the importance of school-embedded professional development that includes literacy team meetings for collaborative problem solving around teaching and learning issues, and peer coaching and mentoring sessions around a specific learning goal. The three components of a coaching conversation are illustrated in three contexts: guided reading, literature discussion groups, and writers workshop. Specific details are included for implementing effective literacy team meetings. Throughout the tape, teachers demonstrate how to create an environment that promotes on-the-job learning. 4 Results That Last

5 At a time when comprehensive literacy models are more important than ever, this staff development series provides schools with guidance for getting results that are long lasting and self-extending. Initial Viewing Each tape should be viewed in its entirety prior to detailed viewings. The initial viewing will provide a holistic framework for more in-depth discussions of the individual components. During the first viewing, notes should be taken and questions presented for further exploration. Detailed Viewing The format for the viewing guide includes specific guidelines for an indepth exploration of each tape. These guidelines include: Materials Needed Prior to viewing, gather all materials needed for viewing each segment. Prior to viewing a video segment, read specific pages from one of three professional texts: Apprenticeship in Literacy, Shaping Literate Minds, or Scaffolding Young Writers. Reflect on important learning principles as they relate to your analysis. your new knowledge through specific activities. Tape 1: Leadership for Literacy Segment 1: The Seven Features of a Comprehensive Literacy Model Materials Needed Apprenticeship in Literacy: Transitions Across Reading and Writing by Linda J. Dorn, Cathy French, and Tammy Jones Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 1: Two-Column Notetaking Guide Refer to Chapters 2 and 6 from Shaping Literate Minds and Chapter 11 from Apprenticeship in Literacy. Pay particular attention to how these principles are used across two settings: the teaching of children and the teaching of teachers. As you read, keep in mind that an apprenticeship approach is embedded in meaningful teaching and learning interactions that occur in real-life settings. This theory is grounded in a sociocognitive model that uses problem-solving opportunities as the basis for self-regulated learning. The first step in promoting change is a desire to change. Change can be accelerated if we create apprenticeship-like conditions where more experi- Viewing Guide 5

6 enced teachers coach and mentor other teachers as they take on new learning (see Shaping Literate Minds, p. 89). How will you assess change in your school? Create a needs assessment for your school, including a plan for school improvement. Prepare a grid that includes a three-year plan for full implementation of a comprehensive literacy program. Schedule a time to revisit the plan, share it with school staff, and revise as needed. Segment 2: Administrators Role Materials Needed Apprenticeship in Literacy: Transitions Across Reading and Writing by Linda J. Dorn, Cathy French, and Tammy Jones Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 1: Two-Column Notetaking Guide Figure 2: Rubric for Assessing Writers Workshop Refer to Chapter 6 in Shaping Literate Minds and Chapter 11 in Apprenticeship in Literacy. As you view this segment, observe how administrators create opportunities for change to occur in their schools. Notice how they stress the importance of teachers working together as a team of educators whose goal is to support the total child. Literacy must be viewed through a wide-angle lens. It takes many dedicated people working together to ensure every child s right to literacy. A single program or a single teacher cannot bring about comprehensive changes within the school. Administrators and teachers must be knowledgeable about learning theory and effective literacy practices for working with young children (see Apprenticeship in Literacy, p. 155). Classroom teachers use rubrics to reflect how well they are implementing a curriculum for literacy. They work with administrators and other teachers to assess the literacy components and develop a plan of action for improving their teaching. Use Figure 2: Rubric for Assessing Writers Workshop and the book Scaffolding Young Writers to reflect on the writing component of a curriculum for literacy. Tape 2: Assessing Change Over Time in Reading Development Segment 1: Individual and Group Assessment Materials Needed Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 3: Two-Column Notetaking Guide 6 Results That Last

7 Refer to Chapter 3 in Shaping Literate Minds. Pay particular attention to how assessment notebooks are organized and used to document student learning over time. Teachers must be able to assess literacy behavior as it relates to developmental changes over time and across tasks. Formal and informal assessments can be used to study progressions in reading development (see Shaping Literate Minds, p. 31). Use the reading checklists from the appendix of Shaping Literate Minds to set up an assessment notebook for each child. Prepare an informal assessment notebook for each child. Segment 2: Studying Change Over Time in Reading Development Materials Needed Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 3: Two-Column Notetaking Guide Refer to Chapter 3 in Shaping Literate Minds. Pay particular attention to the change over time in reading behavior for emergent, early, transitional, and fluent readers. A literacy processing system develops through meaningful and relevant experiences over time. When children apply problem-solving strategies across reading situations, the brain builds neural connections or pathways between related sources of knowledge (see Shaping Literate Minds, p. 33). Take running records of emergent and early readers. Record notes for transitional and fluent readers. Analyze the reading behaviors of the four readers according to three levels of analysis: decoding, comprehension, and fluency. Discuss how assessment changes along a reading continuum. Go to and download the rubric for assessing the implementation of a literacy coaching model in a school. Segment 3: Group Assessment Materials Needed Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 3: Two-Column Notetaking Guide Refer to Chapters 3 and 6 in Shaping Literate Minds. Pay particular attention to the approximate levels along the reading continuum (p. 31) and the assessment wall (p. 97). The assessment wall makes data visible, thus serving two important purposes: to study learning trends in student groups and to study reading progression for all students in relation to proficiency standards (see Shaping Literate Minds, p. 97). Viewing Guide 7

8 Work with a team of teachers to set up a reading assessment wall in your school. Refer to pages 97 and of Shaping Literate Minds to assist you with the process. Tape 3: Assessing Change Over Time in Writing Development Segment 1: Individual and Group Assessment Materials Needed Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 4: Two-Column Notetaking Guide Refer to Chapter 3 in Shaping Literate Minds. Pay particular attention to how assessment notebooks are organized and used to document student learning. Reading and writing are interrelated literacies that provide feedback and feedforward information for each other. This means that teachers must design reading experiences that are grounded in children s knowledge about writing and vice versa (see Shaping Literate Minds, p. 53). Add the writing checklists from the appendix of Shaping Literate Minds to a formal assessment notebook. Refer to Scaffolding Young Writers (pp ) for details on how to set up a writing notebook for informally assessing the writing process. Segment 2: Studying Change Over Time in Writing Development Materials Needed Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 4: Two-Column Notetaking Guide Refer to Chapter 3 in Shaping Literate Minds. Pay particular attention to the change over time in writing behavior for emergent, early, transitional, and fluent writers. Use the writing checklists from the appendix and the table on page 5 of Scaffolding Young Writers to guide your analysis. When teaching writing to young children, teachers must strive to create a balance between composing and transcribing skills. If our teaching becomes unbalanced, this will influence how children view the writing process. When teachers analyze children s writing, they can design their writing program based on what children already know and what they 8 Results That Last

9 need to know to move their writing forward (see Scaffolding Young Writers, p. 4). Collect writing samples from four types of writers: emergent, early, transitional, and fluent. Analyze their writing according to three levels of analysis: composing, transcribing, and revising and editing. Segment 3: Group Assessment (End-of-Year Writing Rubric) Materials Needed Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Figure 4: Two-Column Notetaking Guide Refer to Chapter 2 in Scaffolding Young Writers. If children are not progressing as writers, then we must examine our writing program for the opportunities it provides them to learn about writing (see Scaffolding Young Writers, p. 10). Administer the three-day prompt from Scaffolding Young Writers (p. 11) to your students. Use the appropriate grade-level rubric to score the writing samples. Bring the writing samples to a team meeting and prepare a graph that illustrates how students are performing on each standard: Processes and Habits; Audience and Purposes/Author s Craft; and Language Use and Conventions. Segment 4: Group Assessment (Writing Assessment Wall) Materials Needed Scaffolding Young Writers: A Writers Workshop Approach by Linda J. Dorn Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 4: Two-Column Notetaking Guide Refer to Scaffolding Young Writers, pages 5 6, for benchmark behaviors along a continuum of writing control. The link between assessment and instruction is indissoluble because we can not plan writing instruction for our students without understanding what they know about the writing process (see Scaffolding Young Writers, p. 10). Select anchor papers that represent proficiency in the benchmark areas described in Scaffolding Young Writers, Table 1.1 (pp. 5 6). Display the papers on the wall. Create a folder with additional papers that reflect proficiency along a writing continuum at each of the four levels: emergent, early, transitional, and fluent. Meet in a team and establish a writing assessment wall. Refer to pages 97 and of Shaping Literate Minds to assist you with the process. Viewing Guide 9

10 Tape 4: Teachers as Agents of Change Segments 1 3: Conducting Conferences Materials Needed Apprenticeship in Literacy: Transitions Across Reading and Writing by Linda J. Dorn, Cathy French, and Tammy Jones Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 5: Two-Column Notetaking Guide Figure 6: Classroom Observation Form Refer to Chapter 6 in Shaping Literate Minds and Chapter 11 in Apprenticeship in Literacy. The first step in promoting change is a desire to change. Change can be accelerated if we create apprenticeship-like conditions where more experienced teachers coach and mentor other teachers as they take on new learning (see Shaping Literate Minds, p. 89). Plan a colleague visit to observe a literacy component. Use the guidelines for planning a successful conference, including pre-conference, post-conference, and reflection. Segment 4: Literacy Team Meetings Materials Needed Apprenticeship in Literacy: Transitions Across Reading and Writing by Linda J. Dorn, Cathy French, and Tammy Jones Shaping Literate Minds: Developing Self-Regulated Learners by Linda J. Dorn Figure 5: Two-Column Notetaking Guide Refer to Chapter 6 in Shaping Literate Minds and Chapter 11 in Apprenticeship in Literacy. The importance of working together as a team of educators whose goal is to support the total child cannot be understated (see Apprenticeship in Literacy, p. 155). Create a schedule for conducting literacy team meetings. Send out an invitation for teachers to meet and study together. Use the steps for conducting successful literacy team meetings as a guide. Use tapes, professional books, student work, and assessment walls for studying individual and group progress in your school. 10 Results That Last

11 Figure 1: Two-Column Notetaking Guide for Tape 1: Leadership for Literacy Segment 1: The Seven Features of a Comprehensive Literacy Model Notes Comprehensive Literacy Model Curriculum for Literacy High Standards Model Classrooms Coaching and Mentoring Accountability Professional Development Well-Designed Literacy Plan Feature One: A Curriculum for Literacy 1. Reading and writing take priority 2. Includes essential components of a balanced literacy program Essential Components a. Phonological awareness b. Phonics c. Vocabulary d. Comprehension e. Fluency f. Writing process Feature Two: High Standards 1. Tool for measuring progress over time 2. Relates to benchmark behaviors Feature Three: Model Classrooms 1. Provide a clear model of the program in action 2. Allow time for reluctant teachers to observe the process before implementing it Feature Four: Coaching and Mentoring 1. Teachers work together 2. Problem-solving atmosphere Feature Five: Accountability 1. To evaluate the effectiveness of the literacy program 2. To screen students 3. To inform our instruction 4. To monitor progress of all students Feature Six: Professional Development 1. Relates to teaching and learning issues of the classroom 2. Links curriculum, instruction, and assessment Feature Seven: Well-Designed Literacy Plan 1. Short and long term goals 2. Benchmarks to measure progress Viewing Guide 11

12 Figure 1 (continued) Segment 2: Administrator s Role Notes Key Points of the Administrators Role 1. Understand the literacy process 2. Invest in personal professional development 3. Create a safety net for change 4. Use teachers as literacy leaders 5. Participate in school-embedded professional development 6. Provide opportunities for teachers to learn together 7. Importance of ongoing assessment 8. Link between standards, curriculum, and assessment 9. Link between teaching and learning Creating a Climate for Change 1. Leadership support for teacher change 2. School-embedded professional development 3. Assessment that guides instruction 4. Collaboration and problem-solving atmosphere 5. Willingness to take risks 12 Results That Last

13 Figure 2: Rubric for Assessing Writers Workshop Schedule Target Students write 5 times a week for at least 30 minutes Organization Students materials are organized, easily accessible, and students understand how to use their materials (i.e., writing notebook, hanging file portfolio, dictionary, anchor charts) Routines Routines are established for writing workshop and students are on task Topic Choice Students understand how to choose their own topics for writing (with assistance when needed) Atmosphere The learning climate is one of process writing, the walls are covered with students work, the teacher writes with the students daily, and the room is organized to provide opportunities for peer and individual work Modes of Writing Students write throughout the day for different purposes and audiences, and demonstrate an understanding of the different modes of writing Mini-Lesson Mini-lessons are taught 5 times a week Moving Toward Target Students write 5 times a week for at least 20 minutes Students materials are organized to some extent, easily accessible, and students are learning how to use their materials (i.e., writing notebook, hanging file portfolio, dictionary, anchor charts) Routines are being established for writing workshop and students are on task to some extent Students are learning how to choose their own topics for writing (with assistance when needed) The learning climate is one of process writing, some student work is displayed on the walls, the teacher writes with the children several times a week, and the room is organized to provide opportunities for peer and individual work Students are learning to write for different purposes and audiences, and demonstrate some understanding of the different modes of writing Mini-lessons are taught 4 times a week Unacceptable Students write less than 4 times a week for less than 20 minutes Students materials are not organized, are not easily accessible, and students do not understand how to use their materials (i.e., writing notebook, hanging file portfolio, dictionary, anchor charts) Routines are not established and writing time is lost Students are dependent on the teacher to provide a topic, and do not understand how to choose their own topic The learning climate focuses on accuracy, handwriting, and spelling, student work is rarely displayed, the teacher does not write with the students, and the room is not supportive of group and individual writing opportunities Students do not understand the different purposes for writing, writing does not occur throughout the day, and the different modes of writing are not taught Mini-lessons are taught occasionally or not at all Plan of Action Viewing Guide 13

14 Figure 2 (continued) Mini-Lesson Development Literature Conferences Conference Content Sharing Publishing Evaluation Site Visit Date: Literacy Coach Signature: Principal Signature: Target Mini-lessons are brief, relevant to student needs, and focus on the teaching goal followed by an opportunity for students to apply the skill or strategy with teacher guidance Literature or a student s writing sample is frequently used to model a specific skill, strategy, or writing craft Conferences are conducted daily, including teacher-scheduled and studentrequested conferences The conference emphasizes the writing process, beginning with a reaction to meaning, then focuses on 1 or 2 important areas of need Students have daily opportunities to share their work with the teacher and/or other students Students understand the writing process, including publishing criteria, resulting in a minimum of 10 published pieces a year Student writing samples are collected and analyzed at least 4 times a semester for documentation of writing development Moving Toward Target Mini-lessons are based on student needs, but are too long.they are followed by an opportunity for students to apply the skill or strategy with teacher guidance Literature or a student s writing sample is occasionally used to model a specific skill, strategy, or writing craft Conferences are conducted 4 days a week, including teacher-scheduled and student-requested conferences The conference emphasizes the writing process, beginning with a reaction to meaning, then focuses on 3 or more areas of need Students have frequent opportunities to share their work with the teacher and/or other students Students understand the writing process, and are developing an understanding of publishing criteria resulting in several published pieces a year Writing samples are collected and analyzed at least 3 times a semester for documentation of writing development Unacceptable Mini-lessons are too long and focus on too many items.they are not based on student needs and follow a scope and sequence pattern Literature or a student s writing sample is never used to model a specific skill, strategy, or writing craft Conferences are rarely scheduled The conference focuses on lots of items, not the process, and does not respond to the meaning of the writing Students have opportunities to share their work occasionally or not at all Students do not understand the writing process and publishing criteria, and the teacher generally publishes the writing Writing samples are not analyzed during the semester Plan of Action 14 Results That Last

15 Figure 3: Two-Column Notetaking Guide for Tape 2: Assessing Change Over Time in Reading Development Segment 1: Individual and Group Assessment Notes Individual Assessment 1. Study of a student s reading development 2. Reflects individual change over time 3. Includes both formal and informal measures Group Assessment 1. Study of reading patterns within a group 2. Reflects change over time in a school s improvement 3. Includes reading assessment wall Differences in Formal and Informal Assessments Formal Informal Child reads a new text Standard introduction Teacher takes a running record and uses a standard checklist Check on guided reading groups for documentation of progress Child has previously read the text during guided reading No introduction is needed Teacher records and uses observational notes and may take a running record Monitor student s progress and reading group placement on a daily basis Segment 2: Studying Change Over Time in Reading Development Individual Assessment: Using a Formal Literacy Assessment Notebook Three Levels of Analysis 1. Decoding 2. Comprehension 3. Fluency Emergent Reader 1. Self-monitors using some known letters and words 2. Comprehends a simple pattern or story line 3. Processing is slower with more attention to print Early Reader 1. Decodes unknown words using larger parts 2. Retells a simple story in sequence 3. Begins to read with greater fluency Transitional Reader 1. Uses word meanings to solve unknown words 2. Applies a range of strategies for comprehending more complex stories 3. Reads with expression and fluency Viewing Guide 15

16 Figure 3 (continued) Notes Fluent Reader 1. Applies knowledge of word meanings 2. Self-evaluates his own comprehension 3. Reads with fluency and expression Segment 3: Group Assessment Reading Assessment Wall 1. Study learning trends among student groups 2. Determine if students are making adequate progress or need more intervention to achieve grade level proficiency Key Points of Reading Assessment 1. Dynamic and ongoing 2. Linked to curriculum and instruction 3. Formal and informal 4. Individual and group a. Individual assessment is about studying change over time in student s reading behavior b. Group assessment is about change over time in a school s reading program c. We use assessment to inform teaching and monitor the effectiveness of the literacy program in promoting student achievement 16 Results That Last

17 Figure 4: Two-Column Notetaking Guide for Tape 3: Assessing Change Over Time in Writing Development Segment 1: Individual and Group Assessment Notes Individual Assessment 1. Study of a student s writing development 2. Reflects individual improvement over time 3. Includes both formal and informal measures Group Assessment 1. Study of patterns in writing groups 2. Reflects change over time in school s improvement 3. Includes writing assessment wall Differences in Formal and Informal Assessments Formal Teacher analyzes the student s writing from a standard checklist Occur at critical intervals in a child s writing program Teacher assesses the child s writing without any teacher intervention Informal Teacher records observational notes and responds to the student s needs Occur daily Include teacher support as needed Segment 2: Studying Change Over Time in Writing Development Individual Assessment: Formal Literacy Assessment Notebook Three Levels of Analysis 1. Composing 2. Transcribing 3. Revising and Editing Emergent Writer 1. Writes a simple message 2. Hears and records sounds in words 3. Applies early editing skills Early Writer 1. Composes events in order 2. Spells most high-frequency words accurately 3. Revises by adding words 4. Edits by circling misspelled words 5. Uses a simple dictionary to self-correct Transitional Writer 1. Applies crafting techniques to improve writing 2. Increased speed and accuracy and uses word meanings to spell 3. Revises word choices and substitutes richer vocabulary Viewing Guide 17

18 Figure 4 (continued) Notes Fluent Writer 1. Composes longer texts with more complex patterns and text genre 2. Uses figurative language 3. Revises writing with greater efficiency 4. Uses a writer s log Segments 3 4: Group Assessment Purposes of Assessment Wall 1. To study learning trends among student groups 2. To determine if students are making adequate progress or need more intervention to achieve proficiency in writing Key Points of Writing Assessment 1. Reading and writing are related processes 2. Study the link between reading and writing 3. Individual assessment 4. Group assessment 18 Results That Last

19 Figure 5: Two-Column Notetaking Guide for Tape 4: Teachers as Agents of Change Segments 1 3: Conducting Conferences Notes Literacy Coaching Session Types 1. Guided reading group 2. Literature discussion group 3. Writers workshop mini-lesson Literacy Coaching Session Components 1. Planning for a conference 2. Pre-conference 3. Observing and notetaking 4. Post-conference 5. Plan of action Key Concepts of Successful Coaching Conversations 1. Revolve around student data 2. Relate directly to teaching event 3. Meaningful, relevant, and focused toward a particular goal or need 4. Professional resources as problem-solving tool 5. Result in plan of action Segment 4: Literacy Team Meeting Steps to a Successful Literacy Team Meeting 1. Moving student data on reading and writing assessment walls (5 minutes) 2. Discussing student data in relation to individual and group progress (10 minutes) 3. Conducting study circle around professional materials (20 minutes) 4. Recording learning in reflection log (5 minutes) 5. Teachers schedule conferences to visit in other rooms (5 minutes) Key Points for Successful Problem Solving 1. Apprenticeship settings occur within the natural context of the workday 2. Problem solving leads to enhanced learning 3. Coaching conferences and team meetings are part of the school s routine 4. Specific guidelines provide optimal learning opportunities 5. Teachers are powerful agents of change 6. Teachers success is measured by student learning Viewing Guide 19

20 Figure 6: Classroom Observation Form Teacher s Name: Date of Observation: Lesson Component: Questions: Reflections and Plans: 20 Results That Last

LITERACY-6 ESSENTIAL UNIT 1 (E01)

LITERACY-6 ESSENTIAL UNIT 1 (E01) LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

RICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM

RICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM RICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM DR. CRAIG WITHERSPOON, SUPERINTENDENT 1616 RICHLAND STREET COLUMBIA, SC 29201 Literacy is the road to human progress and the means through which

More information

Scholastic Leveled Bookroom

Scholastic Leveled Bookroom Scholastic Leveled Bookroom Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content

More information

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN

YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN YMCA SCHOOL AGE CHILD CARE PROGRAM PLAN (normal view is landscape, not portrait) SCHOOL AGE DOMAIN SKILLS ARE SOCIAL: COMMUNICATION, LANGUAGE AND LITERACY: EMOTIONAL: COGNITIVE: PHYSICAL: DEVELOPMENTAL

More information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

1. READING ENGAGEMENT 2. ORAL READING FLUENCY

1. READING ENGAGEMENT 2. ORAL READING FLUENCY Teacher Observation Guide Animals Can Help Level 28, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection

More information

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades:

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades: KEY: Editions (TE), Extra Support (EX), Amazing Words (AW), Think, Talk, and Write (TTW) SECTION 1: PROGRAM DESCRIPTION All instructional material submissions must meet the requirements of this program

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Workshop 5 Teaching Writing as a Process

Workshop 5 Teaching Writing as a Process Workshop 5 Teaching Writing as a Process In this session, you will investigate and apply research-based principles on writing instruction in early literacy. Learning Goals At the end of this session, you

More information

New Jersey Department of Education World Languages Model Program Application Guidance Document

New Jersey Department of Education World Languages Model Program Application Guidance Document New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission

More information

Using SAM Central With iread

Using SAM Central With iread Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing

More information

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010

Richardson, J., The Next Step in Guided Writing, Ohio Literacy Conference, 2010 1 Procedures and Expectations for Guided Writing Procedures Context: Students write a brief response to the story they read during guided reading. At emergent levels, use dictated sentences that include

More information

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online

More information

Wonderworks Tier 2 Resources Third Grade 12/03/13

Wonderworks Tier 2 Resources Third Grade 12/03/13 Wonderworks Tier 2 Resources Third Grade Wonderworks Tier II Intervention Program (K 5) Guidance for using K 1st, Grade 2 & Grade 3 5 Flowcharts This document provides guidelines to school site personnel

More information

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education

RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education RED 3313 Language and Literacy Development course syllabus Dr. Nancy Marshall Associate Professor Reading and Elementary Education Table of Contents Curriculum Background...5 Catalog Description of Course...5

More information

Reynolds School District Literacy Framework

Reynolds School District Literacy Framework Reynolds School District Literacy Framework Developed through 2012-2014 by Reynolds School District Teachers representing General Education, English Language Learners, Special Education, and Title I from

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

Fisk Street Primary School

Fisk Street Primary School Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

REQUIRED TEXTS Woods, M. & Moe, A.J. (2011). Analytical Reading Inventory with Readers Passages (9 th edition). Prentice Hall.

REQUIRED TEXTS Woods, M. & Moe, A.J. (2011). Analytical Reading Inventory with Readers Passages (9 th edition). Prentice Hall. George Mason University Graduate School of Education ****************** EDRD 633/637-001 (6 credits) Literacy Assessments and Interventions for Individuals Supervised Literacy Practicum Fairfax 2011 Cohort,

More information

TEKS Comments Louisiana GLE

TEKS Comments Louisiana GLE Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.

More information

Criterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations

Criterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations Program 2: / Arts English Development Basic Program, K-8 Grade Level(s): K 3 SECTIO 1: PROGRAM DESCRIPTIO All instructional material submissions must meet the requirements of this program description section,

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Large Kindergarten Centers Icons

Large Kindergarten Centers Icons Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

More information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping Elementary School Plan for Writing Instruction Fourth Grade Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,

More information

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener

More information

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping

CAFE ESSENTIAL ELEMENTS O S E P P C E A. 1 Framework 2 CAFE Menu. 3 Classroom Design 4 Materials 5 Record Keeping CAFE RE P SU C 3 Classroom Design 4 Materials 5 Record Keeping P H ND 1 Framework 2 CAFE Menu R E P 6 Assessment 7 Choice 8 Whole-Group Instruction 9 Small-Group Instruction 10 One-on-one Instruction 11

More information

Language Acquisition Chart

Language Acquisition Chart Language Acquisition Chart This chart was designed to help teachers better understand the process of second language acquisition. Please use this chart as a resource for learning more about the way people

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE

ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS - WRITING THIRD GRADE FIFTH GRADE Prepared by: Heather Schill, Dena Thomas Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content

More information

Effective Supervision: Supporting the Art & Science of Teaching

Effective Supervision: Supporting the Art & Science of Teaching Effective Supervision: Supporting the Art & Science of Teaching Robert J. Marzano Even small increments in teacher effectiveness can have a positive effect on student achievement. 1 The purpose of supervision

More information

Teachers Guide Chair Study

Teachers Guide Chair Study Certificate of Initial Mastery Task Booklet 2006-2007 School Year Teachers Guide Chair Study Dance Modified On-Demand Task Revised 4-19-07 Central Falls Johnston Middletown West Warwick Coventry Lincoln

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4 DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that

More information

K-12 Math & ELA Updates. Education Committee August 8, 2017

K-12 Math & ELA Updates. Education Committee August 8, 2017 K-12 Math & ELA Updates Education Committee August 8, 2017 Framework for High Quality Instruction culture Equity and Efficacy Rigor Student Engagement student achievement instruction Demonstration of Student

More information

Stages of Literacy Ros Lugg

Stages of Literacy Ros Lugg Beginning readers in the USA Stages of Literacy Ros Lugg Looked at predictors of reading success or failure Pre-readers readers aged 3-53 5 yrs Looked at variety of abilities IQ Speech and language abilities

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

1. READING ENGAGEMENT 2. ORAL READING FLUENCY

1. READING ENGAGEMENT 2. ORAL READING FLUENCY Teacher Observation Guide Busy Helpers Level 30, Page 1 Name/Date Teacher/Grade Scores: Reading Engagement /8 Oral Reading Fluency /16 Comprehension /28 Independent Range: 6 7 11 14 19 25 Book Selection

More information

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

More information

Queensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum

Queensborough Public Library (Queens, NY) CCSS Guidance for TASC Professional Development Curriculum CCSS Guidance for TASC Professional Development Curriculum Queensborough Public Library (Queens, NY) DRAFT Version 1 5/19/2015 CCSS Guidance for NYSED TASC Curriculum Development Background Victory Productions,

More information

Mini Lesson Ideas for Expository Writing

Mini Lesson Ideas for Expository Writing Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

Bell Work Integrating ELLs

Bell Work Integrating ELLs Bell Work Integrating ELLs With a partner, discuss ways that you are currently integrating ELLs with non-ells beyond the integrated time allocations for the 4 hour ELD block. On a post-it note, list additional

More information

Kings Local. School District s. Literacy Framework

Kings Local. School District s. Literacy Framework Kings Local School District s 2016 Table of Contents Introduction... 1 Vision... 1 TABLE OF CONTENTS Balanced Literacy... 3 Gradual Release of Responsibility... 9 Phonemic Awareness... 10 Phonics...13

More information

The Oregon Literacy Framework of September 2009 as it Applies to grades K-3

The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools

More information

OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE

OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery

More information

Phonemic Awareness. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES

Phonemic Awareness. Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES Phonemic Awareness Jennifer Gondek Instructional Specialist for Inclusive Education TST BOCES jgondek@tstboces.org Participants will: Understand the importance of phonemic awareness in early literacy development.

More information

Grade 2 Unit 2 Working Together

Grade 2 Unit 2 Working Together Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to

More information

The Ontario Curriculum

The Ontario Curriculum The Ontario Curriculum GRADE 1 checklist format compiled by: The Canadian Homeschooler using the current Ontario Curriculum Content Introduction... Page 3 Mathematics... Page 4 Language Arts... Page 9

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Workshop 5 Teaching Multigenre Writing

Workshop 5 Teaching Multigenre Writing Workshop 5 Teaching Multigenre Writing Overview Workshop 5 centers on multigenre writing, an eclectic approach to writing instruction that offers students a wide range of options for expressing ideas and

More information

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science Exemplar Lesson 01: Comparing Weather and Climate Exemplar Lesson 02: Sun, Ocean, and the Water Cycle State Resources: Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE:

More information

Proposition 1: Teachers are committed to students and their learning.

Proposition 1: Teachers are committed to students and their learning. Proposition 1: Teachers are committed to students and their learning. J655 Multi & Global 1a. National Board Certified Teachers are dedicated to making knowledge accessible to all students. They believe

More information

Loveland Schools Literacy Framework K-6

Loveland Schools Literacy Framework K-6 Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary

More information

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work

Grade 3: Module 2B: Unit 3: Lesson 10 Reviewing Conventions and Editing Peers Work Grade 3: Module 2B: Unit 3: Lesson 10 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

5. UPPER INTERMEDIATE

5. UPPER INTERMEDIATE Triolearn General Programmes adapt the standards and the Qualifications of Common European Framework of Reference (CEFR) and Cambridge ESOL. It is designed to be compatible to the local and the regional

More information

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?) Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent

More information

PROVIDING AND COMMUNICATING CLEAR LEARNING GOALS. Celebrating Success THE MARZANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES

PROVIDING AND COMMUNICATING CLEAR LEARNING GOALS. Celebrating Success THE MARZANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES PROVIDING AND COMMUNICATING CLEAR LEARNING GOALS Celebrating Success THE MARZANO COMPENDIUM OF INSTRUCTIONAL STRATEGIES Celebrating Success Copyright 2016 by Marzano Research Materials appearing here are

More information

What is PDE? Research Report. Paul Nichols

What is PDE? Research Report. Paul Nichols What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

West Georgia RESA 99 Brown School Drive Grantville, GA

West Georgia RESA 99 Brown School Drive Grantville, GA Georgia Teacher Academy for Preparation and Pedagogy Pathways to Certification West Georgia RESA 99 Brown School Drive Grantville, GA 20220 770-583-2528 www.westgaresa.org 1 Georgia s Teacher Academy Preparation

More information

The Consistent Positive Direction Pinnacle Certification Course

The Consistent Positive Direction Pinnacle Certification Course PRESENTS The Consistent Positive Direction Pinnacle Course April 24 to May 25, 2017 A Journey of a Lifetime Cultivate increased productivity Save time and accelerate progress Keep groups, teams and yourself

More information

School Leadership Rubrics

School Leadership Rubrics School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

More information

Generic Project Rubrics 4th Grade

Generic Project Rubrics 4th Grade Generic Project 4th Grade Free PDF ebook Download: Generic Project 4th Grade Download or Read Online ebook generic project rubrics 4th grade in PDF Format From The Best User Guide Database Oral Presentation.

More information

Philosophy of Literacy Education. Becoming literate is a complex step by step process that begins at birth. The National

Philosophy of Literacy Education. Becoming literate is a complex step by step process that begins at birth. The National Philosophy of Literacy Education Becoming literate is a complex step by step process that begins at birth. The National Association for Young Children explains, Even in the first few months of life, children

More information

English as a Second Language Unpacked Content

English as a Second Language Unpacked Content This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better

More information

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California

ELPAC. Practice Test. Kindergarten. English Language Proficiency Assessments for California ELPAC English Language Proficiency Assessments for California Practice Test Kindergarten Copyright 2017 by the California Department of Education (CDE). All rights reserved. Copying and distributing these

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

Organizing Comprehensive Literacy Assessment: How to Get Started

Organizing Comprehensive Literacy Assessment: How to Get Started Organizing Comprehensive Assessment: How to Get Started September 9 & 16, 2009 Questions to Consider How do you design individualized, comprehensive instruction? How can you determine where to begin instruction?

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

Regions Of Georgia For 2nd Grade

Regions Of Georgia For 2nd Grade Regions Of Georgia For 2nd Grade Free PDF ebook Download: Regions Of Georgia For 2nd Grade Download or Read Online ebook regions of georgia for 2nd grade in PDF Format From The Best User Guide Database

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance

More information

Curriculum and Assessment Guide (CAG) Elementary California Treasures First Grade

Curriculum and Assessment Guide (CAG) Elementary California Treasures First Grade Curriculum and Assessment Guide (CAG) Elementary 2012-2013 California Treasures First Grade 1 2 English Language Arts CORE INSTRUCTIONAL MATERIALS 2012-2013 Grade 1 Macmillan/McGraw-Hill California Treasures

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

This Performance Standards include four major components. They are

This Performance Standards include four major components. They are Environmental Physics Standards The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy

More information

Project Based Learning Debriefing Form Elementary School

Project Based Learning Debriefing Form Elementary School Project Name: Student Name: Project Based Learning Debriefing Form Elementary School Use this form to debrief after completing the project (or staff may modify the questions to suit your project). Youth

More information

STUDENT ASSESSMENT AND EVALUATION POLICY

STUDENT ASSESSMENT AND EVALUATION POLICY STUDENT ASSESSMENT AND EVALUATION POLICY Contents: 1.0 GENERAL PRINCIPLES 2.0 FRAMEWORK FOR ASSESSMENT AND EVALUATION 3.0 IMPACT ON PARTNERS IN EDUCATION 4.0 FAIR ASSESSMENT AND EVALUATION PRACTICES 5.0

More information

ISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn

ISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklz

More information

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012)

Number of students enrolled in the program in Fall, 2011: 20. Faculty member completing template: Molly Dugan (Date: 1/26/2012) Program: Journalism Minor Department: Communication Studies Number of students enrolled in the program in Fall, 2011: 20 Faculty member completing template: Molly Dugan (Date: 1/26/2012) Period of reference

More information

INSTRUCTOR USER MANUAL/HELP SECTION

INSTRUCTOR USER MANUAL/HELP SECTION Criterion INSTRUCTOR USER MANUAL/HELP SECTION ngcriterion Criterion Online Writing Evaluation June 2013 Chrystal Anderson REVISED SEPTEMBER 2014 ANNA LITZ Criterion User Manual TABLE OF CONTENTS 1.0 INTRODUCTION...3

More information

Meta-Cognitive Strategies

Meta-Cognitive Strategies Meta-Cognitive Strategies Meta-cognitive Strategies Metacognition is commonly referred to as thinking about thinking. It includes monitoring one s performance, apportioning time and cognitive capacity

More information

Characteristics of the Text Genre Realistic fi ction Text Structure

Characteristics of the Text Genre Realistic fi ction Text Structure LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:

More information

21st Century Community Learning Center

21st Century Community Learning Center 21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary

More information

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES 0/9/204 205 ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES TEA Student Assessment Division September 24, 204 TETN 485 DISCLAIMER These slides have been prepared and approved by the Student Assessment Division

More information

CEFR Overall Illustrative English Proficiency Scales

CEFR Overall Illustrative English Proficiency Scales CEFR Overall Illustrative English Proficiency s CEFR CEFR OVERALL ORAL PRODUCTION Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Can convey

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12)

PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) PEDAGOGY AND PROFESSIONAL RESPONSIBILITIES STANDARDS (EC-GRADE 12) Standard I.* Standard II.* Standard III.* Standard IV. The teacher designs instruction appropriate for all students that reflects an understanding

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

READ 180 Next Generation Software Manual

READ 180 Next Generation Software Manual READ 180 Next Generation Software Manual including ereads For use with READ 180 Next Generation version 2.3 and Scholastic Achievement Manager version 2.3 or higher Copyright 2014 by Scholastic Inc. All

More information

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme

IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme IBCP Language Portfolio Core Requirement for the International Baccalaureate Career-Related Programme Name Student ID Year of Graduation Start Date Completion Due Date May 1, 20 (or before) Target Language

More information