Title: Leadership and Literacy Effective Guidance and Evaluation in CCGPS Implementation
1Leadership and Literacy Effective Guidance and
Evaluation in CCGPS Implementation
- English Language Arts and Literacy
- Georgia Department of Education
2Literacy as an Overarching Goal
- The power of literacy lies not only in the
ability to read and write, but rather in an
individuals capacity to put those skills to work
in shaping the course of his or her own life. - - Paulo Freire
3Literacy, Language, and LiteratureThe ELA CCGPS
in Practice
- Foundational Shifts in ELA with the CCGPS
- More complex text choices with academic
vocabulary - More content-rich informational text with
academic vocabulary - More integration of reading and writing
- Requiring text evidence for claims
- Requiring constructed response in assessment
- Meaningful annotation and discussion
4Literacy and the Common Core
- Close, attentive, critical reading that is at the
heart of understanding and enjoying complex works
of literature - Wide, deep, and thoughtful engagement with
high-quality literary and informational texts,
building knowledge, enlarging experience, and
broadening worldviews - Cogent reasoning and use of evidence that is
essential to both private deliberation and
responsible citizenship - In short, students who meet the Standards develop
the skills in reading, writing, speaking, and
listening that are the foundation for any
creative and purposeful expression in language.
5Essential Components of an Effective Literacy
Action Plan
- An effective school-wide literacy plan guides
action on many levels, focusing multiple
activities toward increasing students' reading,
writing, and thinking skills. A comprehensive
literacy action plan has action steps related to
five key areas - Strengthening Literacy Development Across the
Content Areas - Literacy Interventions for Struggling Readers and
Writers - School Policies, Structures, and Culture for
Supporting Literacy - Building Leadership Capacity
- Supporting Teachers to Improve Instruction
6Effective Implementation of the CCGPS Builds a
Culture of Literacy
- Common goals
- Common language
- Common process
- Equivalency of rigor
- Clear expectations
- Rituals and routines
7- Effective Leadership
- Shared vision
- Academic rigor
- Clear instructional policy
- Efficient use of resources
- Meaningful evaluation
- Useful feedback
-
8- GPS
CCGPS - Literacy in ELA Literacy in ELA/Content
- ELA Textbook
Complex Texts - Fiction
Fiction, Plus 50
Informational - Word Wall Tier 1, 2, and 3 vocabulary
- Lexile Text Complexity Rubric
- Independence Collaboration
- Teacher-Centered Student-Centered
- Multiple Choice/Scantron/DOK1 Constructed Prose
Response - Extemporaneous Writing Evidence/Text Based
Writing - Persuasion Argument
- 20 Pages of Standards and Elements 4 Pages of
Standards - Students identify standard, LOTS Students Know
Their Learning -
Target, I Can
9Actions and ArtifactsCCGPS and the Focus Walk
- If you have 10 or 15 minutes to visit an ELA
classroom, what do you look for or notice? - Jot the top 3-5 items (or more if they come to
mind) on the large index cards on your table.
10 11Professional KnowledgeWhat to Look For
- Professional Development
- opportunities from the DOE
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14Join list serv
15Upcoming Opportunities Summer Institute Four
locations around the state No registration fee No
luncheon fee Rotating workshops featuring
collaborative efforts and partnerships
16Keeping up to date with Professional Learning
Opportunities The Learning Tree
17Instructional Planning What to Look For
18ONE EXTENDED TEXT SHORT TEXTS (THEMATICALLLY
CONNECTED) SUGGESTED ASSESSMENTS
STANDARDS FOCUS GENRE FOCUS UNIT OUTLINE
19https//www.georgiastandards.org/Common-Core/Pages
/ELA-6-8.aspx
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21Planning Best Practices
- Unit and lesson planning should derive from the
desired OUTPUT or RESULT - Planning should not derive from the INPUT (texts
on hand, favored activities)
22STANDARD
- Plan Deliver
- Assessments
- Instruction
LEARNING TARGETS
for teachers
STUDENT FRIENDLY TARGETS
for learners
self-assess
I can I am learning to
Success criteria
23From Standard to Learning Target
- ELACC8RL4 Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings analyze the
impact of specific word choices on meaning and
tone, including analogies or allusions to other
texts.
24Clear Learning Targets shift us away from what
we, as teachers, are covering
25towards what our students are learning.
26What Does a Learning Target Look Like?
- I can identify metaphors and similes.
- I can distinguish between historical fact and
opinion. - I can read aloud with fluency and expression.
- I can write a clear thesis statement to introduce
an argument.
27The Learning Target Philosophy
- Student growth happens in the immediacy of an
individual lesson, or it doesnt happen at all.
Teachers design the right learning target for
todays lesson when they consider where the
lesson resides in a larger learning trajectory
and identify the next steps students must take to
move toward the overarching understandings. - Connie Moss and Susan Brookhart
- Learning Targets Helping Students Aim for
Understanding in Todays Lesson - LEARNING TARGETS BECOME MEANINGFUL AND
IDENTIFIABLE STEPS IN ACHIEVING MASTERY OF
COMMON CORE GEORGIA PERFORMANCE STANDARDS
28Texts What to Look For
- A fresh consideration of texts taught new
choices - Evidence of appropriate complexity
- Non-fiction and informational texts
- Primary source documents
- Digital resources
- Multiple texts of all genres
- No genre-driven units of instruction (e.g.
Poetry Unit)
29Determining Text Complexity
LEXILE
30Quantitative aspects of text complexity, such as
word length or frequency, sentence length, and
text cohesion, that are difficult if not
impossible for a human reader to evaluate
efficiently, especially in long texts, and are
thus today typically measured by computer software
Qualitative aspects of text complexity best
measured by an attentive human reader, such as
levels of meaning or purpose structure language
conventionality and clarity and knowledge demands
Reader and task considerations focus on the
inherent complexity of text, reader motivation,
knowledge, and experience and the purpose and
complexity of the task at hand. This kind of
assessment is best made by teachers employing
their professional judgment.
31- Text Complexity Rubric
- Intended to assist educators in evaluating
multiple dimensions of a text. - The rubric addressees the three aspects of text
complexity required for consideration in Common
Core Appendix B qualitative, quantitative, and
reader/task match. - Each of these three dimensions includes specific
relevant categories, each of which is listed with
a short explanation to assist users in making the
best possible determination.
32Instructional Strategies What to Look For
- Close reading
- Listening and speaking
- Student centered classroom
- Integrated reading and writing
- Technology
- I Can statements
- Collaboration
33Classic Strategies andOrganic Strategies
- Predicting _____________________
- Questioning _____________________
- Clarifying _____________________
- Visualizing _____________________
- Summarizing _____________________
- (Nuero text)
34We Need Our Media Specialists
- Define informational genres, make palatable
suggestions - Locate texts of appropriate type and level
- Help teachers understand dimensions of complexity
- Vet existing text choices for
- availability
- appropriateness
- cost
- thematic connections etc.,
etc., etc.
35- Effective use of Galileo
- Newspapers, journals, magazines, primary source
documents - Research connections
- Citation writing
- Recommend thematically connected short texts of
mixed genres - Effective reading tasks and strategies/close
reading
36Instructional Red Flags
- Units from previous years/unchanging syllabus
- Desks in rows every day
- Talking teacher, silent students
- Students working independently more often than in
groups - Lack of technology evident in lessons
- Large amounts of photocopying
- Students off task, unengaged
- Little student work in evidence in environment
- Lack of student portfolios
- Lack of meaningful feedback on performance tasks
(rubric, commentary)
37Differentiation What to Look For
- The Standards set grade-specific standards but do
not define the intervention methods or materials
necessary to support students who are well below
or well above grade-level expectations. No set of
grade-specific standards can fully reflect the
great variety in abilities, needs, learning
rates, and achievement levels of students in any
given classroom. However, the Standards do
provide clear signposts along the way to the goal
of college and career readiness for all
students."
38Differentiation What to Look For
39What is UDL?
UDL Guidelines Video
40UDL Framework
41Assessment Red Flags
- What and where questions instead of why and how
questions - Multiple choice tests
- Closed Book tests
- Assessments not tied to text evidence
- Not performance based (unique products)
- In ELA the question is not is this correct, the
question is can you make a strong argument for
your position, based on evidence
42What is Formative Assessment?
- An assessment functions formatively to the extent
that evidence about student achievement is
elicited, interpreted and used by teachers,
learners, or their peers to make decisions about
the next steps in instruction that are likely to
be better, or better founded, than the decisions,
they would have made in the absence of that
evidence. - Like tasting the soup as you cook
43What is Summative Assessment?
- Summative assessments measure student growth
after instruction and are generally given at the
end of a course in order to determine whether
long term learning goals have been met. High
quality summative information can shape how
teachers organize their curricula or what courses
schools offer their students. - The end result
44What is an Assessment-Capable Student?
45Grade 10Sample Item PARCC
ELA Model Frameworks Students will analyze the
methods of persuasion used and the claims made by
Patrick Henry in his Speech at the Virginia
Convention, Thomas Paine in Common Sense, and
those within Thomas Jeffersons Declaration of
Independence. Using specific references to the
texts and documenting their supports, students
will choose two texts and discuss which would
have had the greater effect on colonists
perspective of the burgeoning country, had all
the people been exposed to both writings.
46A Word About Literacy in the Content Areas
- https//www.georgiastandards.org/Common-Core/Pages
/CCGPS_Literacy.aspx
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