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Writing and Reading

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Writing and Reading Across the Curriculum Cottage Grove High School Kay Graham -- Principal Kim Scrima -- English Teacher Heather Bridgens -- English Teacher – PowerPoint PPT presentation

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Title: Writing and Reading


1
Writing and Reading  Across the
Curriculum Cottage Grove High School
  • Kay Graham -- Principal
  • Kim Scrima -- English Teacher
  • Heather Bridgens -- English Teacher
  • Tim Dudley -- EnglishTeacher

2
I.  Introduction and Overview
  • Heather Bridgens

3
 II.  Road Map The How and Why
  • Kay Graham

4
Why the Staff Embraced Writing Across the
Curriculum
  • OAKS
  • DATA

5
Writing Scores Had "Flatlined"
  • Writing scores had not improved in 4 years beyond
    an average of 51, based on  OAKS "trend data"
  •  
  • Despite strong results in reading, writing had
    not "taken care of itself" as promised by the
    reading experts
  •  
  • Sense of "urgency" created by the need to have
    the class of 2013 achieve writing proficiency
  •  
  • Staff understood that writing is a skill that
    needs to be taught and practiced often
  •  
  •  

6
Most Recent Data     
  • 2010-2011 Meeting Standards Data
  •  
  • Reading  90
  •  
  • Writing  68
  •  
  • Math      70
  •  
  •  
  • 2011-2012 Meeting Standards Data
  •  
  • Reading 85
  •  
  • Writing 68
  •  
  • Math     70

7
Process Moving the Building Forward with a Focus
on Writing...Embracing Deliberate Practice      
  • Identified achievable building goals based on
    input from teacher leaders and buy-in from the
    staff
  •  
  • Restructured staff meetings to focus on
    professional development in writing and writing
    assessment
  •  
  • Self-evaluated our progress in meeting the
    building goals three times during the year in
    2011/contiued evaluating progress in classroom
    observations in 2012
  •  
  •  

8
Process Moving the Building Forward with a Focus
on Writing (cont.)
  •  
  • Assigned TOSA staff as Writing Coaches in 2011
  •  
  •  
  • Helped staff feel confident as writers themselves
    with the ability to teach writing in their
    content areas
  •  
  •  
  • Advice  Experiment!  Be willing to try new
    things even if there is no "best practice" to
    back up what you and your team think is a good
    idea.

9
Our Building Goals for Writing
  1. Increase the number of writing opportunities for
    students
  2. Increase opportunities for students to share
    their writing aloud
  3. Use school-wide methods like TEA and "hit the
    bridge"
  4. Examine writing data in order to design
    interventions

10
Meanwhile....Local Reading Assessment
  • School Mission  Creating a culture of
    achievement where the focus is on learning and
    where all students experience academic success in
    a positive and welcoming environment
  •  
  • Building Goal for Reading  All students on track
    for a regular diploma will earn the diploma. 
    Testing will not be a barrier for graduation with
    a regular diploma.
  •  
  •  

11
What We Did and Our Results for Local Assessment
  • 1. Spring 2011 teachers helped write local
    reading assessment for Lane ESD
  • 2.  General Ed teacher and Principal trained at
    ESD in scoring local assessment and access of
    secure assessments
  •  
  • 3. Team (Principal, SPED, ESL, General Ed,
    Assistant Principal) met to determine plan of
    action for 15 students who had not met benchmark.
  •  
  •  
  •  
  •  

12
What We Did and Our Results for Local Assessment
Continued
  • 4. Plan of Action
  •     a. Continue testing through OAKS
  •     b. Set up small group tutoring with scoring
    expert
  •     c. Worked with other ESDs to locate secure
    reading
  •         assessment for ELL/ESOL
  •     d. Met with students on Saturdays, holidays,
    and during
  •         school days to complete and revise
    assessments
  • Results  All local assessments were externally
    assessed.  100 of students met standard through
    local assessment if they did not meet through the
    OAKS test.

13
III.  Preparation, Intervention And Integration
  • Kim Scrima

14
  •  Preparation in Language Arts Department
  • common goals, outcomes, techniques of focus
  • common assessments
  • common vocabulary
  •  
  •  Intervention
  • reading and writing workshops
  • staff wide scoring of writing work samples
  •  
  • Integration in All Departments
  • sustained practice of skills taught in language
    arts
  • common vocabulary
  •  

15
Preparation Four Year Plan
16
Preparation  College/Career Ready
  • Honor-Level Option in loop to prepare for AP
  •  
  • Advanced Placement Class junior year
  •  
  • Writing 115  Research Writing
  • required class
  • college credit option 
  •  
  •  Writing 121  college credit option

17
Preparation  Alignment of Instruction
  • Common goals, outcomes, strategies, techniques of
    focus, and vocabulary
  •  
  • Summer Reading Program
  •  
  • Common Assessment
  • local reading tests
  • writing samples
  • staff-wide scoring of writing samples

18
(No Transcript)
19
Intervention
  • Reading Intervention Program (decoding)
  •  
  • Junior Writing Workshop
  •  
  • Junior Reading Workshop
  •  
  • Senior Assessment Intervention Class
  •  
  • Staff-wide Scoring of Writing Work Samples

20
Staff-Wide Scoring of Writing Samples
Oregon Department of Education Official Scoring
Form
21
Staff-Wide Scoring of Writing Samples
Google Form created from ODE Official Scoring Form
22
Data Collection of Work Samples
Data collected from Google Form 
23
Sophomore Writing Samples Scores
Results analyzed from Google Form
24
Intervention  The Junior Writing Workshop
  • Targets students who have not passed Oaks
  •  
  • Uses work samples scored by staff and 10th grade
    Oaks scores to target instruction
  •  
  • Provides specialized instruction during the
    school day (emphasizing workshop importance)
  •  
  • Uses data to focus on biggest areas of concern
  •  

25
The Junior Reading Workshop
  • Targets students who "nearly meets" on Oaks
  •  
  • Provides student scores and feedback
  •  
  • Emphasizes five important test taking strategies
    take breaks, print passages, annotate, go slow,
    read questions first
  •  
  • Provides alternative test setting
  •  
  • Discusses the local assessment alternative  time
    and difficulty
  •  

26
Integration
  • Kelly Gallagher   Mentor Texts and Model Writing
  • Six Traits Assessment  staff-wide scoring
  • All staff trained
  • All staff score work samples
  • plan to extend to science and social studies 
  • Elegance Techniques  Focus on Conventions and
    Sentence Fluency
  • Skate Park  public writing model
  • TEA Paragraph
  • Google Docs

27
IV. Techniques of focus
  • Tim Dudley

28
Writing Across the Curriculum
TEA Paragraphs TEA Paragraphs using Google
Docs  TEA Paragraphs and Standards
  • Tim Dudley

29
TEA Paragraph
  • Topic Sentence
  • Evidence
  • Analysis or Explanation

30
Focus on the paragraph
  • "I would argue that the paragraph, not the
    sentence, is the basic unit of writingthe place
    where coherence begins.... If the moment of
    quickening is to come, it comes at the level of
    the paragraph."
  • Stephen King

31
TEA Ideas and Content
Oregon Scoring Guide for Writing
32
TEA Ideas and Content
T
E
A
Oregon Scoring Guide for Writing
33
TEA Organization
  • "The ideal expository graf contains a topic
    sentence followed by others which explain or
    amplify the first.... Topic-sentence-followed-by-s
    upport-and-description insists that the writer
    organize his/her thoughts."
  • Stephen King

34
TEA Paragraphs using Google Docs  Comments
TEA paragraph in Google Docs
35
TEA Paragraphs using Google Docs  Revision
History
TEA paragraph in Google Docs
36
TEA Paragraphs Common Core
"The emphasis in the Common Core is to learn to
read and write in ELA and to develop those
skills, specific to the content, in all other
classes."
37
Common Core Is Coming
You are here
CCSS Toolkit Awareness Transition
38
Common Core Shifts
Evidence
Analysis
Writing Across Curriculum
CCSS Toolkit Awareness Transition
39
TEA across the Curriculum
Scientific Inquiry Scoring Guides
40
TEA across the Curriculum
T
E
A
Scientific Inquiry Scoring Guides
41
Talking TEA
42
V. Strategies, Routines, Examples
  • Heather Bridgens

43
VI.  Where Do We Go From Here?  Next Steps
  • Kay Graham

44
Next Steps
  • Continue focus on literacy and writing
  • Summer Reading  This year our incoming 9th grade
    students and our 10th grade students had required
    summer reading and writing. We hope to make this
    a norm for every grade level.
  •  
  • Staff development
  • Continue writing professional development with
    staff
  • Tie this into "college readiness" goals.

45
Next Steps (cont.)
  •  
  • Revisit writing goals and adjust where necessary
  •  
  • Examine and adjust writing workshop
  •  
  • Celebrate successes with students and staff
  •  
  • Transition into Common Core State Standards and
    Smarter Balanced Assessment

46
Experts And Resources
  • Halupa, Paul
  • Techniques  Skate Park, E-Techniques
  • A Program of Prisms "Classic Composition" (2010)
  • email  paulhalup_at_comcast.net
  • King, Stephen
  • Techniques  paragraph concept, quotes,
    philosophy
  • On Writing A Memoir of the Craft (2000)
  • Dudley, Tim
  • Techniques  TEA paragraph
  • writing.cghs.net
  •  Gallagher, Kelly
  • kellygallagher.org/
  • Teaching Adolescent Writers (2006)
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