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Title: Publishers


1
Publishers Training for the October 23-27,
20064-10 Reading Materials Review
  • OSPI
  • Curriculum Instruction,
  • K-12 Reading
  • Phoenix Inn
  • July 17, 2006
  • 900 300

2
Welcome!
  • Thank you for attending the OSPI Publishers
    Training today.

3
OSPI Staff
  • Mickey Lahmann Assistant Superintendent of
    Curriculum Instruction
  • Sue Geiger K-12 Reading Administrator
  • Sarah Rich Programs Manager
  • Cheryl A. Young Reading Specialist
  • Barbara Hargrove Assistant
  • Breanne Conley Assistant

4
Publishing Companies
  • EMC Publishing
  • Glencoe/McGraw-Hill
  • Harcourt School Publishers
  • Holt, Rinehart, and Winston
  • Houghton Mifflin
  • Macmillan McGraw-Hill
  • McDougal Littell
  • Pearson Prentice Hall
  • Pearson Scott Foresman
  • SRA/McGraw-Hill

5
Purpose of 4-10 Materials Review
  • WA State Goal Provide school districts with
    information regarding alignment of 4-10 reading
    core/comprehensive instructional programs to the
    Washington State Standards (EALRs GLEs).

6
Purpose of Training
  • Participants will
  • Learn about the purpose of 4-10 Reading Materials
    Review
  • Receive a refresher on WA States Essential
    Academic Learning Requirements (EALRs) and Grade
    Level Expectations (GLEs)
  • Learn about the organization of the Self-Study
    Documents
  • Complete sample sections of a Self-Study Document

7
Purpose of Training
  • Learn about OSPI expectations and requirements
    for completing and submitting 4-10 Reading
    Program Self-Study Documents
  • Learn about evaluation and scoring of submitted
    materials and
  • Have time to ask general questions regarding the
    Self-Study Documents or Review process.

8
Important Documents
  • Agenda (yellow)
  • PowerPoint Hand-out (white)
  • Master Price Agreement (buff)
  • K-10 Grade Level Expectations (2004)(booklet)
  • Self-Study Document (white)
  • Publishers Notice (lavender)
  • Materials Submission Checklist (pink)
  • Lesson Examples

9
K-3 Reading Master Price Agreement
  • Identified Qualified Menu Programs
  • Publishers agree to hold 2006 prices for
  • six (6) years to all districts in the state of
    Washington
  • Potential savings to Washington State School
    Districts 1-2 Million Dollars annually

10
Master Price Agreement K-3 Reading
  • 2006 Washington State Master Price Agreements
  • English
  • Harcourt, Trophies (2007)
  • Houghton Mifflin, Houghton Mifflin Reading (2006)
  • Pearson Scott Foresman, Reading Street (2007)
  • SRA/McGraw-Hill, Open Court (2005)
  • Spanish
  • Harcourt, Trofeos (2003)
  • SRA/McGraw-Hill, Foro abierto para la lectura
    (2003)
  • Website
  • http//www.k12.wa.us/CurriculumInstruct/reading/Re
    adingProgMasterPriceAgrmnt.aspx

11
Washington State Learning Goals
  • Read with comprehension, write with skill, and
    communicate effectively and responsibly in a
    variety of ways and settings.
  • Know and apply the core concepts and principles
    of mathematics social, physical, and life
    sciences civics and history geography arts
    and health and fitness.

12
Washington State Learning Goals
  • Think analytically, logically, and creatively,
    and integrate experience and knowledge to form
    reasoned judgments and solve problems.
  • Understand the importance of work and how
    performance, effort, and decisions directly
    affect future career and educational
    opportunities.

13
Student Proficiency
  • Student proficiency refers to student
    demonstration of skill or knowledge
  • Publishers citations will match or align with
    Washington States Grade Level Expectations (GLE)

14
The Research Base
  • Washington States Grade Level Expectations are
    grounded in scientifically-based reading
    research.
  • National Reading Panel (2000)

15
  • Importance of ALIGNMENT

16
Deep Alignment
  • Refers to
  • The congruence, or close match among curriculum,
    instruction, and assessment with regard to the
    content, context and cognitive demand required of
    the students (Anderson et al, 2001).

17
Three Cs of Alignment
  • Content
  • Topic of the learning, or knowledge, skills,
    processes, and concepts.

18
Three Cs of Alignment
  • Context
  • The conditions of instruction and the tasks in
    which students are engaged.

19
Three Cs of Alignment
  • Cognitive Demand
  • Type of cognition required of the student defined
    in Blooms Taxonomy of the Cognitive Domain
    (OSPI, 2004, p. 53).
  • Note The use of the taxonomy reflects a
    classification of six types of cognition rather
    than a hierarchy.

20
Grade Level Expectations . . .
Explain what students should know and be able
to do.
  • Each GLE contains
  • A statement of cognitive demand and the important
    content or process to be learned.
  • Evidence of Learning is a bulleted list of
    student demonstrations that provides the teacher
    with common illustrations of the learning.

21
The Reading EALRs
  • EALR 1 Reading word skills and strategies
  • Phonemic awareness, phonics, fluency, vocabulary
  • EALR 2 Reading for understanding
  • Comprehension

22
The Reading EALRs
  • EALR 3 What materials and why
  • Text and purpose
  • EALR 4 Student goal setting and monitoring
    progress
  • Assess strengths and weaknesses and develop
    reading interest

23
Example of Numbering SystemReading
Grade Level X
1.3.1
Note The grade level is NOT represented by one
of the digits
24
Understanding the Reading GLEs
  • EALR 2 The student understands the meaning of
    what is read.
  • Component 2.2 Understand and apply knowledge of
    text components to comprehend text.

Grade Level Expectation
GLE Grade 1
2.2.1 Know story sequence. Retell stories with the correct sequence of events. (Note Story telling order can differ between cultures. For example, in some cultures the end of the story is told first.)
Evidence of Learning
25
Understanding the Reading GLEs
EALR 2 The student understands the meaning of
what is read. Component 2.1 Demonstrate evidence
of reading comprehension.
GLE Grade 4
2.2.1 Understand sequence in literary/narrative text and informational/expository text. W Explain ideas or events in sequential order. (Note Differences in story telling order exist between cultures. For example, in some cultures the end of the story is told first.) Recognize and explain literary/narrative text written out of sequence (e.g., flashbacks, tales from other cultures). Explain steps in a process (e.g., problem solving in mathematics, life cycle of a salmon).
WASL Eligible GLE
Grade Level Expectation
Evidence of Learning
26
Comparison of Reviews
  • March 2006
  • Grades K-3
  • Aligned to GLE and Evidence of Learning
  • Addresses student proficiency assessment
    instructional approach universal access and
    cultural responsiveness
  • October 2006
  • Grades 4-10
  • Aligned to GLE and Evidence of Learning
  • Addresses student proficiency assessment
    universal access and cultural responsiveness

27
Sections of the Self-Study Document
  • Section One Student Proficiency (at the Evidence
    of Learning level)
  • Section Two Assessment (at the Component level)
  • Section Three Meeting the Needs of All Students
    (at the EALR level)
  • Universal Access
  • Cultural Responsiveness

28
Section One Student ProficiencyGrade Six
SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.
GLE 1.2.1 Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Reviewer Score OSPI USE ONLY
1.2.1 Understand and apply dictionary skills and other reference skills. Beginning 1 citation Must cite TE Title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE Title(e.g.,book ),page , title of lesson/section Rev. Use Only Reviewer Score OSPI USE ONLY
?Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech,and/or clarify shades of meaning. Y N Y N Y N 0 1 2 3 1.2.1 A
?Use text Evidence to verify dictionary or glossary meaning. Y N Y N Y N 0 1 2 3 1.2.1 B
29
Section Two AssessmentGrade Six
SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT
Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative
Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations
Component 1.2 Beginning 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev. Use Only End 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev. Use Only Reviewers Score OSPI USE ONLY
Use vocabulary (word meaning) strategies to comprehend text. Y N Y N Y N 0 1 2 3 AS 1.2 A
30
Grade Six Section Three
  • Meeting the Needs of All Students
  • Universal Access
  • Cultural Responsiveness

31
SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS
Universal Access Universal Access Universal Access Universal Access Universal Access Universal Access Universal Access Universal Access Universal Access
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.1 Use word recognition skills and strategies to read and comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.3 Build vocabulary through wide reading. Component 1.4 Apply word recognition skills and strategies to read fluently. Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Reviewers Score OSPI USE ONLY
Component 1.1 Use word recognition skills and strategies to read and comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.3 Build vocabulary through wide reading. Component 1.4 Apply word recognition skills and strategies to read fluently. Beginning 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Reviewers Score OSPI USE ONLY
(a) Provides access to the learning for English Language Learners (ELL) Y N Y N Y N 0 1 2 3 UA 1 A
(b) Provides intervention strategies for remediation without limiting access to important literacy learning for students. Y N Y N Y N 0 1 2 3 UA 1 B
(c) Provides enrichment strategies for capable students by providing additional access to important literacy related to the GLEs. Y N Y N Y N 0 1 2 3 UA 1 C
(d) Provides differentiation strategies to accommodate the range of abilities found in classrooms. Y N Y N Y N 0 1 2 3 UA 1 D
32
SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS SECTION THREE MEETING THE NEEDS OF ALL STUDENTS
Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness Cultural Responsiveness
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.1 Use word recognition skills and strategies to read and comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.3 Build vocabulary through wide reading. Component 1.4 Apply word recognition skills and strategies to read fluently. Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Publishers Citation(s) cite one example for each indicator citation must align to EALR, Components, and GLEs each citation/example may be used only once Reviewers Score OSPI USE ONLY
Component 1.1 Use word recognition skills and strategies to read and comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.3 Build vocabulary through wide reading. Component 1.4 Apply word recognition skills and strategies to read fluently. Beginning 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Reviewers Score OSPI USE ONLY
(a) Builds bridges of meaningfulness between home and school experiences as well as between academic abstractions and lived socio-cultural realities. Y N Y N Y N 0 1 2 3 CR 1 A
(b) Routinely incorporates multicultural information, resources, and materials. Y N Y N Y N 0 1 2 3 CR 1 B
(c) Presents all human beings with respect and dignity while avoiding images and roles that might be perceived as stereotypic or negative. Y N Y N Y N 0 1 2 3 CR 1 C
33
Self-Study Document
  • Remember, there are 3 sections
  • Section One Student Proficiency
  • Section Two Assessment
  • Section Three Meeting the Needs of All Students
  • Universal Access
  • Cultural Responsiveness

34
Grade 6
  • For purposes of todays presentation, we will
    focus on Grade 6

35
Section One Student Proficiency
  • Student performance of specific skills within a
    scope and sequence citations must align to each
    Evidence of Learning within the GLEs.

36
(No Transcript)
37
Section One Student Proficiency
SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY SECTION ONE STUDENT PROFICIENCY
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text. Component 1.2 Use vocabulary (word meaning) strategies to comprehend text.
GLE 1.2.1 Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Reviewers Score OSPI USE ONLY
1.2.1 Understand and apply dictionary skills and other reference skills. Beginning 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE title(e.g., book ), page , title of lesson/section Rev. Use Only Reviewers Score OSPI USE ONLY
?Use dictionaries, thesauruses, and glossaries to find or confirm word meanings, pronunciations, syllabication, synonyms, antonyms, parts of speech, and/or clarify shades of meaning. Y N Y N Y N 0 1 2 3 1.2.1 A
38
Section One Student Proficiency
  • Row 1-3 Headers for Section, EALR, GLE and
    Publishers Citations
  • Column 1 GLE and each Evidence of Learning
  • Column 2, 4, 6 Publishers Citations
  • Beginning (1 citation)
  • Middle (1 citation)
  • End (1 citation)

39
Section One Student Proficiency
  • Column 3, 5, 7 Reviewer Use Only
  • Column 8 Reviewers Score
  • Column 9 OSPI Use Only

40
Partner Work
  • Explain to your partner the organization of
    Section One Student Proficiency.
  • You have three minutes to look this over and
    summarize/discuss.

41
Student Proficiency Citing Aligned Examples
  • Locate a lesson that aligns to the Evidence of
    Learning relatively early in the program. Cite
    the grade, unit (book), page number, and title of
    the lesson.
  • Locate one additional skill/lesson from the
    middle of the year and one from the end of the
    year that support the same skill.
  • If the skill ends, or is slowly phased out, cite
    examples that best represent a beginning, middle
    and end (e.g., GLE 1.4.2 Read aloud unpracticed
    grade-level text with fluency in a range of
    145-155 WCPM).

42
SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six)
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading.
GLE 1.3.2 Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Reviewer Score OSPI USE ONLY
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of text. W Beginning 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of lesson/section Rev. Use Only End 1 citation Must cite TE title(e.g., book ), page , title of lesson/section Rev. Use Only Reviewer Score OSPI USE ONLY
? Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text. Unit 2 Lesson 7 p. 60 Introduce Vocabulary (see Anthology Selection p. 62) Y N Unit 4 Lesson 7 p. 25 Vocabulary Review (see Anthology Selection p. 53) Y N Unit 6 Lesson 6 p. 57 Vocabulary Review (see Anthology Selection p. 56) Y N 0 1 2 3 1.3.2 A
? Identify words that have different meanings in different content areas and determine the correct meaning from the context (e.g., property in science or social studies). Y N Y N Y N 0 1 2 3 1.3.2 B
43
Identify the 3 Cs
  • For GLE 1.3.2, the first Evidence of Learning,
    locate and mark the
  • Content
  • Context
  • Cognitive demand

44
Review a Lesson
  • Lets review the lesson that is cited for Grade
    6, GLE 1.3.2, the first Evidence of Learning.

45
Example Aligning Program Lessons to GLE
Evidence of Learning (Gr. 6 1.3.2)
Introduce Vocabulary Unit 2 Lesson 7
  • 6. We will read some new words in todays
    article, Searching and Examining a Major Case
    Crime Scene.
  • Write the vocabulary words on the board.
  • Read the words to the students.
  • Ask for volunteers (or call on individual
    students) to read the words as you point to them.
  • Provide correction and feedback as needed.
  • 7. Tell the tudents that knowing the word
    meanings will help them understand the article
    better.
  • For each word
  • Read the word and its definition. Read the
    sentence that follows.
  • Call on students to use their own words to define
    each vocabulary word.

investigate to observe or inquire in detail.
To find out about. At a crime scene, a police
officer will investigate the surrounding area for
evidence. obvious very clear The knife
with blood on it lying next to the dead body
seemed like an obvious clue to the murder
weapon. observation The act of watching. The
detective completed her observation of the crime
scene in six hours. reveal To show. The
detective hoped that the evidence she collected
would reveal the murderer. unearth to bring up
out of the earth, or to bring to the publics
attention. As she dug into the grass near the
crime scene, the detective was hoping to unearth
important evidence.
Unit 2 Lesson 8 p. 64
46
Verify your citation
  • Does the citation align to the
  • a. content,
  • b. context,
  • c. cognitive demand of the GLE?
  • Does the citation specifically address what the
    student should be able to know and do within the
    Evidence of Learning?

47
Your turn! 15 minutes
  • Independently or with a partner
  • On the Grade Six Self-Study Document, choose one
    Evidence of Learning to document lesson
    components/skills from your program.
  • Identify/cite the TE unit, page number, title of
    lesson that the skill is introduced.
  • Follow the lesson/skill across time (beginning,
    middle, end).
  • Remember 1 citation for each point in time.
  • Write down any questions or concerns.

48
Verify your citation
  • Does the citation match all of the content the
    context and cognitive demand(s) of the GLE and
    does it specifically address the Evidence of
    Learning?

49
What about Grades 9 and 10?
  • The process for all grades is exactly the same.

50
Section Two Assessment
51
Assessment
  • A spectrum of behaviors that includes observing,
    documenting, and interpreting performance
    (Johnston Rogers, 2001).
  • On-going and dynamic process that is tied to
    instruction and intervention.
  • Used to inform instruction for both large groups
    and individuals, identify students who are not
    meeting benchmarks (grade level), provide
    information to the community, monitor teacher
    pacing and program use.

52
Assessment Procedure
  • Identify examples of formative or summative
    assessment that align with the Component of the
    EALR.
  • Cite an example of one summative or one formative
    assessment from three points in time (i.e.,
    beginning, middle, end).

53
Section Four Assessment
  • Formative
  • Collect data on student progress toward specific
    short-term educational goals
  • On-going and tends to be more informal
  • Teacher observation, homework, daily or weekly
    progress monitoring, weekly quizzes, end of unit
    tests
  • Summative
  • Assessment of student progress toward long-term
    goals
  • Periodic administration (e.g., end of semester,
    end of year) and tends to be more
    formal/standardized/norm-reference
  • Woodcock Reading Mastery Test, WASL

54
Section Two AssessmentGrade Six
SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT SECTION TWO ASSESSMENT
Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative Assessment Type Formative or Summative
Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations Publishers Citations
Component 1.3 Beginning 1 citation Must citeTE title (e.g., Book ), page , Title of assessment Rev. Use Only Middle 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev. Use Only End 1 citation Must cite TE title (e.g., book ), page , title of assessment Rev Use Only Reviewers Score OSPI USE ONLY
Build vocabulary through wide reading. Teachers Edition Assessment Guide p. 24 Y N Teachers Edition Assessment Guide p. 43 Y N Teachers Edition Assessment Guide p. 67 Y N 0 1 2 3 AS 1.3 A
55
Section Three Meeting the Needs of All Students
  • 2 Sections
  • Universal Access
  • Cultural Responsiveness
  • Addresses each EALR

56
Universal Access
  • Instructional materials and strategies to provide
    access to all students.
  • For this document, Universal Access will include
    (but not be limited to) those students identified
    as ELL, or as needing intervention or enrichment
    lessons.

57
Universal Access Indicators
  • Provides access to the learning for English
    Language Learners (ELL).
  • Provides intervention strategies for remediation
    without limiting access to important literacy
    learning for students.
  • Provides enrichment strategies for capable
    students by providing additional access to
    important literacy related to the GLEs.
  • Provides differentiation strategies to
    accommodate the range of abilities found in
    classrooms.

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Universal Access Procedure
  • Cite one skill or lesson component from three
    points in time (i.e., beginning, middle, end) to
    support each of the 4 indicators.
  • Align the lesson/skill to the EALR.
  • Each lesson/skill citation may be used once.

59
Section Three Universal Access (Grade 6 EALR)
  • Use the Components and GLEs to help guide your
    citations.
  • EALR 1 The student understands and uses
    different skills and strategies to read.
  • Component 1.1N/A
  • Component 1.2Use vocabulary (word meaning)
    strategies to comprehend text.
  • Component 1.3 Build vocabulary through wide
    reading.
  • Component 1.4 Apply word recognition skills and
    strategies to read fluently.

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Your Turn! 15 minutes
  • Cite one skill or lesson component from three
    points in time (i.e., beginning, middle, end) to
    support each of the 4 indicators.
  • Align the skills/lesson component to the EALR.
  • Each citation may be used only once.

61
Section Three Cultural Responsiveness
  • Acknowledges the legitimacy of the cultural
    heritages of different ethnic groups, both as
    legacies that affect students dispositions,
    attitudes, and approaches to learning and as
    worthy content to be taught in formal curriculum.

62
Cultural Responsiveness
  • Builds bridges of meaningfulness between home and
    school experiences as well as between academic
    abstractions and lived socio-cultural realities.
  • Routinely incorporates multicultural information,
    resources, and materials.
  • Presents all human beings with respect and
    dignity while avoiding images and roles that
    might be perceived as stereotypic or negative.

63
Cultural Responsiveness Procedure
  • Cite one skill or lesson component from three
    points in time (i.e., beginning, middle, end) to
    support each of the 3 indicators.
  • Align the skills/lesson component to the
    Component of the EALR.
  • Each citation may be used only once.

64
Section Three Cultural Responsiveness (Grade 6
EALR)
  • Use the Components and GLEs to help guide your
    citations.
  • EALR 1 The student understands and uses
    different skills and strategies to read.
  • Component 1.1N/A
  • Component 1.2Use vocabulary (word meaning)
    strategies to comprehend text.
  • Component 1.3 Build vocabulary through wide
    reading.
  • Component 1.4 Apply word recognition skills and
    strategies to read fluently.

65
Your Turn! 15 minutes
  • Cite one skill or lesson component from three
    points in time (i.e., beginning, middle, end) to
    support each of the 3 indicators.
  • Align the skills/lesson component to the
    Component of the EALR.
  • Each citation may be used only once.

66
Your job is done! (almost)
67
Reviewer Scoring Criteria
  • Each citation will be given a score of Yes or No.
  • Each Y is equal to a score of 1 each N is
    equal to a score of 0.
  • Each indicator can earn a total score of 0, 1, 2,
    or 3.

Section Criteria Score
Section One Student Proficiency 3 of 3 2 of 3 1 of 3 0 of 3 3 2 1 0
68
Lets go back to the Self-Study Document GLE 1.3.2
SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six) SECTION ONE STUDENT PROFICIENCY (Grade Six)
EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read. EALR 1 The student understands and uses different skills and strategies to read.
Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading. Component 1.3 Build vocabulary through wide reading.
GLE 1.3.2 Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Publishers Citation Reviewer Score OSPI USE ONLY
1.3.2 Understand and apply content/academic vocabulary critical to the meaning of text. W Beginning 1 citation Must cite TE title (e.g., book), page, title of lesson/section Rev. Use Only Middle 1 citation Must cite TE title (e.g., book), page, title of lesson/section Rev. Use Only End 1 citation Must cite TE title(e.g.,book), page , title of lesson/section Rev. Use Only Reviewer Score OSPI USE ONLY
? Identify and define content area vocabulary critical to the meaning of the text and use that knowledge to interpret the text. Unit 2 Lesson 7 p. 60 Introduce Vocabulary (see Anthology Selection p. 62) Y N Unit 4 Lesson 7 p. 25 Vocabulary Review (see Anthology Selection p. 53) Y N Unit 6 Lesson 6 p. 57 Vocabulary Review (see Anthology Selection p. 56) Y N 0 1 2 3 1.3.2 A
69
Scoring of Middle Citation
  • Citation reads, p. 25 which is a typo. The
    Teacher Edition page is actually page 52.
  • The score for a typo is a 0.
  • Please proofread your work.

70
Analysis and Scoring Student Proficiency
  • If the Evidence of Learning includes two content
    areas/skills e.g., GLE 2.3.3 Recognize
    previously taught literary devices (similes,
    imagery, exaggeration, and dialogue) and explain
    how they make the story more interesting an/or
    convey a message, citations must include
    examples of both over time (i.e., beginning,
    middle, end).

71
Analysis and Scoring Student Proficiency
  • If the Evidence of Learning includes more than
    two content areas/skills (e.g., Gr. 6 GLE 2.4.2
    Explain how authors use of word choice, sentence
    structure and length, and/or literary devices
    contributes to imagery, suggests a mood, or
    otherwise influences an audience). Citations must
    vary over time (i.e., beginning, middle, end).

72
Analysis and Scoring
  • If the GLE says, e.g., then what is written is
    an example only to further the readers
    understanding of the GLE the publishing company
    is not bound to provide a lesson example of that
    particular example
  • If the GLE says, and/or then the citation must
    include one or both skills the publishing
    company must provide an example lesson of one of
    the skills, but may provide examples of both.

73
Analysis and Scoring Assessment
  • Assessment example must align to Component
  • Assessment must meet the criteria of formative or
    summative assessment
  • Use GLEs (and Evidences of Learning) as guides

74
Analysis and ScoringMeeting the Needs of All
Students
  • Citation must align to each indicator within
    Universal Access and Cultural Responsiveness AND
    each EALR
  • Each citation may be used only once.

75
OSPI reserves the right to disqualify a program
if
  • Program does not meet the criteria of a
    core/comprehensive reading/literature program
  • The primary instructional tool that teachers use
    to teach children to learn to read and ensure
    they reach reading levels that meet or exceed
    grade-level standards. A core program should
    address the instructional needs of the majority
    of students in a respective school or district
    (Simmons Kameenui, 2003, p.1).

76
OSPI reserves the right to disqualify a program
if
  • Program is not in English
  • Program is not published or in-press by June
    2007 and final edition ready by October, 2006
  • Any alteration of a Self-Study Document
  • Missing materials (for example)
  • 4 sets of program materials
  • 5 copies of each Self-Study Document
  • Supportive materials cited in the TE and cited in
    Self-Study Document such as an assessment

77
Materials Submission
  • Self-Study Documents
  • 5 copies of completed Self-Study Documents for
    each grade applicable.
  • One sided only
  • Copies are not to be bound or glued
  • Submit in 3-ring binder notebook, clamped, or
    stapled
  • Ensure that publishing company, program and grade
    is identified in footer of each page of the
    Self-Study Document
  • 1 CD containing the completed Self-Study
    Documents being submitted - label

78
Materials Submission
  • Core/comprehensive Programs
  • 4 labeled sets of core program materials for
    review (only materials cited in Self-Study
    Document).
  • Teachers edition
  • Student text if not in TE
  • Assessment if not in TE
  • Supportive materials if cited in Self-Study
    Document and not in TE
  • A comprehensive inventory of all submitted
    materials and all cited materials by program and
    grade

79
Other Possible Materials
  • If electronic resources are submitted, computer
    and cords must be provided by the publisher.
  • One computer per program will be permitted
  • Clearly label hardware and software

80
Other Materials Submission
  • 1 completed and signed Materials Submission
    Checklist.
  • Publisher Representative Certification/Signature

81
Suggestions for Labeling
  • Storage box for each grade (X 4), clearly labeled
    with publishing company, program, and grade
  • Include Self-Study Document in each storage box
  • Remember, Self-Study Documents are one-sided and
    contained within 3 ring binder notebooks
  • Include a one-page key to help reviewer interpret
    and review your submitted materials

82
Important Dates
  • Sunday, October 22, 2006
  • Set up between 100 400 pm
  • see appointment schedule for individual
    publishing companies
  • Friday, October 27, 2006
  • Materials pick-up at 130 230 ONLY
  • Review inventory list/materials and sign release

83
Important Dates cont.
  • Preliminary Report Sharing
  • Tuesday, January 9, 2007 at the OSPI January
    Conference

84
Frequently Asked Questions (FAQs)
  • Updated as necessary and posted to OSPI web site

85
Resources
  • Office of Superintendent of Public Instruction.
    (2004). Reading K-10 grade level expectations A
    new level of specificity. Olympia, WA Office of
    Superintendent of Public Instruction.
    http//www.k12.wa.us/ealrs/default.aspx
  • National Reading Panel Report. (2000). Report of
    the National Reading Panel Teaching children to
    read An evidence-based assessment of the
    scientific research literature on reading and its
    implications for reading instruction Reports of
    the subgroups (NIH Publication No. 00-4754).
    Washington, DC National Institute of Child
    Health and Human Development. http//www.nationalr
    eadingpanel.org/Publications/summary.htm

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Thank you from all of us at OSPI!
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