English Language Arts/ Literacy Rigorous Academic Writing - PowerPoint PPT Presentation

Loading...

PPT – English Language Arts/ Literacy Rigorous Academic Writing PowerPoint presentation | free to view - id: 711d0b-MDc1Y



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

English Language Arts/ Literacy Rigorous Academic Writing

Description:

English Language Arts/ Literacy Rigorous Academic Writing First District RESA, Curriculum Directors Meeting March 5, 2015 Carolyn Waters, ELA/Literacy Program Manager – PowerPoint PPT presentation

Number of Views:232
Avg rating:3.0/5.0
Slides: 36
Provided by: GaD61
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: English Language Arts/ Literacy Rigorous Academic Writing


1
English Language Arts/ LiteracyRigorous Academic
Writing
First District RESA, Curriculum Directors
Meeting March 5, 2015
  • Carolyn Waters, ELA/Literacy Program Manager
  • Stephanie Sanders, ELA Specialist
  • 2015

2
Rigorous Academic Writing Doesnt Have to Be
Scary!
  • Agenda
  • Introductions
  • ELA Where Weve Been and Where Were Going.
  • Getting Ready for Milestones Teaching to the
    Test?
  • Cultivating Best Practices for Rigorous Academic
    Writing

3
English Language Arts/Literacy
  • Where weve been
  • Where were going

4
ELA Triathlon
  • Plan includes a three-phase strategic design to
    prepare for Rigorous Academic Writing
  • Phase I includes instruction to promote and build
    sustainability for rigorous writing DBQ/LBQ
    Process close reading/multiple texts/academic
    writing
  • Phase II involves Foundational Skills for
    Learning Progressions from the early grade levels
    up
  • Phase III involves UBD (beginning with the end in
    mind) and includes a close examination of
    performance-based tasks for the purpose of giving
    students grade-level appropriate, scaffolded
    opportunities to demonstrate their ability to
    analyze and synthesize information AP Lang
    Synthesis Essay

5
English Language Arts
  • New Revised Standards APPROVED!
  • Teacher feedback will be honored by beginning the
    process of revising Teacher Guidance Documents to
    reflect the suggestions of teachers to clarify,
    define the terms, provide simple illustrations
    of what is intended by each standard, and to
    make those resources easy to access.
  • Teachers who may be interested in contributing to
    this revision process should subscribe to the ELA
    Reporter and watch for announcements.

6
Teaching to the Test?
  • Teaching to the test does NOT mean
  • Spending more time practicing test-taking
  • Talking about the test instead of
    teaching/modeling
  • Teaching decontextualized skills or knowledge
  • Making the test the justification for teaching X
  • (J.Burke B. Gilmore. Academic Moves. 2015)

7
Teaching to the test DOES mean
  • By design - being intentional when choosing your
    texts, topics, tasks, tests, technology,
    techniques.
  • Through sustained inquiry using a full range of
    literacies
  • Learning Progressions using a progression of
    increasing complexity
  • Emphasizing depth putting a greater emphasis on
    depth over breadth
  • (J.Burke B. Gilmore. Academic Moves. 2015)

8
Key Shifts to focus on
  • Close reading strategies
  • Text-based evidence
  • Writing from sources (including multiple sources)
  • Academic language (analyze, synthesize, compare,
    evaluate)
  • Text complexity
  • Importance of argument (claim/counterclaim)
  • Emphasis on nonfiction (informational text)

9
Creating a Common Culture
  • Use a common language
  • Create a cohesive curriculum
  • Collaborate with fellow teachers
  • Improve consistency within and across departments
    and grade levels
  • Become a more intentional teacher, team, or
    faculty
  • Establish a culture that accepts responsibility
    for teaching all skills students need to succeed
    on the tests in the classroom, in college or a
    career

10
The Most Challenging Standards?
  • In reading, Students struggle with informational
    vs. literary text as well as increasingly complex
    texts. The most challenging standards are those
    that require synthesis skills, including those
    related to
  • Determining central ideas or themes and
    summarizing details
  • Analyzing text structure (RL 4,5,6/RI 4,5,6)
  • Integrating and evaluating content in diverse
    media and formats
  • Analyzing similar topics and themes across
    multiple texts
  • (_at_2015 Curriculum Associates, LLC, ASCD
    Newsletter. Jan. 2015)

11
The Challenge for Writing
  • In writing, students struggle with
  • Synthesizing information from multiple texts
  • Extrapolating a theme and putting it in writing
  • Creating a thesis that reflects the common theme
    of presented, multiple texts
  • Citing text evidence to support a students
    and/or the authors argument or explanation
  • Understanding the structure of literary/
    informational texts and being able to analyze it
    (RL4,5,6/RI4,5,6)

12
Get on the ELA ListServe!
  • ELA District Support Join-ela-districtsupport_at_list
    .doe.k12.ga.us
  • ELA Administrators Join-ela-admin_at_list.doe.k12.ga.
    us
  • ELA K-5 Join-ela-k-5_at_list.doe.k12.ga.us
  • ELA 6-8 Join-ela-6-8_at_list.doe.k12.ga.us
  • ELA 9-12 Join-ela-9-12_at_list.doe.k12.ga.us

13
  • Resources

14
Assessment Resources
  • NAEP Writing Framework for 2011
  • http//www.nagb.org/content/nagb/assets/documents/
    publications/frameworks/writing-2011.pdf
  • PARCC Sample Items for ELA/Literacy
  • https//www.parcconline.org/samples/ELA
  • Smarter Balance Sample Items and Performance
    Tasks
  • http//www.smarterbalanced.org/sample-items-and-pe
    rformance-tasks/
  • Florida Department of Education FCAT 2.0 Sample
    Questions and Answer Key Books
  • http//fcat.fldoe.org/fcat2/fcatitem.asp
  • Kentucky Department of Education Sample Test
    Items
  • http//education.ky.gov/AA/items/Pages/default.asp
    x
  • New York Department of Education Released Test
    Items
  • https//www.engageny.org/resource/new-york-state-c
    ommon-core-sample-questions


15
Georgia Department of Education Resources
  • Formative Instructional Practices (FIP)
  • http//www.gadoe.org/Curriculum-Instruction-and-As
    sessment/Assessment/Pages/GeorgiaFIP.aspx
  • Formative Item Bank in OAS
  • http//www.gadoe.org/Curriculum-Instruction-and-As
    sessment/Assessment/Pages/OAS-Resources.aspx
  • EOC and EOG Assessment Guides
  • http//www.gadoe.org/Curriculum-Instruction-and-As
    sessment/Assessment/Pages/Georgia-Milestones-Asses
    sment-System.aspx

16
Meantime What about us?
How do we prepare our students?
17
Instructional Strategies
  • for Reviewing
  • Sample Questions

18
New YorkGrade 3
What is the subtitle?
Sea Turtles
  • Why does the information in paragraph 5 belong
    under the heading Suited for the Sea? Use two
    details from the passage to support your response.

What 2 details can I use?
Why are they suited for the sea?
How do I respond?
19
Close Read Para. 5Suited for the Sea
  • But sea turtles are more than just great
    swimmers. Some of them are great divers. The
    leatherback can dive more than a thousand feet
    deep, looking for food. Thats the length of
    three football fields. And its deepest dives can
    be three times deeper than that!
  • Draw a circle around the paragraph.
  • Highlight unusual words and discuss meaning
  • Write the heading at the top of the paragraph
  • Write your questions in the margins
  • Underline two details
  • Check your To Do List. Did you complete it?

20
How to Read the Prompt?
  • Teachers must teach students how to read the
    prompt
  • Show them
  • model it
  • Whole class
  • Small group
  • Individual
  • Check for understanding

Each student does
Teacher does
Small groups do
Whole class does
21
Make a To Do list
  • TO
  • DO
  • Read (close read)
  • Find
  • Think
  • Look for
  • Write
  • paragraph 5
  • the Heading Write it here _______________
  • why the info in the paragraph fits heading
  • two details that support your answer
  • 1.
  • 2.
  • your answer

22
New YorkGrade 6
  • How does the information in lines 1 through 6
    relate to the information in lines 7 through 15?
    Use two details from the article to support your
    response.
  • In lines 38 and 39, the author states, Anna
    Green Winslow got an education, all right just
    not the one her father intended. Explain what
    the author means by this statement. Use two
    details from the article to support your response.
  • Excerpt from We Were There, Too!

23
New YorkGrade 8
  • The Inheritance of Tools
  • by Scott Russell Sanders
  • What character traits of the grandfather are
    revealed through his use of the hammer? Use two
    details from the passage to support your response.

24
KentuckyGrade 10
  • Women Like Us
  • Adapted from Edwidge Danticats short story
    Women Like Us
  • Write an essay in which you explain how the
    authors use of literary elements in this passage
    helps convey the significance that writing holds
    for the narrator. Be sure to use evidence from
    the passage to support your ideas. You may
    include references to other texts or authors if
    you feel these will help you explain or support
    your ideas about this passage.

25
Mr. DHow do we grade all those essays?
  • https//www.youtube.com/watch?v0fn_vAhu_Lw

26
Instructional Strategies
  • How do we prepare our students?

27
Document Analysis Steps
  • 1. What do you see?
  • Draw a box around everything you see
  • 2. Write the ? on top of the box
  • 3. Mark the doc (letter/number)
  • source note(s) and caption(s) with an
  • 4. Examine the source(s)
  • 5. Consider the notes and captions
  • 6. Close read of document

28
(No Transcript)
29
(No Transcript)
30
Women Like Us
Who wrote this?
Why was it written?
What is the authors point of view?
Literary devices?
31
Consistent Growth in Learning
http//www.corestandards.org/about-the-standards
/myths-vs-facts/
32
(No Transcript)
33
Classroom Expectations to Cultivate
  • Eliminate These Practices
  • Cultivate These Practices
  • DOL (Dumb or Lucky!)
  • Grammar out of Context
  • Occasional Writing
  • Teacher Assigns
  • Short Reads on Tests
  • Test What You Taught
  • DOK 1 Level Questions
  • Stand and Deliver
  • Jeff Andersons Model Sentences (Mechanically
    Inclined)
  • Grammar in Context
  • Daily Writing
  • Teacher Models
  • Develop Reading Stamina
  • Test Cold Passages
  • DOK 2-4 in each Unit Test
  • Facilitate/Gradual Release

34
Georgia MilestonesAssessment Guides
  • http//www.gadoe.org/Curriculum-Instruction-and-As
    sessment/Assessment/Pages/Georgia-Milestones-End-o
    f-Course-Assessment-Guides.aspx
  • http//www.gadoe.org/Curriculum-Instruction-and-As
    sessment/Assessment/Pages/Georgia-Milestones-End-o
    f-Grade-Assessment-Guides.aspx

35
Contact the GaDOE ELA Team
  • Carolyn Waters, ELA Program Manager
  • cwaters_at_doe.k12.ga.us
  • Stephanie Sanders, ELA Program Specialist
    ssanders_at_doe.k12.ga.us
About PowerShow.com