Jen MitchellLanguage Arts CoordinatorGreenwich Public Schools
Bonnie O’ReganAdvanced Learn ing Program Fac i l i t a tor
Greenwich Public Schools
Feb ruar y 7 , 2 012By r am-Sc hube r t L i b rar y
10 : 15 am
From “Independently Reading” to “Rigorous Reading & Thinking
Independently”
Comprehensive Literacy & Reading Workshop
IN GREENWICH’S SCHOOLS
1-page Handout~
Components of GPS Comprehensive Literacy
Gradua l Re lease o f Respons ib i l i t y
From “Independently Reading” to “Rigorous Reading & Thinking
Independently”
What is “High Quality” Reading?
Reading, when engaging and successful,
calls us to action…emotional, intellectual and often social action!
Reading, when engaging and successful, can and should change one’s view of the world and how to live in more aware and involved ways within it.
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A Balanced, Scaffolded & Comprehensive
Framework for Reading Instruction
Reading Worksho
p(BY)
Shared Reading
(TO)
Interactive Read Aloud
(TO)
Guided Reading(WITH) Differentiated
Small Group Strategy Groups(WITH)
Word/Language
Study(WITH)
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2.2012Comprehensive Literacy.ALP
A Balanced, Scaffolded & Comprehensive
Framework for Reading Instruction5
2.2012Comprehensive Literacy.ALP
Reading Workshop
(BY)
Mini Lesson
Independent Reading, Partner Reading & Book
Club
(Student)
Differentiated Small Group Instruction,
Coaching into Talk/ Discussion &
Conferences(Teacher)
Share
High Quality Independent Reading
High quality readers…
read often
read for many reasons
read efficiently
read purposefully
read intentionally
read expectantly
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The Power of Reading Workshop
Clear Standards-Based Outcomes (Common Core Standards)
Precise Focused Teaching (mini-lessons, small group instruction, conferences)
Extended Independent Practice Consistent Expectations for ALL ReadersIndividualized InstructionMeasurableAccountableRigorous and Joyous!
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Workshop Supports Research-based Practice
Three Indicators of Highly Successful Reading Programs (Richard Allington, 2011)
1.Students must engage in actual reading for significant amounts of time
2.Readers are engaged in “high-success” reading which refers to the independent reading of texts with 98% accuracy or better and with 90 % comprehension
3.Students have opportunities to self-select text
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ALP Curriculum & Comprehensive Literacy Framework
-Guide to Teaching a Language Arts Curriculum for High Ability Learners (Center for Gifted Education, 2011)
1. The Four Blocks Literacy Model Guided Reading Self-selected Texts Writing Working with Words
2. Balanced Literacy/ GPS’ Comprehensive Literacy Instructional Framework
1. Opportunities for explicit instruction (mini-lessons, small group instruction, share)2. Interactive Read Aloud, Shared & Guided Reading, Independent Reading (to
support Independent/Partner Reading and Book Clubs)3. Multiple and varied student assessments to drive instruction4. Oral Language Development5. Word Study6. Literacy Across Content Areas7. Inquiry and Investigations based on interest and choice
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2.2012Comprehensive Literacy.ALP
ALP Curriculum & Comprehensive Literacy Framework
-Guide to Teaching a Language Arts Curriculum for High Ability Learners (Center for Gifted Education, 2011)
3. Response to Intervention High quality instruction Research-based instruction Classroom performance (curriculum-based assessments) Universal screening Continuous progress-monitoring (benchmark assessments) Research-based interventions w/ consistent progress-monitoring Fidelity of Implementation of Assessment & Instruction Systems
4. Sustained Silent Reading Choice Stamina- Eyes on Print DOWN-SIDE…Learners, especially gifted readers benefit for opportunities to “make
deep meaning” of text through talk and writing
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Comprehensive Literacy & Common Core Standards
Instructional Core Student Curriculum/Assessment Instruction
4-page CCS “Overview Handout”
GPS Reading & Writing Units of Study are vertically and horizontally aligned to CCS
GPS Unit of Study Student Learning Outcomes Alignment to ALP Units
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Four Roles/Resources of Successful Readers
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E L I S S A F . B R O W N , P H . D .E L I S S A . B R O W N @ D P I . N C . G O V
IN CO LL A B OR ATIO N W IT H TH E JA M ES B . H UN T JR . IN STIT UT E
F OR EDU C ATION A L L EA DER SHIP A N D P OL IC YN A T I O N A L A S S O C I A T I O N F O R G I F T E D C H I L D R E N
N E W O R L E A N S , L AN O V. 3 - 6 , 2 0 1 1
Common Core Standards & Gifted
Education…PPT Handouts!!
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Why Common Core?
College and Career Ready Students need to be more than proficient
Equity Expectations are the same regardless of zip code
Student & Educator Mobility Moving into and out of states with same standards
Comparability State results comparable through common assessments
Leveraging Resources A more robust marketplace for content, training and support
Economies of Scale Potential savings due to leveraging resources
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Why should gifted education care about the Common Core?
TIMSS, PISA, and other international comparisons demonstrate that high end learners in the US are less competitive than their international peers
The majority of gifted students are “served” in general education classrooms and are required to take state assessments
Not all gifted students score proficient on state assessments
In the current economic climate, gifted programs must integrate, collaborate and be held accountable for student growth in order to demonstrate viability
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Why should gifted education care about the Common Core?
An opportunity for growth and collaboration with regular education and within the field of gifted.
Students may access more rigorous standards throughout the day, which would impact direct gifted education services and ensure access to advanced education throughout the day.
CC standards align with and validate gifted education best practices, such as concept-based learning, integration of disciplines, etc.
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• Clearer, consistent, and relevant• Aligned with college and work
expectations• Include rigorous content and
application of knowledge through high-order skills
• Build upon strengths and lessons of current state standards
• Internationally benchmarked• Based on evidence and research
Criteria for Standards Development
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Common Core: English-Language Arts
Focus as much on the complexity of texts that students are expected to read as on how students read
Balance between literature and information texts, with significant focus on reading and comprehending informational texts in grades 6-12
Contains literacy standards for science and history / social studies to supplement content standards in those disciplines
Focus on explanatory and argumentative writing in later grades
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CCSS: Example of Grade-Level Vertical Alignment & Progression in Reading
CCR Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Informational Text
Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, of steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Grade 7: Analyze the interactions between individuals, events, and ideas in a text (e.g. how ideas influence individuals or events, or how individuals influence ideas or events)
Grade 11: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
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ACTIVITY: Work with a partner and put these 6-12 ELA anchor standards in order
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated
or distorted evidence
Delineate a speaker’s argument and specific claims, evaluating the
soundness of the reasoning and the relevance and
sufficiency of the evidence
Delineate a speaker’s argument and specific claims, evaluating the
soundness of the reasoning and relevance and
sufficiency of the evidence and identifying when irrelevant evidence is
introduced
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among
ideas, word choice, points of emphasis, and tone used
Delineate a speaker’s argument and specific claims, distinguishing
claims that are supported by reasons and evidence from claims that are not
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Sample Item-Performance Event(Smarter Balanced Assessment Consortium)
SEE SAMPLE Performance Task:
Video Cameras in Class(AP and NAEP assessment protocol are being used for
development of constructive response items)
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