ccss for ela/literacy: application for struggling learners david abel, fellow for curriculum and...
TRANSCRIPT
CCSS for ELA/Literacy: Application for
struggling learners David Abel, Fellow for Curriculum and
Assessment/ELA
EngageNY.org
Who are we talking about?
• Students who are reading two or more grade levels below their current grade level, including, but not limited to:
Students with disabilities Students with compounded skill deficits Students living in poverty
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The impact of not reading on grade level
One in six children who are not reading proficiently in Third Grade fail to graduate from High School on time, four times the rate for children with proficient third-grade reading skills
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The impact of not reading on grade level
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Only 70 percent of highschool students graduateon time with a regulardiploma, and fewer than60 percent of African-American and Latinostudents do so
Students who enter ninthgrade in the lowest 25percent of their classare twenty times morelikely to drop out thanthe highest-performingstudents
Approximately 40 percentof high school graduateslack the literacy skillsemployers seek
US dropouts’ literacyskills are lower thanmost industrialized nations,performing comparably onlyto Chile, Poland, Portugal,and Slovenia
The impact of not reading on grade level
WHY?
The student falls behind in one grade only to fall further behind in the next grade because the student isn't given opportunities to acquire content knowledge at the same rate as other students. This gap widens as the student proceeds through his or her school experience, and becomes almost untenable in middle and high school…
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What must be done
• The adoption of the CCSS provide an opportunity to hold all students to the same rigorous standards, while allowing for flexibility in terms of how these standards are met and reinforced.
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Recommended Elements for these Students
1. Guided Reading/Accountable Independent Reading
2. Independent Skills/Comprehension Strategy Instruction with Grade-Level Complex texts
3. CCSS-aligned ELA/Literacy Curriculum, adapted as needed
4. Frequent Opportunities for Formative Assessment
5. Time in the day to overwhelm the problem
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Recommended Elements for these Students
Guided Reading/Accountable Independent Reading• Building reading volume is an essential
component to developing literacy in students reading below grade level.
• Students read at a level of comfort and make their own choices regarding texts
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Recommended Elements for these Students
Guided Reading/Accountable Independent Reading• Integrating the Reading for Literature and
informational text standards into an Accountable Independent Reading program, such as those in the Grade 9 modules 1 and 2, will help students understand the standards in addition to encouraging a focused reading.
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Recommended Elements for these Students
Independent Skills/Comprehension Strategy Instruction with Grade-Level Complex texts• Students closely read a short text excerpt as a
jumping off point for practice with answering text-dependent questions and receiving differentiated instruction in foundational skills (i.e., phonological awareness, phonics and fluency)
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Recommended Elements for these Students
CCSS Aligned ELA/Literacy Curriculum, adapted as needed• Remember! Not reading on grade level does
not equate to an inability to think critically, make inferences and employ strategies to assist comprehension.
• Students can access the text and engage in evidence-based discourse in a variety of ways
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Recommended Elements for these Students
Frequent opportunities for formative assessment. • Use short/informal daily assessments as well
as more extended formal, standalone assessments
• Use texts at a variety of complexities will help to differentiate comprehension from mastery of standards
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Recommended Elements for these Students
Time in the day to overwhelm the problem• A lot of time in the day for ELA/Literacy• Knowledge in the disciplines, academic
vocabulary through non-ELA content areas• Grade-level meetings of teachers of all subject
areas to discuss data and differentiation strategies.
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Recommended Elements for these Students
Time in the day to overwhelm the problem• Sharing the responsibility of students' literacy
in the entire school building and a volume of reading across subjects and domains is crucial to moving these students to being on track to college and career.
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Recommended Elements for these Students
Time in the day to overwhelm the problem
1. Guided Reading/Accountable Reading: up to 30 minutes a day
2. Integrated skills/comprehension strategy instruction with Grade-level complex texts: 30 minutes a day
3. CCSS Aligned ELA/Literacy Curriculum, adapted as needed: 45-60 minutes a day.
4. Frequent opportunities for formative assessment: daily (short/informal), biweekly (standalone/formal)
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The challenge and a shared goal
• This is not easy, but…• it is crucial to keep as a shared goal of a class,
school and district to be constantly working to close the gap, where it exists, between where students are and where they should be to be on track for college and careers.
• The intent and purpose of the CCSS for ELA/Literacy is to begin expose ALL kids to rich texts and activities, ideally across all subjects.
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THANK YOU
David Abel
http://www.engageny.org/sites/default/files/resource/attachments/ela_and_struggling_learners_feb_2014_nti.docx
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