from “independently reading” to “ rigorous reading & thinking independently”

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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2.2012Comprehensive Literacy.ALP

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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A Balanced, Scaffolded & Comprehensive

Framework for Reading Instruction5


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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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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mailto:[email protected]

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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from “independently reading” to “ rigorous reading & thinking independently”

Documents

reading instruction52

reading instruction42

actual reading

high quality reading

independent reading

language arts curriculum

high ability learners

gifted education