kvec english/language arts teacher leadership network
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KVEC English/Language Arts Teacher Leadership Network. “Preparing Students for College and Career”. September 14, 2010. Welcome!. KVEC ENG/LA LEADERSHIP TEAM: Jeff Hawkins: KVEC Executive Director [email protected] Carole Mullins: KDE Network Content Specialist - PowerPoint PPT PresentationTRANSCRIPT
KVEC ENGLISH/LANGUAGE ARTS
TEACHER LEADERSHIP NETWORK
“Preparing Students for College and Career” September 14, 2010
Welcome! KVEC ENG/LA LEADERSHIP TEAM: Jeff Hawkins: KVEC Executive [email protected] Carole Mullins: KDE Network Content
[email protected] Dr. David Elias: EKU Professor of [email protected] Mary McCloud: KVEC Lit/Strategies Consultant [email protected] Linda Holbrook: KDE Reading [email protected]
AGENDA Welcome Revisit July Network Meeting Learning
Targets Network Happenings Update Debrief CASL Chapter 1 and 2 Leadership: Keeping Learning on Track Kentucky Core Academic Standards Extended Learning
KENTUCKY’S VISIONThe Commonwealth of Kentucky
Educational Vision:
Every child – Proficient and prepared for success.
Dr. Terry Holliday, Kentucky Commission of Education
Karen Kidwell, Kentucky Leadership Network Program Manager
MAXIMIZING PRODUCTIVITY
Revisiting Group Norms:1. Be present and be engaged in the work2. We are all equal partners in this work3. Seek first to understand, and then to be understood4. Complete assignments before coming to next
meeting5. Be willing to negotiate and compromise6. Use the law of “Two Feet”7. Be courteous, respectful and positive 8. Keep side conversations to a minimum9. Be mindful of time10. No surprise expectations11. Phones on Silent and No Text Messaging!
Revisiting July Learning Targets
I can explain the Why, What, and How of the Kentucky Leadership Network (KLN).
I can identify the 4 major components that form the foundation of the KLN.
Focus of Kentucky’s Plan: The Big Picture of Senate Bill 1
Leadership Networks
Kentucky Core Academic Standards
Characteristics of Highly Effective Teaching and Learning
Assessment Literacy
Kentucky’s Leadership Network Updates
State
Central Office Instructional Supervision
Administrators
Teachers
Capacity Building vs Train-the-Trainer
On-Line Virtual PLC Updates
Virtual PLC is now openResources will be posted on the
blackboardFor the first month I will send an
e-mail informing you that I have posted a message for the network.
Learning Targets I can identify the Keys
to Quality Classroom Assessment.
I can make a distinction between Classroom Assessment for and of Learning.
I can identify the differences in the Common Core Standards in Eng/LA compared to the current Program of Studies.
Classroom Assessment for Student Learning: Chapter 1
Homework Reading Guide Page 1:
• Discuss notes with your table group.
• As a group, develop a one sentence summary statement.
• Write the statement on a sentence strip and place on the wall.
• Group Discussion
Assessment Literacy!
MAKING CONNECTIONS
CHARACTERISTICS OF HIGHLY EFFECTIVE TEACHING AND LEARNING
CLASSROOM ASSESSMENT FOR STUDENT LEARNING: Doing It Right – Using It Well
T-CHART TIME!
Be Back in 15!
Classroom Assessment for Student Learning: Chapter 2
Where Am I Now?1. Number 1-9 on small scrap of paper2. Open CASL book to page 513. Rate yourself 1-5 according to the
scale found on the Figure 2.34. Highlight or circle the 3 most
important to you5. Discuss the 3 most important to you
with your school team members
Rick Stiggins Explains:
Assessment OF/FOR Learning
VIDEO
What Does Assessment for Learning Look Like?
Keeping Learning On Track…
“Meeting regularly in teacher learning communities is
one of the best ways for teachers to develop their skill
in using formative assessment.”
Educational LeadershipDecember 2007/January 2008 | Volume 65 | Number 4Informative Assessment Pages 36-42
Changing Classroom Practice Dylan Wiliam
Time for Lunch !
“The Standards” What Does It Mean
to be a Literate Person in the 21st Century? Public School is an
adventure. If you are going to
use a map, make sure it’s correct!
Kentucky’s Core Academic Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects
The Key Design College and Career Readiness (CCR) Standards
Overarching standards for each strand that are further defined by grade-specific standards
Grade-Level Standards in English Language Arts
K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Four strands: Reading, Writing, Speaking and
Listening, and Language Standards for Literacy in History/Social Studies, Science, and
Technical Subjects
Standards are embedded at grades K-5 Content-specific literacy standards are provided for
grades 6-8, 9-10, and 11-12
College and Career Readiness StandardsEnglish
Language Arts Reading (20)
1)Informational (10)2)Literary (10)
Writing (10)
Speaking & Listening (6)
Language (6)
Literacy in History/Social
Studies, Science, and Technical
Subjects Reading (10)
Writing (10)
Page # Strand/Topic Grade Level
11 Reading K-5
19 Writing K-5
23 Speaking/Listening K-5
26 Language K-5
31 Text Complexity K-5
36 Reading 6-12
42 Writing 6-12
49 Speaking/Listening 6-12
52 Language 6-12
57 Text Complexity 6-12
61 Literacy in History/Social Studies, Science and Technical Subjects
6-12
Table of Contents
Standards do … Standards do not …Establish what students need to learn.
Dictate how teachers should teach. Instead, schools and teachers will decide how best to help students reach the standards.
Attempt to focus on what is most essential.
Describe all that can or should be taught. A great deal is left to the discretion of teachers and curriculum developers.
Set grade-level standards.
Define the intervention methods or materials necessary to support students who are below or above grade-level expectations.
Format highlights progression of standards across grades
Example: W.CCR.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including collaboration with peers.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
W.9-10.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
W.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
With no support
Literary vs Informational
CCR Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Reading Standards for Literature Reading Standards for Informational Text
Grade 3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
Grade 3: Describe the relationships between a series of historical events, scientific ideas of concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Grade 7: Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot)
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).
Grades 11-12: Evaluate various explanations for characters’ actions or for events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Grades 11-12: 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.
Overview of the Reading Standards for History/Social Studies
Key Ideas and Detail: Cite specific textual evidence to support analysis of primary and secondary sources
Craft and Structure: Analyze, evaluate, and differentiate primary and secondary sources
Integration of Knowledge and Ideas: Integrate information from diverse primary and secondary sources into a coherent understanding of an idea or event
Overview of the Reading Standards for Science and Technical Subjects 6-12
Key Ideas and Detail: Cite specific textual evidence to support analysis of scientific and technical texts
Craft and Structure: Analyze the scope and purpose of an experiment or explanation and determine which issues remain unresolved or uncertain
Integration of Knowledge and Ideas: Synthesize information in different formats by representing complex information in a text in graphical form (e.g., a table or chart) or translating a graphic or equation into words
Appendices
Appendix A:Supplement
ary Materials
and Glossary
Appendix B:Text
Exemplars and Sample Performance
Tasks
Appendix C:Annotated
Writing Samples at
Various Grade
Levels
Kentucky Department of EducationENGLISH LANGUAGE ARTS CROSSWALK
Accessing and Using the Bookmarked Crosswalk
Visit the KDE website: www.education.ky.gov KDE Quick Links: Program of Studies Access the link entitled: “English Language Arts
Bookmarked Crosswalk (pdf)” (DO NOT access the “crosswalk” link listed first on the page)
Using the Bookmarked Crosswalk and Explanation Handout, instruct ALL teachers how to identify gaps/difference between the POS and CCSS.
Next Step: Work within school PLCs, common planning, etc. and develop an Action Plan for addressing curriculum alignment and instructional issues before the end of the 2010-2011 school year.
LET’S TAKE A 15” BREAK!
Putting the Pieces Together for Deconstruction
Identify what you feel are important components/steps of the deconstruction process
Write them on a post-it note then share them with your team members
“I Do” Activity Move into Grade Level Groups “We Do, You Do” Activity
T-CHART TIME!
3-2-1 ACTIVITY
Keeping SB1 in mind, use the 3-2-1 worksheet to think about how the three primary resources we will be using in our network (CHETL, KCAS and CASL) are connected and how we will help teachers learn about these connections.
Extended Learning
Prior to the October 5th Network Meeting:
Complete CASL Chapter 3 Anticipation Guide
Read Chapter 3 Implement one of the two
Instructional Strategies identified in the 3-2-1 Activity in your classroom.
Be prepared to share successes/failures with your table group.
What Really Matters…
“What really matters, in terms of developing
readers and writers, is the quality of classroom
instruction.” ---Richard Allington
