mls revolutionized the ela department

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ENGLISH LANGUAGE ARTS DEPARTMENT MIDDLE SCHOOL PARENTS’ ORIENTATION September 28 th , 2011 Gihan Sorour ELA department Head-MS Curriculum Coordinator 9/28/2011 1 good isn't good enough!

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ENGLISH LANGUAGE ARTS DEPARTMENT MIDDLE SCHOOL PARENTS’ ORIENTATION September 28 th , 2011 Gihan Sorour ELA department Head-MS Curriculum Coordinator. MLS revolutionized the ELA Department. The latest research… allignment. C urriculum. I nstruction. A ssessment. C urriculum. - PowerPoint PPT Presentation

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Page 1: MLS revolutionized the ELA Department

ENGLISH LANGUAGE ARTS DEPARTMENTMIDDLE SCHOOL

PARENTS’ ORIENTATIONSeptember 28th, 2011

Gihan SorourELA department Head-MSCurriculum Coordinator

9/28/2011

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Curriculum

MLS revolutionized the ELA DepartmentThe latest research… allignment

Instructio

n

Assessment

9/28/2011

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Curriculum

Instruction AssessmentStu

den

t learn

ing

Student learningStu

dent l

earn

ing

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In what context ?

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WHY DIFFERENTIATION?

Let’s use this metaphor: Think about the class as an

elevator. Everyone needs to get into

it to start with. Some students will run into

the lift, while others will be dragged in.

Some students will travel right to the top of the building, while some may stop at the third floor, and some may only reach the first floor.

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WHY DIFFERENTIATION ? -2 But everyone will

have travelled somewhere successfully.

At the end of the class: every student can leave the room feeling that they have been challenged and that they have achieved something.

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Curriculum- What to teach?

MLS/ELA adopted the Common Core Standards which are grouped by strands:

Reading Literature Reading Informational texts Writing Speaking and listening Language development

The CC teaching units are THEMATIC which provide a strong, connected context for student learning.

C

I A

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Instruction- How to teach?MLS is using research based - best

practices to deliver content to students.

Marzano (2000) identified ten research-based, effective instructional

strategies that cut across all content areas and all grade levels.

C

I A

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Uses Accessible Technolog

y

Demonstrates High

Expectations

Communicates

Learning Expectation

s

Uses Effective Feedback

and Grading

Standards-Based Instruction

Uses Research-

Based Strategies

Promotes Higher Order

Thinking Skills

Uses Appropriate Differentiati

on

Uses Flexible

Grouping Practices

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Assessment- What and how to assess?

Assessment OF learning

C

I A

Assessments FOR learning

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FORMATIVE ASSESSMENTS

WritingProduct Visual

Performance

ProcessHomewor

k Others

For

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Summative assessments

Quarter & semester Standardized/Diagnostic

Quarter & semester MI STAR MAP Exit levels (2012-

2013)

Of

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Establishes Relationship

s with Families and Community

Grows Professionally through

Job-Embedded Learning

Enhances Knowledge and Skills through

Professional Developmen

t

Professionalism

Establishes Classroom Rules and

Procedures

Maximizes Instructional

Time

Fosters a Sense of

Community and

Belonging

Helps Students

Take Responsibili

ty for Learning

Actively Supports

the School Improvemen

t Plan

The environment:

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The team

Reading CoachesELA teachers

CCS units Reading A-Z (ESS periods)

Supporting Writers’ workshop- in class.

Supporting Readers’ workshop- A-Z – in class.

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The classroom

THE GOAL: to know where our students are:ASSESSMENTS1. MLS/ELA/MS administered a general writing assessment

that assesses the six traits of writing. This will inform our instruction and will provide a base for formative and summative writing assessments throughout the year .

2. MLS/ELA/MS uses STAR- Renaissance Reading Inc. – Diagnostic and progress check which will identify/determine the reading levels and/or will inform progress . MLS uses this assessment K-8 and will assess 9&10 in 2012-2013.

3. MLS/ELA/MS administers the MI to inform about the types of intelligences of the students to cater to instruction and assessment.

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ELA /MS has 8 periods:

Writing:4 periods are dedicated to Writers’ workshop, an instructional method to work on the writing process.Writers’ Workshop respects students’ levels and and give them space for choice.The objective is to have their writing skills improved and internalized.

The classroom -2

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Reading:4 periods are dedicated to Readers’ workshop. The workshop addresses the differences within the boundaries of the reading skills required. 2 periods are dedicated to Reading A-Z – IN CLASS: Reading A-Z program and materials are correlated to the CCS.Supporting the different levels of the students in class.Using direct instruction to teach fiction and non-fiction material. The Reading Coach along with the ELA teacher work with small groups intensively address the individual needs.

2 periods are dedicated to CCS units-Readers’ Workshop.

The classroom -3

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Reading Coaching:READING COACHES- SUPLANT 3 PERIODS OF ESS.STUDENTS WHO ARE READING SIGNIFICANTLY BELOW GRADE LEVEL :Star Reading assessment results ( to identify the levels of reading).Star Reading assessment is correlated with the levels of Reading A-Z. (AA-Z)

ALL ARE ALLIGNED WITH THE CCS.

•At the same time, those students are attending the eight periods of ELA normally. •They are not responsible for the ESS material for the semester until they reach the exit level. •Some students may take longer than the others.

The objective is to improve READING!

The classroom -4

9/28/2011good isn't good enough!

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Book in a Bag program is taking place now twice a week for every class to enhance the students’ reading skills. Five percent of the homework grade is dedicated to this program.

The classroom -5

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The Classroom -6

Sundays: T. gives feedback for homework # 2 T. gives homework # 1

Mondays: S. delivers homework # 1 Weekly quiz: content material

Tuesdays: T. gives feedback for homework # 1

Wednesdays: T. gives homework # 2

Thursdays: S. delivers homework # 2 Check next week’s plan on the school site.

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GRADES

5% Effort & Collaboration

25% Homework

15% quizzes

35% Formative assessments

20% quarter/semester-summative assessment

A 100%-90%Excellent

B 89%-80% Above average

C 79%-70%Average

D 69%-60% Below average

F below 60% Failing

INIncomplete

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Please refer to the following hyperlinks for more information:

References

CCS: www.corestandards.org/the-standards Star- Renaissance Reading Inc., http://www.renlearn.com/ Learning A-Z-http://www.learninga-z.com/ Multiple Intelligence:

http://literacyworks.org/mi/assessment/findyourstrengths.html Marazano-http://www.pkrnet.com/newmex/pdf/

Marzano10Strat.pdf

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Thank you

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ENGLISH LANGUAGE ARTS DEPARTMENT

MIDDLE SCHOOL

PARENTS’ ORIENTATIONSeptember 28th, 2011

Gihan Sorour

9/28/2011

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QUESTIONS?

9/28/2011