Elementary Reading/Language Arts August 2009. 2 22 Introductions Lauren Nguyen Elementary Language...

Elementary Reading/Language Elementary Reading/Language ArtsArts

August 2009August 2009

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IntroductionsIntroductions

Lauren NguyenLauren Nguyen

Elementary Language Elementary Language Arts/Reading ManagerArts/Reading Manager

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Today’s GoalsToday’s Goals• Teachers will Teachers will

examine critical features and examine critical features and enhancements of the HISD curriculum enhancements of the HISD curriculum documents.documents.

use the HISD curriculum to identify use the HISD curriculum to identify assessment FOR learning opportunities assessment FOR learning opportunities (formative assessments) and discuss (formative assessments) and discuss effective use in their classrooms.effective use in their classrooms.

use the enhanced HISD Curriculum use the enhanced HISD Curriculum documents to plan effective and aligned documents to plan effective and aligned instruction to meet diverse student needs.instruction to meet diverse student needs.

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NormsNorms• Be constructively engaged.Be constructively engaged.

• Share your best thinking.Share your best thinking.

• Listen actively. Assume positive Listen actively. Assume positive intent.intent.

• Model the attitude of a life-long Model the attitude of a life-long learner. learner.

• Take care of your needs.Take care of your needs.

Enjoy the Day!Enjoy the Day!

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Graphic Organizer forGraphic Organizer for Personal Goal Setting and Personal Goal Setting and

FeedbackFeedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale:

1.1. No knowledge of this or its use No knowledge of this or its use

2.2. Heard of it but don’t know much about itHeard of it but don’t know much about it

3.3. Familiar with this and use it from time to Familiar with this and use it from time to timetime

4.4. Very familiar with this component and use Very familiar with this component and use it frequently for planning and instructionit frequently for planning and instruction

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Goal Setting• Reflect on the Graphic Organizer

• Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum.

• Based on your reflection, write at least one learning goal for your work today.

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Recording DataCategory

My current understanding of the purpose of this

component

My understanding at the end of the day of this

component

New ELA /SLA TEKS    

Key Concepts/Key Skills    

ELPS    

Formative Assessments    

Essential Understandings    

Guiding Questions    

LLTW strategies    

Technology Enhancements and Resources

Renzulli Learning    

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Critical Features Critical Features and Enhancements and Enhancements

of the HAPGsof the HAPGs

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Enhanced ComponentsFor 2009-2010

• New ELA/SLA TEKS• Key Concepts/Key Skills• ELPS• Formative Assessments• Essential Understandings• Guiding Questions• Literacy Leads the Way Strategies• Renzulli Learning

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New ELA/SLA TEKS

• Mandatory implementation in the 2009-2010 school year

• Contain 35% new material• Genre Specific• New Strands include Oral and

Written Conventions and Research

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Key Concepts / Key Skills• Concepts share common

attributes, and are timeless, universal, abstract, and broad.

• Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life.

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Key Concepts – Background Knowledge, Prior Knowledge, Comprehension, Cause & Effect Relationships, Characterization, Vocabulary,

Listening Purposes, Behaviors, Writing Purposes, Conventions of Writing, Organizational Patterns,

Oral Presentation, Teamwork, Time

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Reader’s, Listener’s and Viewer’s Craft/ Writer’s and Speaker’s Craft

•Active Listening •Genre•Text Connections•Prior Knowledge•Narrative Text Structures•Characterization•Vocabulary …………………….

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English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

• PurposePurposeMake content comprehensible Make content comprehensible

bybyo Pairing content and language Pairing content and language

objectivesobjectiveso Addressing students’ Addressing students’

language levelslanguage levelso Building academic languageBuilding academic language

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• Student expectations Student expectations categoriescategoriesLearning StrategiesLearning StrategiesListening, Speaking, Listening, Speaking, Reading, WritingReading, Writing

English Language English Language Proficiency Standards Proficiency Standards (ELPS)(ELPS)

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English Language English Language Proficiency Standards Proficiency Standards (ELPS) (ELPS)

ELPS correlations will be denoted by inserting the ELPS icon immediately underneath the HISD Objective with corresponding ELPS objectives.

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ELPS Correlation PracticeELPS Correlation Practice

• Choose an objective from the HAPG Choose an objective from the HAPG withwithan ELPS correlation.an ELPS correlation.

• Read the instructional considerations Read the instructional considerations and strategies columns.and strategies columns.

• Using the ELPS handout, identify Using the ELPS handout, identify other ELPS objectives that might other ELPS objectives that might connect to this HISD objective.connect to this HISD objective.

• Use a Think-Aloud to explain your Use a Think-Aloud to explain your reasoning.reasoning.

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Formative AssessmentsFormative assessments represent an ongoing process in which teachers use multiple examples of student work to:

monitor and adjust instructionprovide feedback for studentsmeasure the extent to which

students have made progress toward a learning target

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20202020

Formative Assessment

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Essential Essential UnderstandingsUnderstandings

EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures.

EUs reflect the deeper understandings associated with specific factual content.

EUs can be tested against and supported by facts.

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Essential Understandings

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Guiding Questions

Guiding questions engage student Guiding questions engage student thinking at the analysis level or thinking at the analysis level or higher and facilitate students’ higher and facilitate students’ thinking towards the Essential thinking towards the Essential Understandings.Understandings.

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Guiding Questions

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Literacy Leads the WayLiteracy Leads the Way

10 Best Practice Strategies10 Best Practice Strategies Same across all content areas for Same across all content areas for

student masterystudent mastery

Aligned to Marzano’s categoriesAligned to Marzano’s categories

Linked to Literacy Leads the Way Linked to Literacy Leads the Way flipchart with ELL accommodationsflipchart with ELL accommodations

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Literacy Leads the WayLiteracy Leads the Way 10 Best Practice Strategies 10 Best Practice Strategies

KWLThink-Pair-ShareFrayer ModelSummary FramesTwo-Column Notes

RubricsThink-AloudRAFTAnticipation GuideGraphic Organizers

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Literacy Leads the Way Literacy Leads the Way (LLTW)(LLTW)

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LLTW Strategies with ELL LLTW Strategies with ELL AccommodationsAccommodations

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Technology Support

Technology Support

Document

Technology Support

Document

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Technology Support

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Renzulli http://renzullilearning.com

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Review Enhanced Components

Using Two-Column Notes• Key Concepts/Key Skills• ELPS• Formative Assessments• Essential Understandings• Guiding Questions• Literacy Leads the Way

Strategies• Renzulli Learning

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Recording DataCategory

My current understanding of the purpose of this

component

My understanding at the end of the day of this

component

New ELA /SLA TEKS    

Key Concepts/Key Skills    

ELPS    

Formative Assessments    

Essential Understandings    

Guiding Questions    

LLTW strategies    

Technology Enhancements and Resources

Renzulli Learning    

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AssessmentAssessment

Assessment FOR LearningAssessment FOR LearningAssessment OF LearningAssessment OF Learning

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Define “Assessment”Define “Assessment”Using Frayer ModelsUsing Frayer Models

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Summary FrameSummary Frame

• The purpose of Formative The purpose of Formative Assessment (Assessment FOR Assessment (Assessment FOR Learning) is to _______.Learning) is to _______.

The purpose of Summative The purpose of Summative Assessment (Assessment OF Assessment (Assessment OF Learning) is to _______.Learning) is to _______.

• Formative and Summative Formative and Summative Assessment are alike in that they Assessment are alike in that they both _______. both _______.

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InstructionInstructionUsing the HAPG forUsing the HAPG for

Effective Lesson PlanningEffective Lesson Planning

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Schema for Lesson Schema for Lesson PlanningPlanning

Using a Think Aloud Using a Think Aloud StrategyStrategy•GGoaloal

•AAccess prior knowledgeccess prior knowledge

•NNew informationew information

•AApply Knowledgepply Knowledge

•GGeneralizeeneralize

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How does GANAG correlate to the Reading/Language Arts block?

SAMPLE DAILY SCHEDULE

• Warm Up- partial GANAG

• Whole Group Instruction- complete GANAG

• Small Group Instruction- complete GANAG

• Mini-lessons- complete GANAG

• ARI Targeted Instruction- complete GANAG

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Lesson Planning Template

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Date: Monday, June 15, 2009

Grade: Second

Focus: HAPG 2nd grade 4.1: Mystery

Materials: HAPG 2nd grade 4th 9 weeks, Nate the Great: San Francisco Detective, Pages 7-22 (Chapters 1-4)

Goals: (Concepts):

Purposeful ListeningMystery as a Literary GenrePrior KnowledgeMaking ConnectionsCharacterizationQuestioningPrediction

Goals: (Objectives)

ELA.2.RC.A  Establish purposes for readingELA.2.RC.F  Make connections and discuss textual evidenceELA.2.3B Ask relevant questionsELA.2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings

Goals: (Vocabulary)mystery, detective (from HAPG)Additional words: chauffer, limo, stew, suitcase, case (from the book)

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Access Prior Knowledge:•Use an Anticipation Guide (informally assess students’ knowledge and perceptions about mysteries; page 1) •Use Think-Pair-Share for connections (page 1)•Model and post Frayer Model (page 7)

New Information:

•Review listening behavior expectations (page 5)•Use a Read-Aloud to highlight mystery characteristics (page 2) and jot notes on Two- Column Notes form (page 5)•Use a Think Aloud to model “fix up” strategies (page 5)

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Apply Knowledge

•Have Literature Circles continue reading and discuss the text using questions (page 3)

Generalize/Summarize

•Explain the journal writing task citing text evidence (page 3)

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Lesson PlanningLesson Planningand and

Lesson SharingLesson Sharing

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Links to Department

Websites

www.houstonisd.org/portal/site/Curriculum

District CBA information;

TAKS

Literacy Commitments

and LLTW website

Curriculum Documents;

Power Objectives;

Links to TEA48

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Feedback in CLEAR Online

HAPG Feedback Form

Complete and submit

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We want to hear from We want to hear from you. You will be you. You will be

receiving a survey. receiving a survey. Please respond.Please respond.

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Thank You!Thank You!

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