English Language Arts Program Update

Lisa M. White, ELA Coordinator

School Committee MeetingMarch 5, 2012

Massachusetts Curriculum Framework for English Language Arts and Literacy

Common Core State Standards with several MA-specific additions

Adopted on December 21, 2010 “Official” printed booklets from DESE given to

all teachers in September of 2011 http://www.doe.mass.edu/frameworks/ela/0311.pdf

Ongoing work by PARCC (Partnership for the Assessment of Readiness of College and Careers)

http://www.parcconline.org/

8 Key Shifts in Common Core

Vertical alignment using backwards mapping

Focus on comprehension of informational text

Expectation: Independent reading of increasingly complex text

Addition: Foundational reading skills in grades 4-5

8 Key Shifts in Common Core

Focus on language development and academic vocabulary

Use of oral language to communicate and collaborate

Purposeful writing to inform and argue a point of view

Focus on disciplinary (content area) literacy

Implementation of MA Standards: Year One (in progress)

Revision of all Plymouth curriculum documents to align with state standards

Professional Development to familiarize teachers with standards and discuss implications for instruction (all levels)

Purchase of books and instructional materials as needed to support changes to courses, expectations, etc.

District Work: Elementary (K-5)

Literacy Embedded PD Model (Year 4)

PPS District Documents: Balanced Literacy Instruction:

Principles and Practices in the Elementary Classroom

Elementary Literacy Assessment Implementation of Words Their Way:

Word Study for Phonics, Vocabulary, and Spelling Instruction

Balanced Literacy Instruction

This approach to instruction balances the explicit teaching of skills and strategies through demonstration with ample opportunities to apply these skills and strategies to authentic reading and writing experiences.

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”Collaborative

Independent “You do it alone”

A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

Assessment-Driven Instruction

Ongoing assessment allows us to identify students’ strengths and goal areas and monitor progress and performance over time, differentiating instruction to best meet the diverse needs of our students.

Early Reading Interventions

Leveled Literacy Intervention (LLI) and Reading Recovery (RR) Linked to Assessments (neediest

students) Small group (LLI) or one-to-one (RR)

instruction 30 minutes, 4-5 days a week, 12-18

weeks Foundation for RTI Model

District Work: Secondary (6-12)

Scholastic Reading Inventory (SRI) Grades 6-9, 3 times a year

HS Course Revisions/Common Syllabi Semester Focus Areas for Grade 9 World Literature moved to Grade 10 Addition of AP Language (this year) Electives for seniors

Multi-level, choice

HS English Courses: 2012-13

Grade 9 – English Composition and Critical Reading

Grade 10 – World Literature Grade 11 – American Literature, AP

Language Grade 12 – Senior Electives, AP

Literature

ELA Department Focus Areas:

Gradual Release Model Authentic Student-Centered

Discussions Independent Reading of

Increasingly Complex Texts (choice)

Reading Across Text Types Student Writing Folders

Focus on audience and purpose

New Focus Areas

Integration of Technology Public Speaking Authentic Assessment

Literacy and Learning Across the Curriculum (6-12) District Literacy Action Team Building Literacy Action Teams Goals linked to:

PPS Strategic Plan I3 and SLC grants District and Building Improvement Plans

Professional Development (PCG support) Student Voices

QUESTIONS AND COMMENTS?