Transcript MAISA Rollout August 8, 2013
MAISA Rollout August 8, 2013
Shawna Hackstock Independent Consultant Oakland Schools
Overview
•
Unit development process
•
Draft Yearlong Calendar
•
Unit Components Sample
Connector?
“THAT’S ME!”
Unit Development Process
Unit Development Process
•
Grade level CCSS standards map out across grade levels
•
Map draft yearlong calendars
•
Writers create units through backwards design model
•
Writers meet with review teams
•
Changes made to initial units based on review teams
K-3 Reading Standards for Literature
Anchor Standards Kindergarten First Grade Second Grade
1. Textual evidence to support conclusions With prompting and support ask and answer questions about key details Ask and answer questions about key details Who, what, where, when, why, and how to demonstrate understanding
Third Grade
Referring explicitly to the text as the basis for the answers.
2. Determine central ideas or themes, analyze development, summarize key details & ideas With prompting and support retell familiar stories include key details Retell familiar stories include key details Recount fables, and folktales determine their central message, lesson or moral Recount fables, folktales and myths determine their central message, lesson or moral and explain through key details 3. Analyze how and why individuals, events and ideas develop and interact over the course of a text With prompting and support identify characters setting and events in a story Identify characters setting and events in a story using key details Describe how characters in a story respond to major events and challenges Describe how characters, traits, motivations and feelings and explain how their actions contribute to the sequence of events 4. Interpret words and phrases, and analyze how specific word choices shape meaning or tone Ask and answer questions about unknown words in text Identify words or phrases in stories or poems that suggest feelings or appeal to the senses Describe how words and phrases supply rhythm and meaning in a story, poem or song Determine the literal from non-literal meaning of words as used in text
K-3 Readiness Standards for Literature
Anchor Standards
5. Analyze the structure of texts... how sentences, paragraphs larger portions relate to the whole.
Kindergarten First Grade Second Grade
Recognize common types of texts (storybooks, informational, poems) Explain differences between books that tell stories and books that give information-drawing on a wide range of text types Describe the overall structure of a story, including the beginning and ending
Third Grade
Describe how each part of a story drama or poem (chapter, scene, stanza) builds on what came before 6. Assess how point of view or purpose shapes the content and style of a text.
With prompting and support name the author and illustrator and define role of each I dentify who is telling the story at various points in a text Interpre t a characters point of view by using different voices to represent different characters Understand readers own point of view and that of the narrator and characters 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
With prompting and support describe the relationship between illustrations in the story Use illustrations and details to describe character setting and events Understand character, setting and plot through information gained from illustrations, words or digital text How do the texts illustrations contribute to story meaning (Mood, character, setting)
K-3 Reading Standards for Literature
Anchor Standards Kindergarten
8. Delineate and evaluate the argument and specific claims in text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
N/A 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
With prompting and support compare and contrast the adventures and experiences of characters in familiar stories 10. Read and comprehend complex literary and informational texts independently and proficiently.
Actively engage in group reading activities with purpose and understanding
First Grade
N/A
Second Grade
N/A
Third Grade
N/A Compare and contrast the adventures and experiences of characters in familiar stories Compare and contrast two or more versions of the same story by different authors or from different cultures Compare and contrast themes settings and plots in series books With prompting and support read prose and poetry of appropriate complexity Read and comprehend in the grades 2-3 text complexity with scaffolding as needed at the high end range with accuracy and fluency Read and comprehend in the grades 2-3 text complexity independently and proficiently at the high end range with accuracy and fluency
K-3 Reading Standards for Informational Text
Anchor Standards Kindergarten First Grade Second Grade Third Grade
1. Textual evidence to support conclusions
With prompting and suppo rt
ask and answer questions about key details 2. Determine central ideas or themes, analyze development, summarize key details & ideas
With prompting and support
identify main topic and retell key details Ask and answer questions about key details Identify main topic and retell key details Who, what, where, when, why, and how to demonstrate understanding Who, what, where, when, why, and how to demonstrate understanding referring explicitly to the text as the basis for the answers.
Identify main topic and retell key details in multiparagraph as well as focus of specific paragraphs Identify main idea, recount key details, explain how details support main idea 3. Analyze how and why individuals, events and ideas develop and interact over the course of a text
With prompting and support
describe the connection between two individuals, events, ideas, or pieces of information of text 4. Interpret words and phrases, and analyze how specific word choices shape meaning or tone
With prompting and support
ask and answer questions about unknown words Describe connection between two individuals, events, ideas, or pieces of information of text Ask and answer questions help determine or clarify the meaning of words and phrases Describe connection series of historical events, scientific ideas or concepts or steps in technical procedures Describe
relationship
between series of historical events, scientific ideas or concepts or steps in technical procedures using language that pertains to time, sequence, and cause/effect Ask and answer questions help determine or clarify the meaning of words and phrases i n text relevant to 2nd grade topic or subject Ask and answer questions help determine or clarify the meaning of general academic and domain specific words and
K-3 Reading Standards for Informational Text
Anchor Standards
5. Analyze the structure of texts... how sentences, paragraphs larger portions relate to the whole.
Kindergarten
Identify front and back cover, title page
First Grade Second Grade
Identify various text features, e.g. headings, tables of contents, glossaries, electronic menus, icons to locate key facts or information in a text Identify captions, bold print, subheadings, glossaries, indexes, electronic menus, icons locate efficiently
Third Grade
Use text features and search tools (key words, sidebars, hyperlinks) to locate information relevant to given topic efficiently 6. Assess how point of view or purpose shapes the content and style of a text.
Name the author and illustrator and their role in presenting the ideas or info of text Distinguish between information provided by pictures or other illustrations and information provided by the words in text 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
With prompting and support
describe relationship between illustrations and the text Identify main purpose of text, what author wants to answer, explain, or describe Use the illustrations and details in a text to describe it’s key ideas Explain how specific images (diagram) contribute to and clarify a text Distinguish their own point of view from that of the author of text Use information gained from illustrations and the words in a text to demonstrate understanding of the text
K-3 Reading Standards for Informational Text
Anchor Standards Kindergarten First Grade Second Grade Third Grade
8. Delineate and evaluate the argument and specific claims in text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
With prompting and support
Identify the reasons an author gives to support points in a text Identify the reasons an author gives to support points in a text Describe how reasons support specific points the author makes in a text 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
With prompting and support
Identify similarities in and differences between two texts on the same topic (illustrations, descriptions, procedures) Identify similarities in and differences between two texts on the same topic (illustrations, descriptions, procedures) Compare and contrast the most important points presented by two texts on the same topic Describe the logical connection between particular sentences and paragraphs in a text (comparison, cause and effect, first-second third in a sequence) Compare and contrast the most important points presented by two texts on the same topic and key details.
10. Read and comprehend complex literary and informational texts independently and proficiently.
Actively engage in group reading activities with purposes and understanding With prompting and support read informational texts appropriately complex for grade 1 By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range By the end of the year read and comprehend informational text at high end of the grades 2-3 text complexity band independently and proficiently
Unit Development Process
• Reading units of study go to Pilot and Review teams in Oakland County and across the state • Professional development given on the unit prior to piloting the unit- Teachers need clear understandings • Feedback forms provided to each pilot/review teacher • Follow up with evening/half day debrief sessions following the pilot • Revisions made based on feedback • Content editor revises • Final revisions made during summer, with final draft completed and uploaded to Atlas by mid-August
Reading Yearlong Calendar – Oakland Schools
2 3 4 5 6 7 8 Unit Weeks 1
4
Kindergarten Launching the Reading Workshop
3 4 4 4 4 4 4
Emergent Story Books Readers Use Strategies to Read
Readers Read Pattern Books Reading Informational Text Readers Problem Solve Tricky Words Readers Study Characters Through Role Play Reading Mixed Genre to Build Fluency
Month September October November
December January February March April
Reading Yearlong Calendar – Oakland Schools
Unit Weeks First Grade Month 1 2 3 4 5
4 4 4 4 4
Launching the Reading Workshop Readers Use Strategies to Solve Words Readers Learn from Informational Reading
Readers Come to Know the Characters in their Books Readers Build a Repertoire of Strategies to Problem Solve Words
September October November
December January
6
4 Readers Read Mixed Genres on a Topic February
7
4 Readers Use Series Books to Study Characters in Book Clubs March
8
4 Readers Read Text on Science Concepts to Teach Others April
Reading Yearlong Calendar – Oakland Schools
6 7 1 2 3 4 5 Unit
5 5 5 5 5
Week s
4 5
Second Grade Month Launching the Reading Workshop Readers and Characters Deal with Greater Challenges Readers Learn from Informational Reading
Readers are Members of Series Book Clubs Informational Reading Clubs Reading Traditional Literature Through Role Play Readers Read Text on Science Concepts to Teach Others
September Oct/Nov.
Nov/Dec.
Jan./Feb Feb./March March/April April/May
Unit Components
Atlas unit template
• • • Overarching Questions Graphic Organizer Unit Abstract • • • Common Core Standards Essential/Focus Questions Key Concepts • • • Intellectual Processes Lesson Sequence (separate packet) Assessment Tasks (separate packet) • Resources (separate packet)
Why a Script?
The following unit has been written in script form to help guide and support teachers in implementing effective reading instruction; routines, procedures, strategies and specific instructional vocabulary. In other words, the script serves as a “reading coach” for teachers. Teachers, whether new to the teaching profession or new to reading workshop, or new to some common core standards, may benefit from having detailed lesson plans.
The goal is that in time teachers will no longer need a script per se because they will have had time to study and gain procedural knowledge for many of the common core units of study. Also, many teachers feel a script serves as a guide for guest/substitute teachers or student teachers. Please view these scripts as a framework from which to work – rewrite, revise, and reshape them to fit your teaching style, your students, and your needs.
Additional Lesson Information
• Balanced Literacy Program (BLP) - A Balanced Literacy Program which is necessary to support literacy acquisition includes: reading and writing workshop, word study, read-aloud with accountable talk, small group, shared reading and writing, and interactive writing. Teachers should make every effort to include all components of a balanced literacy program into their language arts block. •
Reading and Writing workshop are only one part of a balanced
literacy program. The MAISA unit framework is based on a workshop approach. Therefore, teachers will also need to include the other components to support student learning.
• Mini-lesson – A short (5-10 minute) focused lesson where the teacher directly instructs on a skill, strategy or habit students will need to use in independent work. A mini-lesson has a set architecture.
Additional Lesson Information
• Independent Reading and Conferring - Following the mini-lesson, students will be sent off to read independently. During independent reading time teachers will confer with individuals or small groups of students. • Mid-workshop Teaching Point - The purpose of a mid-workshop teaching point is to speak to the whole class, often halfway into the work time. Teachers may relay an observation from a conference, extend or reinforce the teaching point, highlight a particular example of good work, or steer children around a peer problem. Add or modify mid-workshop teaching points based on students’ needs.
Additional Lesson Information
• Partnership Work - Partnership work is an essential component of the reading workshop structure. In addition to private reading, partnerships allow time each day for students to read and talk together, as well as provide support for stamina. Each session includes suggestions for possible partnership work. Add or modify based on students’ needs. • Share Component - Each lesson includes a possible share option. Teachers may modify based on students’ needs. Other share options may include: follow-up on a mini-lesson to reinforce and/or clarify the teaching point; problem solve to build community; review to recall prior learning and build repertoire of strategies; preview tomorrow’s mini lesson; or celebrate learning via the work of a few students or partner/whole class share (source: Teachers College Reading and Writing Project).
Architecture of a Mini-lesson
•
Connection
•
Teach
•
Active engagement
•
Link
•
Share
Sessions
Overview of lesson components
•
Read- Aloud with Accountable Talk vs. Immersion
•
Unit work will look and feel different- students may need scaffolds at first.
Resource Material Packet
•
All units will have resource packet with SAMPLE anchor charts
•
Class checklist/observational assessments
How to Access Scope Curriculum
•
http://oaklandk12-public.rubiconatlas.org
•
Click on Browse
•
Click on By School- drop down to Elementary Scope
•
Click by Grade
•