Transcript The Reading Continuum

Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 The Learning Continuum signifies the holism of learning.
It includes both formal aspects of controlled, planned
learning and unstructured, impromptu informal learning
moments.
 Developmental continuums provide the link between
instruction, assessment, standards, and student
portfolios. The continuums are based on current
research about literacy acquisition and reflect a childcentered, constructivist, developmental philosophy of
teaching and learning (Bonnie Campbell Hill).
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 by Bonnie Campbell Hill:
 A continuum is a visual representation of literacy development using
descriptors to depict the developmental stages of learning. The continuums
are based on four basic concepts:
 1. They focus on what students can do by stating the descriptors in a positive
way.
 2. The emphasis is on what students learn, rather than on what is taught.
 3. The stages are only approximations. (Children’s behavior may fit primarily
into one stage, but they are probably still consolidating one or two strategies
from the previous stage and showing evidence of a few new skills at the next
stage.)
 4. The continuums clearly show that reading and writing are complex
processes. (Literacy skills evolve over time and build upon each other in a
developmental progression.)
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 1. Create a common language for teachers, parents and students.
 2. Reflect progress and growth.
 3. Provide a roadmap for instruction.
 4. Create a structure for classroom based-assessment.
 5. Provide clear targets and benchmarks.
 6. Provide specific information about each student.
 7. Involve students in the assessment process and facilitate goal setting.
 8. Communicate clear information to families.
 9. Encourage professional conversations.
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 ESL-English as a second language
 ESOL- English to Speakers of Other Languages
 ELL- English Language Learners
 EAL- English as an additional language
 EFL- English as a foreign language
 TESOL- Teaching English to Speakers of Other Languages
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Domains of Language Learning:
Reading
Speaking
Writing
Listening
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 BICS- Basic Interpersonal Communication Skills
 2-3 years for BICS (Conversational Language)
 CALP- Cognitive Academic Language Proficiency
 5-7 years for CALP (Academic Language)
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 From ASD’s Standards and Benchmarks, the ESL Team
developed the continuums from an analytical point of
view, taking into account the process of language
acquisition.
 Based on the continuums currently used in the LES and
UES
 Provides continuity between divisions
 Acts as a supplement to the data piece on student
learning
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 NWEA MAPS
 STAR/AR data
 Woodcock Munoz Language Survey- Revised
 Continuum
 DRA2
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 For example:
LA Standard 1: Students will read fluently using the skills and
strategies of the reading process.
LA Standard 2: Students will comprehend, respond to and
analyze a wide variety of literary and informational text including
fiction and non-fiction.
Correlating Descriptor: (Later Advanced)- Uses a variety of grade
appropriate comprehension strategies and text features for
academic purposes (Early Advanced)- same, but with some
support
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 1. Require time to talk and share ideas and student work.
 2. Require time to match continuums to curriculum and standards.
 3. Require time to develop consistency within and between schools.
 4. Require time to develop and refine assessment tools.
 5. Require time to observe and assess students.
 6. Require time to help students learn to self-evaluate and set goals.
 7. Require organization and demand a high level of accountability.
 8. Require parent education and support.
 9. Require administrative support and ongoing professional development.
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Classroom literacy activity- introduce videos, book talk
response sheet and rubrics
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Notes:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 Bonnie Campbell Hill
 Jim Cummins
 Stephen Krashen
 Ontario Standards ESL Guide