Transcript Winston-Salem / Forsyth County DIBELS

Winston-Salem / Forsyth
County Schools
Comprehensive
Literacy
2014- 2015
EOY DIBELS Next Data
2013
2014
Kindergarten
62%
76%
1st Grade
62%
66%
2nd Grade
67%
71%
3rd Grade
61%
70%
EOY DIBELS Next Data
Cohort
Difference
2013
2014
Kindergarten
62%
76%
1st Grade
62%
66%
+4%
2nd Grade
67%
71%
+9%
3rd Grade
61%
70%
+3%
EOY TRC Data
BOY
EOY
Kindergarten
48%
64%
+16
1st Grade
55%
52%
-3
2nd Grade
42%
57%
+15
3rd Grade
41%
56%
+15
Grade
Time of Year
Below
Proficient
Proficient
Above
Proficient
BOY
PC
RB to B
C or above
EOY
C
D
E or above
BOY
C
D
E or above
EOY
H to I
J to K
L or above
BOY
H to I
J to K
L or above
EOY
L
M to N
O or above
BOY
L
M to N
O or above
EOY
N to O
P to Q
R or above
Kindergarten
First Grade
Second
Grade
Third Grade
EOG data
2013
2014
(% Prof. IV – V)
3rd Grade
42.9
46.4
4th Grade
41.7
41.4
5th Grade
38.0
39.6
EOG data
2013
2014
(% Prof. IV – V)
Cohort
Difference
3rd Grade
42.9
46.4
4th Grade
41.7
41.4
-1.5
5th Grade
38.0
39.6
-2.1
Third Grade- EOG and TRC
Third Grade 2013-2014
TRC
EOG
(green and blue)
(Levels III, IV, V)
56%
58%
Content Area Overview
 Resources Roadmap for Elementary English
Language Arts


Structure of the ELA K-5 CCSS
Instructional Foundations


Resources
District / State Assessments

Resources
Structure of the English Language
Arts K-5 Common Core Standards
Structure of the English Language
Arts K-5 Common Core Standards
Structure of the English Language
Arts K-5 Common Core Standards
Structure of the English Language
Arts K-5 Common Core Standards
Structure of the English Language
Arts K-5 Common Core Standards
Structure of the English Language
Arts K-5 Common Core Standards
Anchor Standards
 The Anchor standards “anchor” the document
and define general, cross-disciplinary literacy
expectations that must be met for students to
be prepared to enter college and workforce
training programs ready to succeed
 Each Anchor standard has an accompanying
grade-specific standard that translates the
broader Common Core statement into gradeappropriate end-of-year expectations
Anchor Standards- Clear focus on
college and career readiness
 A standard was included only when the
evidence indicated that its mastery was
essential for students to enter a globally
competitive society.
 By focusing on the most essential elements,
teachers and students have time to practice
and achieve excellent performance
Reading Standards (page 11)
Reading
Standards
Divided into
2 Strands
Literature
RL
Reading Standards (page 13)
Reading
Standards
Divided into
2 Strands
Informational
Text
RL
RI
College and Career Readiness Anchor
Standards for Reading (page 10)
In Reading there
are 10 Anchor
Standards
Anchor Standards
Anchor
Standards are
arranged into
clusters
Writing Anchor Standards (10) and
Four Clusters (page 18)
Speaking and Listening Anchor
Standards (6) page 22
Language Anchor Standards (6)
page 25
Reading Foundational Skills (page 15)
(No Anchor Standards)
 Grades K-5
 Print Concepts
 Phonological Awareness
 Phonics and Word Recognition
 Fluency
Learning Progressions
Anchor Standards
Appendices A, B and C
Text Complexity
Reading Foundational Skills Examples and
Explanations
Definitions and Examples of Key Terms in all Strands
Appendices A, B and C
Text Exemplars
Sample Performance Tasks
Appendices A, B and C
Samples of Students Writing
•Narrative
•Informative / Explanatory
•Argument / Opinion
Instructional Foundations
Comprehensive Literacy Framework
Comprehensive Literacy Framework (a
Balanced Literacy Model) key components
include:
 Phonemic Awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension
Comprehensive Literacy Framework
Provide a structure to explicitly and implicitly
teach these skills and strategies. The
structure includes:
 Teacher Directed Reading
 Small Flexible Groups
 Working With Words / Word Study
 Writing
 Teacher Read Aloud
 Self Selected Reading
Comprehensive Literacy Framework
Standards are
taught through
the
Comprehensive
Literacy
Framework
Comprehensive Literacy Framework
Teacher Directed
Reading
 On-grade level
 Teacher models
 Students apply



Independently
With Partner
Small Group
Comprehensive Literacy Framework
Small Flexible
Groups
 Instructional
level
 Students apply
grade level
standards
through
instructional
level materials
Comprehensive Literacy Framework
Working With
Words / Word
Study
 On-grade level
 Activities
transition from
phonological
awareness (K)
through word
structure (2-5)
Comprehensive Literacy Framework
Writing
 Writing
Instruction
 Mini-lessons
 Conferencing
Writing
To build a foundation for college and career
readiness, students need to learn to use
writing as a way of offering and supporting
opinions, demonstrating understanding of the
subjects they are studying and conveying real
and imagined experiences and events…..
To meet these goals, students must devote
significant time and effort to writing, producing
numerous pieces over short and extended time
frames throughout the year.
Writing
 Argument and informative/explanatory writing
are now given equal status to narrative
writing
 Students must be able to write for short and
extended amounts of time.
 Writing is to occur across the curriculum
Anchor Standard 5- The Writing
Process
A recursive process:
 Prewriting
 Drafting
 Revising
 Editing
 Publishing
Benchmarking Writing Progress
Comprehensive Literacy Framework
Differentiation
 Lessons
designed to
meet student
needs
 May include



Remediation
Acceleration
Enrichment
Comprehensive Literacy Framework
Teacher Read
Aloud
 Must be planned
and purposeful
 Wide variety of
genres
 Vertical
discussion on
titles
Comprehensive Literacy
Framework
Self Selected
Reading
 Management
System
 Accountability
 Conferencing
Balanced Literacy Guidelines- Grades K-2
 Teacher Directed Reading
 Small Flexible Groups
25 minutes
40 minutes
(15-20 minutes per group)
 Word Study
 Self-Selected Reading
 Teacher Read-Aloud
 Writing Instruction
15 minutes
Incorporate FG
10-15 minutes
40-45 minutes
Balanced Literacy Guidelines- Grades 3-5
 Teacher Directed Reading
 Small Flexible Groups
40 minutes
40 minutes
(15-20 minutes per group)
 Word Study
 Self-Selected Reading
 Teacher Read-Aloud
 Writing Instruction
15 minutes
Incorporate FG
10-15 minutes
40-45 minutes
Balanced Literacy Guidelines for Imagine It!
 Teacher Directed Reading- Red Band
 Small Flexible Groups- Workshop
(15-20 minutes per group)
 Word Study- Green Band
 Self-Selected Reading- Incorporated
Workshop
 Teacher Read-Aloud- 10-15 minutes daily
 Writing Instruction- Blue Band
When the teacher asks you to read
out loud but you don’t even know
what page they’re on:
Units of Study
 Guide for standards to be taught and
reviewed
 Standards cycle through the units
 Scope and Sequence
Common Core State Standards
DPI- ELA Resources
Parent Road Maps to Common Core
Learning Village
EELA WIKI
District / State Assessments
District Assessments
 District Benchmarks
 Read to Achieve Local Assessments (third
grade)- secured documents
State Assessments
 DIBELS (Dynamic Indicators of Basic Early
Literacy Skills) and TRC (Text Reading and
Comprehension)
 Beginning-of-Grade (BOG)- third grade
 End-of-Grade 3-5
 Read to Achieve Alternate Assessment