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Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org English Language Arts/ Literacy Rigorous Academic Writing First District RESA, Curriculum Directors’ Meeting March 5, 2015 Carolyn Waters, ELA/Literacy Program Manager Stephanie Sanders, ELA Specialist 2015 7/18/2015 1 Rigorous Academic Writing Doesn’t Have to Be Scary! Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Agenda: • Introductions • ELA: Where We’ve Been and Where We’re Going. • Getting Ready for Milestones: Teaching to the Test? • Cultivating Best Practices for Rigorous Academic Writing 7/18/2015 2 English Language Arts/Literacy Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org •Where we’ve been… •Where we’re going… 7/18/2015 3 ELA Triathlon Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Plan includes a three-phase strategic design to prepare for Rigorous Academic Writing • Phase I includes instruction to promote and build sustainability for rigorous writing [DBQ/LBQ Process] – close reading/multiple texts/academic writing • Phase II involves Foundational Skills for Learning Progressions from the early grade levels up • Phase III involves UBD (beginning with the end in mind) and includes a close examination of performance-based tasks for the purpose of giving students grade-level appropriate, scaffolded opportunities to demonstrate their ability to analyze and synthesize information [AP Lang Synthesis Essay] 7/18/2015 4 English Language Arts Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • New Revised Standards APPROVED! • Teacher feedback will be honored by beginning the process of revising Teacher Guidance Documents to reflect the suggestions of teachers to “clarify,” “define the terms,” “provide simple illustrations of what is intended by each standard,” and to make “those resources easy to access.” • Teachers who may be interested in contributing to this revision process should subscribe to the ELA Reporter and watch for announcements. 7/18/2015 5 Teaching to the Test? Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Teaching to the test does NOT mean: • Spending more time practicing test-taking • Talking about the test instead of teaching/modeling • Teaching decontextualized skills or knowledge • Making the test the justification for teaching X (J.Burke & B. Gilmore. Academic Moves. 2015) 7/18/2015 6 Teaching to the test DOES mean: Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • By design - being intentional when choosing your texts, topics, tasks, tests, technology, techniques. • Through sustained inquiry – using a full range of literacies • Learning Progressions – using a progression of increasing complexity • Emphasizing depth – putting a greater emphasis on depth over breadth (J.Burke & B. Gilmore. Academic Moves. 2015) 7/18/2015 7 Key Shifts to focus on: Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Close reading strategies • Text-based evidence • Writing from sources (including multiple sources) • Academic language (analyze, synthesize, compare, evaluate) • Text complexity • Importance of argument (claim/counterclaim) • Emphasis on nonfiction (informational text) 7/18/2015 8 Creating a Common Culture Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Use a common language • Create a cohesive curriculum • Collaborate with fellow teachers • Improve consistency within and across departments and grade levels • Become a more intentional teacher, team, or faculty • Establish a culture that accepts responsibility for teaching all skills students need to succeed on the tests in the classroom, in college or a career 7/18/2015 9 The Most Challenging Standards? Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org In reading, Students struggle with informational vs. literary text as well as increasingly complex texts. The most challenging standards are those that require synthesis skills, including those related to: • Determining central ideas or themes and summarizing details • Analyzing text structure (RL 4,5,6/RI 4,5,6) • Integrating and evaluating content in diverse media and formats • Analyzing similar topics and themes across multiple texts (@2015 Curriculum Associates, LLC, ASCD Newsletter. Jan. 2015) 7/18/2015 10 The Challenge for Writing Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org In writing, students struggle with • Synthesizing information from multiple texts • Extrapolating a theme and putting it in writing • Creating a thesis that reflects the common theme of presented, multiple texts • Citing text evidence to support a student’s and/or the author’s argument or explanation • Understanding the structure of literary/ informational texts and being able to analyze it (RL4,5,6/RI4,5,6) 7/18/2015 11 Get on the ELA ListServe! Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org ELA District Support [email protected] ELA Administrators [email protected] ELA K-5 [email protected] ELA 6-8 [email protected] ELA 9-12 [email protected] 7/18/2015 12 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Resources 13 Assessment Resources Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org NAEP: Writing Framework for 2011 http://www.nagb.org/content/nagb/assets/documents/publications/frameworks/writing-2011.pdf PARCC: Sample Items for ELA/Literacy https://www.parcconline.org/samples/ELA Smarter Balance: Sample Items and Performance Tasks http://www.smarterbalanced.org/sample-items-and-performance-tasks/ Florida Department of Education: FCAT 2.0 Sample Questions and Answer Key Books http://fcat.fldoe.org/fcat2/fcatitem.asp Kentucky Department of Education: Sample Test Items http://education.ky.gov/AA/items/Pages/default.aspx New York Department of Education: Released Test Items https://www.engageny.org/resource/new-york-state-common-core-sample-questions 7/18/2015 14 Georgia Department of Education Resources Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Formative Instructional Practices (FIP) http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/GeorgiaFIP.aspx Formative Item Bank in OAS http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/OAS-Resources.aspx EOC and EOG Assessment Guides http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Assessment/Pages/GeorgiaMilestones-Assessment-System.aspx 7/18/2015 15 Meantime… What about us? Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How do we prepare our students? 7/18/2015 16 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Instructional Strategies for Reviewing Sample Questions 7/18/2015 17 New York Grade 3 What is the subtitle? Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org “Sea Turtles” What 2 details can I use? Why are they suited for the sea? 7/18/2015 • Why does the information in paragraph 5 belong under the heading “Suited for the Sea”? Use two details from the passage to support your response. How do I respond? 18 Close Read Para. 5 “Suited for the Sea” Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org But sea turtles are more than just great swimmers. Some of them are great divers. The leatherback can dive more than a thousand feet deep, looking for food. That’s the length of three football fields. And its deepest dives can be three times deeper than that! 1. 2. 3. 4. 5. 6. Draw a circle around the paragraph. Highlight unusual words and discuss meaning Write the heading at the top of the paragraph Write your questions in the margins Underline two details Check your “To Do” List. Did you complete it? 7/18/2015 19 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org How to Read the Prompt? Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Teachers must teach students how to read the prompt: • Show them • model it Each Teacher student • Whole class does… does… • Small group Small Whole • Individual groups class do… • Check for understanding does… 7/18/2015 20 Make a “To Do” list TO Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org DO • Look for • paragraph 5 • the Heading: Write it here _______________ • why the info in the paragraph fits heading • two details that support your answer • Write • your answer • Read (close read) • Find • Think 7/18/2015 1. 2. 21 New York Grade 6 • Excerpt from We Were There, Too! 7/18/2015 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • How does the information in lines 1 through 6 relate to the information in lines 7 through 15? Use two details from the article to support your response. • In lines 38 and 39, the author states, “Anna Green Winslow got an education, all right – just not the one her father intended.” Explain what the author means by this statement. Use two details from the article to support your response. 22 New York Grade 8 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org “The Inheritance of Tools” by Scott Russell Sanders • What character traits of the grandfather are revealed through his use of the hammer? Use two details from the passage to support your response. 7/18/2015 23 Kentucky Grade 10 • “Women Like Us” • Adapted from Edwidge Danticat’s short story “Women Like Us” 7/18/2015 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Write an essay in which you explain how the author’s use of literary elements in this passage helps convey the significance that writing holds for the narrator. Be sure to use evidence from the passage to support your ideas. You may include references to other texts or authors if you feel these will help you explain or support your ideas about this passage. 24 Mr. D: How do we grade all those essays? Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • https://www.youtube.com/watch?v=0fn_vAhu_Lw 7/18/2015 25 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Instructional Strategies How do we prepare our students? 7/18/2015 26 Document Analysis Steps Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 1. What do you see? Draw a box around everything you see 2. Write the ? on top of the box 3. Mark the doc (letter/number); source; note(s) and caption(s) with an 4. Examine the source(s) 5. Consider the notes and captions 6. Close read of document 7/18/2015 27 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 7/18/2015 28 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 7/18/2015 29 Who wrote this? “Women Like Us” Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Why was i Richard Woods, written? Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org hat is the thor’s point view? Literary 7/18/2015 devices? 30 Consistent Growth in Learning Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org http://www.corestandards.org/about-the-standards/myths-vs-facts/ 7/18/2015 31 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org 7/18/2015 32 Classroom Expectations to Cultivate Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Eliminate These Practices Cultivate These Practices • DOL (Dumb or Lucky!) • • • • • • • • Jeff Anderson’s Model Sentences (Mechanically Inclined) • Grammar in Context • Daily Writing • Teacher Models • Develop Reading Stamina • Test “Cold Passages” • DOK 2-4 in each Unit Test • Facilitate/Gradual Release Grammar out of Context Occasional Writing Teacher Assigns Short Reads on Tests Test What You Taught DOK 1 Level Questions “Stand and Deliver” 7/18/2015 33 Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org Georgia Milestones Assessment Guides http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/Georgia-MilestonesEnd-of-Course-Assessment-Guides.aspx http://www.gadoe.org/Curriculum-Instruction-andAssessment/Assessment/Pages/Georgia-MilestonesEnd-of-Grade-Assessment-Guides.aspx 7/18/2015 34 Contact the GaDOE ELA Team Richard Woods, Georgia’s School Superintendent “Educating Georgia’s Future” gadoe.org • Carolyn Waters, ELA Program Manager [email protected] • Stephanie Sanders, ELA Program Specialist [email protected] 7/18/2015 35