Transcript of B URLINGTON E DISON ’ S B ALANCED L ITERACY M ODEL (A WORK IN PROGRESS ) W RITING S UBCOMMITTEE J...
- Slide 1
- B URLINGTON E DISON S B ALANCED L ITERACY M ODEL (A WORK IN
PROGRESS ) W RITING S UBCOMMITTEE J ANUARY 2012
- Slide 2
- A CTIVATING P RIOR K NOWLEDGE . Our Writing Beliefs..
- Slide 3
- M EETING A GENDA I. Introductions/Norms II. History/Background
III. Current Research/Data IV. Planning for Steps in the Writing
Committee's "charge" V. Delegating tasks/items VI. Next Steps
Questions/Comments
- Slide 4
- F ORMAT AND P URPOSE OF THIS M EETING Format Work Session: To
provide interactive time to share with our colleagues, process and
provide feedback Purpose To create a Balanced Literacy Model for
our district that encompasses best practice, high yield thinking
strategies and provides the most appropriate literacy instruction
for all students while supporting teachers with the most user
friendly documents, tools and resources to deliver that instruction
Roles Your expected role is to provide constructive feedback, share
expertise and provide a clear, meaningful and supportive direction
to incorporate writing into our balanced literacy framework.
- Slide 5
- O UTCOMES FOR T ODAY AND B EYOND ! Develop a deep understanding
of Writing standards, Data, Research and resources we currently use
to make informed decisions and plans for incorporating a more
cohesive writing plan within our balanced literacy model. Create a
plan for strengthening our Daily Learning guides to incorporate
writing. Develop a PD plan for guides and roll-out Be a liaison for
your grade level/buildings to represent all teachers
- Slide 6
- P ROTOCOLS Please take a couple of minutes to suggest one or
two norms that will support our work together. (Share Out)
- Slide 7
- L ET S G ET S TARTED !
- Slide 8
- G OALS OF L ITERACY C ADRE Support the Burlington-Edison
Preferred Vision for a Comprehensive Literacy Program Align the
standards with our district adopted resources Create a Daily
Learning Guide (DLG) that maps the skills and resources out
throughout the year and grade level Provide a structure for our
literacy block that supports all students at their varying levels
and skills Provide meaningful professional development and
resources that teachers feel confident utilizing and will bring
back to share with other staff members Training Paraprofessionals
in the area of Literacy to help support our Comprehensive Literacy
Program Develop/or find a variety of meaningful formative and
summative assessments aligned to our pacing guide Motivating
students to read and write outside the day Leveling books for
students/teachers
- Slide 9
- Burlington-Edison Preferred Vision for a Comprehensive Reading
Program Essential Components of an Effective Reading Program
Implications from Research Daily Reading Reading to students Shared
reading (modeling reading strategies) Independent reading practice
(at an appropriate level for students) Guided reading (students
reading at instructional level with teacher guidance) Encourage
reading outside school Differentiated Classroom Environment Balance
of whole group, small group, and individual instruction Focus on
thinking, learning, and problem- solving Student interaction
Flexible grouping Active strategies/Student monitoring Student
friendly EALRs/GLEs discussed and posted Reading strategies
discussed and posted Explicit Instruction Critical thinking skills
with consistent strategies and graphic organizers Tiered
instruction Phonemic awareness and phonics Fluency Comprehension
strategies Vocabulary Variety of Materials Fiction Non-fiction
Various forms/ genres Variety of levels available Assessments
Variety of meaningful, ongoing assessments, e.g. performance,
objective, and student self- evaluation Formative and summative
assessment Align assessment with GLEs Common assessments
district-wide Response to Reading Opportunities to respond to
reading in various ways, e.g. writing, discussion, drama, etc.
Proficient Practitioners Professional development Best practices
based on current research All staff involved in on-going training
Time to research, plan and collaborate Reading instruction occurs
in all content areas High expectations
- Slide 10
- T HE L EVEL OF D EPTH W E W ANT TO T AKE THIS L ITERACY M ODEL
Provide a clearly articulated learning progression that represents
our standards in our DLG Providing meaningful strategies to support
a Balanced Literacy Program Provide professional development that
aligns and supports a Balanced Literacy Program and the Daily
Learning Guide Provide meaningful common/formative assessments
Provide a suggested Schedule for Literacy Block that includes all
of the key components for a Balanced Literacy Structure Be flexible
with the format we have created to consistently view it as a draft
and add appropriate materials and resources (Interactive)
- Slide 11
- W HERE W E S TART . Looking at the Data Digging into the
Research Deepening our understanding of the Standards, and David
Matteson Benchmarks Deep Curriculum Alignment Specifically,
aligning the standards with our current writing curriculum find the
strengths and the holes Create a Draft writing component on our
DLGs Created a Draft District Grade Level One pager Where we are
now..
- Slide 12
- MSP/HSPE D ATA
http://reportcard.ospi.k12.wa.us/waslTrend.aspx?grou
pLevel=District&schoolId=206&reportLevel=District
&orgLinkId=206&yrs=2010-
11&gradeLevelId=4&subjectType=1&year=2010-
11&waslCategory=1&chartType=2
http://reportcard.ospi.k12.wa.us/waslTrend.aspx?grou
pLevel=District&schoolId=206&reportLevel=District
&orgLinkId=206&yrs=2010-
11&gradeLevelId=7&subjectType=1&year=2010-
11&waslCategory=1&chartType=2
http://reportcard.ospi.k12.wa.us/waslTrend.aspx?grou
pLevel=District&schoolId=206&reportLevel=District
&orgLinkId=206&yrs=2010-
11&gradeLevelId=10&subjectType=1&year=2010-
11&waslCategory=1&chartType=2
- Slide 13
- T AKING A L OOK AT OUR I NDIVIDUAL C LASSROOM D ATA Guiding
Thinking Points What MSP Level are the majority of your students?
How do the other writing assessments you provide in your classroom
correlate with these results? How would you/do you group these
students according to this data? What needs do you see? How does
our current writing curriculum help support these students?
- Slide 14
- O UR A HAS
- Slide 15
- W HERE W E S TART . Looking at the Data Digging into the
Research Deepening our understanding of the Standards, and David
Matteson Benchmarks Deep Curriculum Alignment Specifically,
aligning the standards with our current writing curriculum find the
strengths and the holes Create a Draft writing component on our
DLGs Created a Draft District Grade Level One pager Where we are
now..
- Slide 16
- Writing is not simply a way for students to demonstrate what
they know. It is a way to help them understand what they know. -The
Neglected R, 2003
- Slide 17
- W RITING N EXT . E FFECTIVE S TRATEGIES TO I MPROVE W RITING ..
Jigsaw ALL: Executive Summary Introduction p. 7-10 Recommendations:
p. 11-14 The 11 Key Elements: p. 15-18 The 11 Key Elements cont. p.
19-21 Implementing the Elements p. 22-24 Accumulation of Research :
p. 25-28
- Slide 18
- Framework for Success in Postsecondary Writing, co-authored by
The Council of Writing Program Administrators (CWPA), the National
Council of Teachers of English (NCTE), and the National Writing
Project (NWP), state that writing activities and assignments should
be designed with genuine purposes and audiences in mind (from
teachers and other students to community groups, local or national
officials, commercial interests, students friends and relatives,
and other potential readers) in order to foster flexibility and
rhetorical versatility. Standardized writing curricula or
assessment instruments that emphasize formulaic writing for
non-authentic audiences will not reinforce the habits of mind and
the experiences necessary for success as students encounter the
writing demands of postsecondary education (2011, p. 3). Writing
dispositions/ habits of mind (or the ways writers approach writing)
include: engagement through making connections among ideas;
persistence to grapple with challenging ideas and texts;
responsibility to incorporate ideas of others, giving proper
attribution; flexibility of approaches and styles to match purpose;
and utilizing met-cognitive skills to reflect on their development
as writers.
- Slide 19
- B EST P RACTICES IN T EACHING W RITING 1. Establish a positive
atmosphere for writing, reading and learning. 2. Organize for
writing. 3. Provide meaningful student writing activities. 4.
Ensure that students read, respond to, and use a variety of
materials written for a variety of purposes and audiences. 5. Write
regularly across the curriculum and grade levels. 6. Arrange for
students to have constructive response to their writing and to
offer response to other writes. 7. Provide opportunities for
students to collaborate as writers, thinkers, and learners. 8.
Conduct effective mini-lessons.
- Slide 20
- F RAMEWORK OF W RITING I NSTRUCTION The Writing Process
Prewriting Drafting Revising Editing Publishing The Structure of
Writing Genre Forms and Structures Writing for Meaning/Response
Writing Across Content Areas Writing with Spelling, Handwriting and
Conventions
- Slide 21
- F OUR C OMPONENTS OF W RITER S W ORKSHOP (R OUTMAN, 2000; F
OUNTAS AND P INNELL, 2001) Writing Aloud Shared Writing Guided
Writing Independent Writing
- Slide 22
- PRACTICES THAT HAVE NOT PRODUCED QUALITY WRITING . Formulaic
Writing. Barry Lane states in his book After the End that writers
dont need to be given formulas; they need to be shown
possibilities. Too often, formulaic writing leads to mediocre, dull
writing where student engagement with the text is absent. While a
formula may be useful for beginning or novice writers who need
scaffolding in organizational techniques and in the crafting of
elaboration, it should not be an outcome expectation for student
writers at any grade level.
- Slide 23
- O UR A HAS
- Slide 24
- W HERE W E S TART . Looking at the Data Digging into the
Research Deepening our understanding of the Standards, and David
Matteson Benchmarks Deep Curriculum Alignment Specifically,
aligning the standards with our current writing curriculum find the
strengths and the holes Create a Draft writing component on our
DLGs Created a Draft District Grade Level One pager Where we are
now..
- Slide 25
- C OMMON C ORE S TANDARDS OF W RITING . 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. They learn to appreciate that
a key purpose of writing is to communicate clearly to an external,
sometimes unfamiliar audience, and they begin to adapt the form and
content of their writing to accomplish a particular task and
purpose. They develop the capacity to build knowledge on a subject
through research projects and to respond analytically to literary
and informational sources. 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.
- Slide 26
- CC A SSESSMENT A second decision was to assess writing of three
specific text types identified as the focus in the CCSS: Writing
assessment targets for Claim #2 address all three text types (W1,
opinion/argument, W2, informational, and W3, narrative writing) and
their unique features. Assessment targets for claim #2 make
specific distinctions that align with CC standards for each type of
writing at every grade level. The wording of Claim #2 ( Students
can produce effective writing for a range of purposes and
audiences) and descriptions of what sufficient evidence of student
performance should look like address all three writing genres and a
range of purposes.
- Slide 27
- D AVID M ATTESON S B ENCHMARKS Much of the work has already
been done Significant investment P-3 and community partners
- Slide 28
- W HERE W E S TART . Looking at the Data Digging into the
Research Deepening our understanding of the Standards, and David
Matteson Benchmarks Deep Curriculum Alignment Specifically,
aligning the standards with our current writing curriculum find the
strengths and the holes Create a Draft writing component on our
DLGs Created a Draft District Grade Level One pager Where we are
now..
- Slide 29
- C URRENT W RITING G UIDES Resources Matrix Reflection on
strengths/holes Current DLG Current One-Pager Sharing out how we
see this all fitting together
- Slide 30
- W HY DO WE NEED TO PRIORITIZE ? Research tells us that it would
take between 22 and 26 years for teachers to teach all the
standards and objectives in the state curriculum. (Marzano and
Kendall) Since research tells us this, teachers have two choices:
Teach everything equally Teach prioritized standards for a deeper
level of understanding Prioritizing does not mean eliminating any
standards. It means focusing on some standards more than
others.
- Slide 31
- A HAS
- Slide 32
- W HERE W E S TART . Looking at the Data Digging into the
Research Deepening our understanding of the Standards, and David
Matteson Benchmarks Deep Curriculum Alignment Specifically,
aligning the standards with our current writing curriculum find the
strengths and the holes Create a Draft writing component on our
DLGs Created a Draft District Grade Level One pager Where we are
now..
- Slide 33
- O UR G RADE L EVEL D RAFT S TANDARDS P ACING G UIDE . Link
- Slide 34
- W HERE W E S TART . Looking at the Data Digging into the
Research Deepening our understanding of the Standards, and David
Matteson Benchmarks Deep Curriculum Alignment Specifically,
aligning the standards with our current writing curriculum find the
strengths and the holes Create a Draft writing component on our
DLGs Created a Draft District Grade Level One pager Where we are
now..
- Slide 35
- W HERE W E S TART . Looking at the Data Digging into the
Research Deepening our understanding of the Standards, and David
Matteson Benchmarks Deep Curriculum Alignment Specifically,
aligning the standards with our current writing curriculum find the
strengths and the holes Create a Draft writing component on our
DLGs Created a Draft District Grade Level One pager Where we are
now..
- Slide 36
- W RITING C OMMITTEE T IMELINE
- Slide 37
- W HERE WE ARE GOING NEXT Completion of Writing portion of DLG
Completion of one-pager representing writing Professional
development Tools to support
- Slide 38
- D ISCUSSION T IME C OMMENTS /Q UESTIONS Please fill out an
Plus/Delta before leavingPlus/Delta A Huge Thank You For Attending
and Providing Such Great Feedback! For further comments/questions
please contact: Mdarragh@be.wednet.edu