MAISA Reading units rollout august 8, 2013

MAISA READING UNITS ROLLOUT AUGUST 8,

2013

WWW.MIELANETWORK.WEEBLY.COM

FRAMING THE WORK: PAM RICKLI, ALLEGAN AESA

1.Project Overview2.Writers’ Map3.Legislative Context


MAISA WRITING AND READING UNITS….

These are living documents, that will remain


WHAT IS READER'S WORKSHOP? Reader's Workshop provides students with a supportive environment that involves them in authentic reading experiences that focus on the strengths and needs of each individual student.

The basic philosophy behind the Reading Workshop is to allow students to spend an extended amount of time reading authentic texts that interest them on a daily basis and to provide opportunities to talk about literature. Students read under the influence of individualized instruction. The ultimate goal of a Reading Workshop is always to develop life-long passionate readers.


READER’S WORKSHOP HELPS STUDENTS DEVELOP:• strong reading skills through the use of a

mini-lesson• shared reading• reading aloud• conferencing• independent reading• paired reading• literature response

All through explicit, direct instruction from their teacher



MAISA Writing Units have touched most corners of the state of Michigan.

This map shows the diversity of districts that participated in the Mi ELA Network June Professional Learning opportunity.

We had over 700 educators from Michigan and other states involved; as facilitators, teachers, or administrators.

COMMON CORE AND MICHIGAN LEGISLATION

On June 13, 2013, Governor Snyder signed Public Act 59 (2013) into law,

approving the fiscal year 2014 budget for the Michigan Department of Education

(MDE).

This budget includes language that precludes the MDE from expending

funds on “implementation of common core state standards or smarter balanced

assessments unless an affirmative action of the legislature authorizing

implementation of said standards or assessments is provided.”


SO, WHAT DOES THIS MEAN?

• Takes effect on October 1, 2013. Spending in the current fiscal year

(2013) is not affected.

• Does not repeal the adoption of the Common Core State Standards

(CCSS).

• Does not affect spending by intermediate school districts or local

education agencies in FY 2014. ISDs and LEAs may continue to use funds

to support implementation of state content standards and assessments after

October 1, 2013.


FRAMING THE WORK:LAURA SCHILLER: OAKLAND ISD

Completion Timeline

www.mielanetwork.weebly.com


Why these units?

Why this approach?


NAEP CHARTS: BALANCE OF INSTRUCTION


CCR: COLLEGE & CAREER READINESSOVERARCHING STANDARDS

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Key Ideas and Details

CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure

CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text


Integration of Knowledge and Ideas

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1

CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

CCSS.ELA-Literacy.CCRA.R.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.

Range of Reading and Level of Text Complexity

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.


Note on range and content of student reading

To build a foundation for college and career readiness,

STUDENTS MUST READ WIDELY AND DEEPLY from among a

broad range of high-quality, increasingly challenging

literary and informational texts. Through extensive reading

of stories, dramas, poems, and myths from diverse cultures

and different time periods, STUDENTS GAIN LITERARY AND

CULTURAL KNOWLEDGE AS WELL AS FAMILIARITY WITH

VARIOUS TEXT STRUCTURES AND ELEMENTS.


By reading texts in history/social studies, science, and other disciplines,

students build a foundation of knowledge in these fields that will

also give them the BACKGROUND TO BE BETTER READERS IN ALL

CONTENT AREAS. Students can only gain this foundation when THE

CURRICULUM IS INTENTIONALLY AND COHERENTLY STRUCTURED TO

DEVELOP RICH CONTENT KNOWLEDGE WITHIN AND ACROSS GRADES.

Students also acquire THE HABITS OF READING INDEPENDENTLY AND

CLOSELY, which are essential to their future success.


STUDENT PORTRAIT

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EMPHASIS ON DEPTH

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6-12 STUDENTS STUDY TOPICS/THEMES IN DEPTH

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CCSS AND THE MAISA READING UNITS

1.Balance with CCSS: Literary and Informational Texts

2.Assessment with an eye to text complexity

3.Close reading of text

4.Historical core documents

5.Depth of Knowledge (Norman Webb)


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READING UNIT KEY CONSIDERATIONS

1. Alignment with writing units

2. 2 Q’s: Quality and Quantity of reading

3. Resources-CCSS, classroom libraries, mentor texts/ substitutions

4. Focus on teaching students to read and reason with inferential and critical comprehension in a range of genres


UNITS ARE BUILT AROUND A WORKSHOP MODEL:

•Students learn by doing

•Less telling—more showing

•Time to read and write

•Emphasis on student independence


LESSON TEMPLATE: FROM RESEARCH BASED ON EFFECTIVE INSTRUCTION

Clear Teaching Points

Modeling/Demonstrating

Guided Practice

Checking for Understanding

as summarized by Mike Schmoker 2011

Focus: Elevating the essentials to radically improve student learning. ASCD. 52-54.


EXPLORING VERTICAL AND HORIZONTAL ALIGNMENT ACROSS

WRITING AND READING UNITS.

Table groups:Look at a reading and

writing unit to notice connections.


Title I Supplemental Lessons

MAISA Title 1 Supplemental Modules for ELA



Documents

MAISA Reading units rollout august 8, 2013