MAISA Career and College Readiness Collaboration Project –

ELA Phase II Roll outPam Rickli – Allegan AESAprickli@alleganaesa.org

Rita Reimbold – Ottawa ISDrreimbol@oaisd.org

August 9, 2012

Navigating the Resource

2011 = Opinion / Argument

A. M. = Narrative

P. M. = Informational / Expository

Navigating the Resource

1. Locate the documents.

2. Explore what’s there:• Where should I look first?• What will be the tricky spots?• What resources are most critical?

3. Consider Implications for our Regions

1. Locate the Documents.

Unit 1 – Narrative Launching Units Grade 2

Grade 5

Grade 8

6

Atlas Curriculum Mapping Units, Highlight Lessons, Highlight Assessments and

other resources available in Atlas by Rubicon

Public Site: http://gomaisa-public.rubiconatlas.org

7

Atlas Curriculum Mapping Units, lessons, formative assessments, and other

resources available in Atlas by Rubicon.

http://gomaisa-public.rubiconatlas.org

8

Online CCSS Curriculum Resources

Units of Study Lesson resources Assessment resources Professional resources • Video• Sample student work• And more

TEXT TYPE: NARRATIVE

Pacing GuideAbstractLearning ProgressionsOverview of Teaching Points/ConceptsAssessmentDaily Sessions

ELA Units of Study

Grade Level Unit Components

12

1. Unit Themes• Graphic• Focus Questions• Intellectual Processes• Key Concepts

2. Content Standards• Abstract• CCSS Standards

3. Instructional Resources• Daily Sessions• Literature• Websites• Graphic Organizers• Exemplars• Assessments

4. Professional Resources• Suggested books

Look for Resource Documents

2. Explore what’s there:

• Where should I look first?• Embedded links to lessons & resources

• Unit of Study DocumentsK-2 – pp. 2-4 Processes & Rituals3-12 – pp. 1-5 Learning Progressions

Assessments – Pre & Post

Overview of Teaching Points

2. Explore what’s there:

• Where should I look first?

• What will be the tricky spots?

• What resources are most critical?•Unit Template•Unit of Study Documents

2. Active Engagement

(Everyone tries it)

1. Teaching Point

Mini-Lesson(I Do)

4. After the Workshop

Share

Teach the Writer, Not the

Writing

3.Independent Writing

(You Do)

Teacher confers with individuals and small

groups.

Daily Lesson Components

17

K-12 Lesson Template Alignment

• Teaching Point• Connection• Teach• Active Engagement• Independent Practice• Mid-session teaching

point(s)• Share

Clear Teaching Points

Modeling/Demonstrating

Guided Practice

Checking for Understanding

The Writing Process Today

Collecting Entries

Finding a Seed

Nurturing the Seed

Picking a Genre

Picking a Mentor Text

Drafting Revising Editing Publishing

Main Goal:Build a writerly life and establish a writer's notebook that students value.

Main Goal: Identify an important topic to explore and discover through writing.

Main Goal: Create a risk-free environment that encourages revisiting and experimentation to imagine, explore a voice, or discover important ideas.

Main Goal: Study a genre or author within a genre to create a product within the "rules" of the genre.

Main Goal: Develop curiosity about and appreciation of an author to identify decisions for personal experiments and growth in skill.

Main Goal: Consciously design a product.

Main Goal: Approach revision as study and play, developing rethinking and experimenting behaviors.

Main Goal: Develop a standard of excellence for publication and strategies for achievement.

Main Goal: Produce a product for an audience.

Writing Workshop

Workshop models assume:

• Conferring • Building community to promote risk-taking• Opportunities for independent, small group

and whole group instruction – Small group work (K-5)– Partner work

• Promoting independence

Explicit Instruction Versus

Assign and Assess

TEXT TYPE: INFORMATION/EXPLANATION

• Where should I look first?

• What will be the tricky spots?

• What resources are most critical?

1. Locate the Documents.

Unit – Informational/ Explanatory UnitsGrade 2

Grade 5

Grade 10

25

Online CCSS Curriculum Resources

Units of Study Lesson resources Assessment resources Professional resources • Video• Sample student work• And more

How Does Informational Writing Differ from Argument

Writing?

Writers of informational texts do not present a debatable claim, but rather select a lens through which to look at information.

On-Demand Assessment

• Pre – – Patterns

- What do students know? -What do I need to include in this next unit as instruction/ practice?

• Post –– Growth over time

Analysis Tools

• Embedded in the Unit

• Smarter Balanced Rubricshttp://www.smarterbalanced.org/

• Teachers’ College Continuumhttp://tc.readingandwritingproject.com/

Resources

• MAISA Atlas - http://gomaisa-public.rubiconatlas.org

• Smarter Balanced – rubrics– http://www.smarterbalanced.org/

• Teacher’s College Reading and Writing Project– Information Writing Continuum– Student writing sample– http://tc.readingandwritingproject.com/