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Teaching and Learning Through the Elementary English Language Arts (ELA)
Standards Danielle Calvin
Director of Elementary English Language Arts Office of Curriculum and Instruction
Oklahoma State Department of Education
Alignment to Learning Forward Standards •The new education law, Every Student Succeeds Act (ESSA), redefines professional development with a purposeful influence from Learning Forward.
•Learning Forward, a national association recognized as leaders in professional learning, has established standards for professional learning that set a high bar for quality learning experiences.
•This session aligns to the following standard(s):
•Learning Communities Professional learning that increases educator effectiveness and results for all students occurs within learning communities committed to continuous improvement, collective responsibility, and goal alignment.
•Leadership Professional learning that increases educator effectiveness and results for all students requires skillful leaders who develop capacity, advocate, and create support systems for professional learning.
•Learning Designs Professional learning that increases educator effectiveness and results for all students integrates theories, research, and models of human learning to achieve its intended outcomes.
•Implementation Professional learning that increases educator effectiveness and results for all students applies research on change and sustains support for implementation of professional learning for long-term change.
•Outcomes Professional learning that increases educator effectiveness and results for all students aligns its outcomes with educator performance and student curriculum standards.
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Agenda
1. Standard Development and Design
2. Aligning Instruction to Standards
3. Upcoming Resources
4. Connecting
Purpose
This session is intended to provide essential
background knowledge about the Oklahoma
Academic Standards (OAS) for English Language
Arts (ELA).
Standards Then, Now, and Beyond
P.A.S.S.
Priority
Academic
Student Skills
P.A.S.S.
(Again)
Oklahoma Academic Standards
Standard Booklet Tour
• ELA Standards pg. 9-10
• Navigating the Vertical Alignment pg. 11
• Glossary pg. 73-86
• Genre Guidance pg. 89
• Text Complexity pg. 90
• Lexile Levels pg. 91
• Grammar Companion pg. 92-105
Standards Booklet Tour!
Visible Learning with the Standards
2: Reading Foundations - Students will develop foundational skills for future reading success by working with sounds, letters, and text.
Kindergarten
Phonological
Awareness
Phonological awareness
is the ability to
recognize, think about,
and manipulate sounds
in spoken language
without using text.
K.2.PA.6 Students will blend and segment onset and rime in one syllable spoken words (e.g.,
Blending: /ch/ + at = chat; segmenting: cat = /c/+ at).
Students Are: Teachers Are:
❏ Blending phonemes in simple
words
❏ Segment the phonemes in simple
words
❏ Identifying the number of sounds
in one syllable words
❏ Representing sounds with
manipulatives such as pom poms,
counters, candy, etc.
❏ Providing opportunities for students to
manipulate the sounds of words in small
and whole group settings
❏ Modeling blending and segmenting
activities with multisensory activities
❏ Deliberately identifying the sounds of
words during read alouds and other
instruction
Extension: What Grade Level Objective in another Standard and Strand could you bundle with this standard for instruction and
assessment.
Objective 1:
K.2.PA.6 Students will blend and segment onset and rime
in one syllable spoken words (e.g., Blending: /ch/ + at =
chat; segmenting: cat = /c/+ at).
Objective 2:
K.2.PWS.4 Students will blend letter sounds to decode
simple Vowel / Consonant (VC) and Consonant / Vowel /
Consonant (CVC) words (e.g., VC words= at, in, up; CVC
words = pat, hen, lot).
What about now?
Danielle Calvin
Director of Elementary English
Language Arts
405-521-3034
