Publishers’ Training for the October 23-27, 2006 4-10 Reading Materials Review

1. Publishers’ Training for the October 23-27, 20064-10 Reading Materials Review OSPI Curriculum & Instruction, K-12 Reading Phoenix Inn July 17, 2006 9:00 – 3:00

2. Welcome! • Thank you for attending the OSPI Publishers’ Training today.

3. OSPI Staff • Mickey Lahmann – Assistant Superintendent of Curriculum & Instruction • Sue Geiger – K-12 Reading Administrator • Sarah Rich – Programs Manager • Cheryl A. Young – Reading Specialist • Barbara Hargrove – Assistant • Breanne Conley – Assistant

4. Publishing Companies • EMC Publishing • Glencoe/McGraw-Hill • Harcourt School Publishers • Holt, Rinehart, and Winston • Houghton Mifflin • Macmillan McGraw-Hill • McDougal Littell • Pearson Prentice Hall • Pearson Scott Foresman • SRA/McGraw-Hill

5. Purpose of 4-10 Materials Review WA State Goal: Provide school districts with information regarding alignment of 4-10 reading core/comprehensive instructional programs to the Washington State Standards (EALRs & GLEs).

6. Purpose of Training Participants will: • Learn about the purpose of 4-10 Reading Materials Review; • Receive a refresher on WA State’s Essential Academic Learning Requirements (EALRs) and Grade Level Expectations (GLEs); • Learn about the organization of the Self-Study Documents; • Complete sample sections of a Self-Study Document;

7. Purpose of Training • Learn about OSPI expectations and requirements for completing and submitting 4-10 Reading Program Self-Study Documents; • Learn about evaluation and scoring of submitted materials; and • Have time to ask general questions regarding the Self-Study Documents or Review process.

8. Important Documents • Agenda (yellow) • PowerPoint Hand-out (white) • Master Price Agreement (buff) • K-10 Grade Level Expectations (2004)(booklet) • Self-Study Document (white) • Publisher’s Notice (lavender) • Materials Submission Checklist (pink) • Lesson Examples

9. K-3 Reading Master Price Agreement • Identified Qualified Menu Programs • Publishers agree to hold 2006 prices for six (6) years to all districts in the state of Washington • Potential savings to Washington State School Districts –$1-2 Million Dollars annually

10. Master Price Agreement K-3 Reading 2006 Washington State Master Price Agreements English • Harcourt, Trophies (2007) • Houghton Mifflin, Houghton Mifflin Reading (2006) • Pearson Scott Foresman, Reading Street (2007) • SRA/McGraw-Hill, Open Court (2005) Spanish • Harcourt, Trofeos (2003) • SRA/McGraw-Hill, Foro abierto para la lectura (2003) Website: http://www.k12.wa.us/CurriculumInstruct/reading/ReadingProgMasterPriceAgrmnt.aspx

11. Washington State Learning Goals • Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings. • Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history; geography; arts; and health and fitness.

12. Washington State Learning Goals • Think analytically, logically, and creatively, and integrate experience and knowledge to form reasoned judgments and solve problems. • Understand the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities.

13. Student Proficiency • Student proficiency refers to student demonstration of skill or knowledge • Publisher’s citations will match or align with Washington State’s Grade Level Expectations (GLE)

14. The Research Base • Washington State’s Grade Level Expectations are grounded in scientifically-based reading research. • National Reading Panel (2000)

15. Importance of ALIGNMENT Curriculum Defined by the District based on EALRs/GLEs STUDENT ACHIEVEMENT Instruction Implementation of the defined curriculum Assessment Multiple measures of proficiency of the defined curriculum

16. Deep Alignment Refers to: • The congruence, or close match among curriculum, instruction, and assessment with regard to the content,context and cognitive demand required of the students (Anderson et al, 2001).

17. Three “Cs” of Alignment Content • “Topic” of the learning, or knowledge, skills, processes, and concepts.

18. Three “Cs” of Alignment Context • The conditions of instruction and the tasks in which students are engaged.

19. Three “Cs” of Alignment Cognitive Demand • Type of cognition required of the student defined in Bloom’s Taxonomy of the Cognitive Domain (OSPI, 2004, p. 53). • Note: The use of the taxonomy reflects a classification of six types of cognition rather than a hierarchy.

20. Grade Level Expectations . . . Explain what students should know and be able to do. Each GLE contains: • A statement of cognitive demand and the important content or process to be learned. • Evidence of Learning is a bulleted list of student demonstrations that provides the teacher with common illustrations of the learning.

21. The Reading EALRs • EALR 1: Reading word skills and strategies • Phonemic awareness, phonics, fluency, vocabulary • EALR 2: Reading for understanding • Comprehension

22. The Reading EALRs • EALR 3: What materials and why • Text and purpose • EALR 4: Student goal setting and monitoring progress • Assess strengths and weaknesses and develop reading interest

23. Component 1.3: Build vocabulary through wide reading • GLE 1.3.1: • Understand and apply new vocabulary • Evidence of Learning EALR 1: The student understands and uses different strategies to read Example of Numbering System—Reading Grade Level: X 1.3.1 Note: The grade level is NOT represented by one of the digits

24. Understanding the Reading GLEs EALR 2: The student understands the meaning of what is read. Component 2.2Understand and apply knowledge of text components to comprehend text. Grade Level Expectation Evidence of Learning

25. Understanding the Reading GLEs EALR 2: The student understands the meaning of what is read. Component 2.1Demonstrate evidence of reading comprehension. WASL Eligible GLE Grade Level Expectation Evidence of Learning

26. March 2006 Grades K-3 Aligned to GLE and Evidence of Learning Addresses student proficiency; assessment; instructional approach; universal access; and cultural responsiveness October 2006 Grades 4-10 Aligned to GLE and Evidence of Learning Addresses student proficiency; assessment; universal access; and cultural responsiveness Comparison of Reviews

27. Sections of the Self-Study Document • Section One: Student Proficiency (at the Evidence of Learning level) • Section Two: Assessment (at the Component level) • Section Three: Meeting the Needs of All Students (at the EALR level) • Universal Access • Cultural Responsiveness

28. Section One: Student ProficiencyGrade Six

29. Section Two: AssessmentGrade Six

30. Grade Six: Section Three • Meeting the Needs of All Students • Universal Access • Cultural Responsiveness

33. Self-Study Document • Remember, there are 3 sections: • Section One: Student Proficiency • Section Two: Assessment • Section Three: Meeting the Needs of All Students • Universal Access • Cultural Responsiveness

34. Grade 6 • For purposes of today’s presentation, we will focus on Grade 6

35. Section One: Student Proficiency • Student performance of specific skills within a scope and sequence; citations must align to each Evidence of Learning within the GLEs.

37. Section One: Student Proficiency

38. Section One: Student Proficiency • Row 1-3: Headers for Section, EALR, GLE and Publisher’s Citations • Column 1: GLE and each Evidence of Learning • Column 2, 4, 6: Publisher’s Citations • Beginning (1 citation) • Middle (1 citation) • End (1 citation)

39. Section One: Student Proficiency • Column 3, 5, 7: Reviewer Use Only • Column 8: Reviewer’s Score • Column 9: OSPI Use Only

40. Partner Work • Explain to your partner the organization of Section One: Student Proficiency. • You have three minutes to look this over and summarize/discuss.

41. Student Proficiency: Citing Aligned Examples • Locate a lesson that aligns to the Evidence of Learning relatively early in the program. Cite the grade, unit (book), page number, and title of the lesson. • Locate one additional skill/lesson from the middle of the year and one from the end of the year that support the same skill. • If the skill ends, or is slowly phased out, cite examples that best represent a “beginning, middle and end” (e.g., GLE 1.4.2: Read aloud unpracticed grade-level text with fluency in a range of 145-155+ WCPM).

43. Identify the 3 C’s • For GLE 1.3.2, the first Evidence of Learning, locate and mark the • Content • Context • Cognitive demand

44. Review a Lesson • Let’s review the lesson that is cited for Grade 6, GLE 1.3.2, the first Evidence of Learning.

45. Example: Aligning Program Lessons to GLE Evidence of Learning (Gr. 6: 1.3.2) Introduce Vocabulary: Unit 2; Lesson 7 • 6. We will read some new words in today’s article, “Searching and Examining a Major Case Crime Scene”. • Write the vocabulary words on the board. • Read the words to the students. • Ask for volunteers (or call on individual students) to read the words as you point to them. • Provide correction and feedback as needed. • 7. Tell the tudents that knowing the word meanings will help them understand the article better. • For each word: • Read the word and its definition. Read the sentence that follows. • Call on students to use their own words to define each vocabulary word. • investigate to observe or inquire in detail. To find out about. • At a crime scene, a police officer will investigate the surrounding area for evidence. • obvious very clear • The knife with blood on it lying next to the dead body seemed like an obvious clue to the murder weapon. • observation The act of watching. • The detective completed her observation of the crime scene in six hours. • reveal To show. • The detective hoped that the evidence she collected would reveal the murderer. • unearth to bring up out of the earth, or to bring to the public’s attention. • As she dug into the grass near the crime scene, the detective was hoping to unearth important evidence. Unit 2: Lesson 8 p. 64

46. Verify your citation • Does the citation align to the a. content, b.context, c. cognitive demand of the GLE? • Does the citation specifically address what the student should be able to know and do within the Evidence of Learning?

47. Your turn! 15 minutes • Independently or with a partner: • On the Grade Six Self-Study Document, choose one Evidence of Learning to document lesson components/skills from your program. • Identify/cite the TE unit, page number, title of lesson that the skill is introduced. • Follow the lesson/skill across time (beginning, middle, end). • Remember 1 citation for each point in time. • Write down any questions or concerns.

48. Verify your citation • Does the citation match all of the content the context and cognitive demand(s) of the GLE and does it specifically address the Evidence of Learning?

49. What about Grades 9 and 10? • The process for all grades is exactly the same.

50. Section Two: Assessment