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Outcome

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Outcome

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  1. Outcome Understand both the importance of and the process used to align instruction to the Reading/English Language Arts Voluntary State Curriculum.

  2. Alignment ModelMaryland Voluntary State CurriculumIntended Curriculum Maryland School Assessment Instructional ProgramAchieved Curriculum Delivered Curriculum

  3. The Maryland State Department of Education (MSDE)has aligned theMaryland School Assessment (MSA)to the Voluntary State Curriculum (VSC)in Reading. It is the job of the local school systems to align the daily instructional program to the VSC with the help of MSDE. In order to do this, there must be a clear understanding of the VSC.

  4. The complete VSC for Reading/ELA can be found on the web at http://www.mdk12.org/instruction/curriculum/reading/index.html

  5. In reading/ELA we have seven standards for grades PreK-8 1.0 General Reading Processes 2.0  Comprehension of Informational Text 3.0  Comprehension of Literary Text 4.0  Writing 5.0  Controlling Language 6.0  Listening 7.0  Speaking

  6. How is the VSC labeled? 1.0Standard A. Topic 1. Indicator a. Objective > Assessment Limit

  7. To read the VSC you need to know: 1.0 General Reading Processes STANDARD A. Phonemic Awareness TOPIC a. Tell whether sounds are same or different OBJECTIVE

  8. Label the following: 2.0 Comprehension of Informational Text E. General Reading Comprehension 4. Determine important ideas and messages in informational text a. Identify and explain the author’s/text’s purpose and intended audience • In the text or a portion of the text

  9. General Reading Processes (1.0) has five topics: • Phonemic Awareness (Not assessed on MSA) • Phonics (Assessed on MSA Gr. 3 & 4) • Fluency (Not assessed on MSA) • Vocabulary (Assessed on MSA Gr. 3-8) • Comprehension (Assessed on MSA Gr. 3-8)

  10. VSC PreK – 3 includes: LEARNING TO READ Phonemic Awareness Phonics CRACKING THE CODE  + Fluency accuracy, rate, expression predicts comprehension Vocabulary sounds to words Comprehension before, during, after

  11. VSC 3 - 8 includes: READING TO LEARN Comprehension using the code to learn (vocabulary) before, during, after

  12. Only standards • 1.0 General Reading Processes -- includes all of the reading skills and processes necessary for reading any text • 2.0 Comprehension of Informational Text -- includes all of the reading skills and processes necessary for reading any content text • 3.0 Comprehension of Literary Text -- includes all of the reading skills and processes for reading any type of literature are assessed on MSA.

  13. Reading for a Purpose Standards 2 and 3 in the VSC give the reading process a purpose. These standards have only one topic which is comprehension and are assessed on MSA.

  14. Reading for a Purpose • Standard 2.0:Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational texts. This standard is for all teachers. • Programs in any content area could align to this standard.

  15. Reading for a Purpose • Students are reading content material such as textbooks, trade books, reference materials, research, historical documents, periodicals, journals, biographies, newspapers, letters, and articles. • Students are reading functional documents such as sets of directions, science experiments, applications, forms and menus.

  16. Reading for a Purpose • Standard 3.0:Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. This standard is for reading and English teachers.

  17. Reading for a Purpose • Students are reading literary text such as stories, folk tales, fairy tales, fantasy and fables.

  18. Where to begin??? Central to the document is the Reading Process

  19. In the VSC it is found in: Standard 1.0: General Reading Processes • Kinds of text – all text • Before • During Strategic Reading Behaviors • After

  20. Strategic Reading Behaviors(VSC-General Reading Processes:Standard 1.0)-No assessment limits

  21. 2.0 Comprehension of Informational Text (content text, functional documents, expository text) • 1.0 General Reading • Processes (After) • Main idea • Directly stated • Inferences • Draw conclusions • Prediction • Paraphrase • Summarize • Connect to • personnel experience 3.0 Comprehension of Literary Text (narratives, drama, poems)

  22. Strategic Reading Behaviors(After Reading)

  23. Only objectives with assessment limits can be assessed on MSA. Where won’t you find assessment limits in the VSC?

  24. Use the VSC to teach an after reading specific skill: 3.0 Comprehension of Literary Text 2. Analyze text features to facilitate understanding of literary text b. Identify and explain how print features contribute to meaning • Illustrations • Punctuation • Print features

  25. To achieve success with this indicator students must know the following: • Analyze • Identify • Explain • Illustrations • Punctuation • Print features • Contributions to meaning

  26. Teachers will use the “objective” in their daily instruction keeping the assessment limit in mind.

  27. Levels of Cognitive Demand

  28. Teachers must use thoughtful planning to move students through levels of cognitive demand • Literal-identify the illustrations • Interpretive-explain how the author uses print features • Critical-analyze the author’s use of punctuation in helping you understand the text

  29. Finally, daily instruction must include formative assessments that: • Tell the teacher if the student understands • Aligns to the VSC

  30. A Model for Aligning Instruction • Identify the standard, indicator, objective, and assessment limit • Develop the lesson objective • Develop the formative assessment and sample exemplary response • Explicit Instruction • Identify before, during, and after reading strategies

  31. Outcome Understand both the importance of and the process used to align instruction to the Reading/English Language Arts Voluntary State Curriculum.