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This document outlines critical next steps for improving adolescent literacy, emphasizing the importance of English Language Arts (ELA) standards. It highlights the role of the NAEP as a measure of student performance in reading and writing, detailing various assessment frameworks since 1969. The focus is on instructional strategies across grade levels, blending descriptive, argumentative, and informational writing. Key suggestions include deconstructing standards, curriculum mapping, and professional development to enhance teaching practices in alignment with Common Core expectations.
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Adolescent Literacy Next Steps Drawings Evaluation A Focus on English Language Arts
Next Steps • Please identify two specific things you learned today; project how will apply this learning in your practice. Share with a person near you.
NAEP • The “Nation’s Report Card” • Congressionally mandated since 1969 • State assessments in selected subjects since 1990 • District-level results in selected subjects since 2002 (TUDA) • Survey of what students “know and can do” • Representative sample • No individual student scores reported • Grades 4, 8, and 12
NAEP • NAEP Reading Assessments • New Framework in 2009 • 2011 Reading Assessment – grades 4 and 8 • 2013 Reading Assessment – grades 4, 8, and 12 • Also in ELA area of the MPS Portal • Comparing old to new (see handout)
Comparing old to new (see handout) • CONTENT • COGNITIVE PROCESSES • VOCABULARY • PASSAGE SOURCE • PASSAGE LENGTH • PASSAGE SELECTION • ITEM TYPE
Common Core State Standards WRITING • Emphasizes three types of writing • Argumentative • Informational/Explanatory • Narrative *Descriptive writing is inherent in all three; at younger grade levels (K-3) more time should be spent focused on descriptive; in 4-12 it should be used as a review, to gather diagnostic information, and to review the traits, the writing process, and various modes
Common Core Standards WRITING • Blending types of writing • “Special Place” of Argument in the Standards • Argument and Persuasion (see PAGE 24)
Common Core Standards WRITING • All ELA Teachers, K-12 have had an overview of CCSS • Mediasite available in fall for review and new staff • NEXT STEPS: • Deconstruction – Loiusville Public Schools • Common Core Maps – Gates Foundation (link on portal) • Curriculum Mapping – New York City • Professional Development • Skills and Content - Process and Product • Process – Ongoing • Product – Tangible and Electronic
UPGRADING • How might you upgrade your current practice to get closer to the expectations of the CCSS (in depth, range, and grade-level expectations)? • The clearer the target—the better the result. • MPS PORTAL (mpsela)
UPGRADING • Professional Reading: • Writing Circles (Vopat) • Literature Circles (Daniels) • Inquiry Circles (Harvey and Daniels) • Texts and Lessons for Content-Area Reading (Daniels and Steineke Professional Development • WSRA – February, 2012
Next Steps • Please share at least two specific things you learned today with someone who is not here.
Identifying What Teachers Need • Knowledge • Dispositions • Performances • Fill • Will Skill
Where to Start for Teacher Change • Change in teachers’ attitudes and beliefs • Change in teacher practice • Change in student learning outcomes
Where to Start for Teacher Change • Change in teacher practice • Change in student learning outcomes • Change in teachers’ attitudes and beliefs -Guskey (2002)
DRAWINGS • Bare Books • Alterra • Boswell’s Books • Pastiche
Evaluation • Please complete and submit • Additional questions? • Address today • ballpl
