Elementary English & RdiReading English & RdiReading ... of-Course Communication: Speaking,...

Key Updates toKey Updates toKey Updates toKey Updates to

Elementary English & Elementary English & R diR diReadingReading

Thomas Santangelo, Thomas Santangelo, English & Reading English & Reading

SpecialistSpecialist For School ImprovementFor School ImprovementFor School ImprovementFor School ImprovementSpecialist Specialist Virginia Department of Virginia Department of

EducationEducation

For School ImprovementFor School ImprovementFor School ImprovementFor School Improvement

TopicsTopics

•• Key Revisions to KKey Revisions to K--5 English 5 English Standards of Learning and Standards of Learning and Curriculum FrameworkCurriculum Framework

•• Planning for ImplementationPlanning for Implementation

•• VDOE KVDOE K--5 English & Reading 5 English & Reading ResourcesResources

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St d t GlSt d t GlVirginia Standards of LearningVirginia Standards of Learning

Strands at a GlanceStrands at a GlanceGrade Level Strands

KindergartenFirstSecondThi d

Oral Language

ReadingWritingThird Writing

Fourth Grade through End-of-Course

Communication: Speaking, Listening, Media Literacy

Readingof-Course Reading

Writing

ResearchResearch

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St d t GlSt d t GlVirginia Standards of LearningVirginia Standards of Learning

Strands at a GlanceStrands at a GlanceGrade Level Strands

KindergartenFirstSecondThi d

Oral Language

ReadingWritingThird Writing

Fourth Grade through End-of-Course

Communication: Speaking, Listening, Media Literacy

Readingof-Course Reading

Writing

ResearchResearch

English strand priorities for schools in improvement.

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Curriculum FrameworkCurriculum Framework

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Curriculum FrameworkCurriculum FrameworkCurriculum FrameworkCurriculum Framework

The English Curriculum FrameworkThe English Curriculum Framework•• The English Curriculum Framework The English Curriculum Framework defines what teachers should teach defines what teachers should teach and what students should learnand what students should learnand what students should learnand what students should learn

•• It is not meant to be an exhaustive or aIt is not meant to be an exhaustive or a•• It is not meant to be an exhaustive or a It is not meant to be an exhaustive or a limiting documentlimiting document

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The Curriculum Framework serves as aThe Curriculum Framework serves as a•• The Curriculum Framework serves as a The Curriculum Framework serves as a guide for Standards of Learning guide for Standards of Learning assessment developmentassessment developmentassessment development assessment development

•• Assessment items may not and shouldAssessment items may not and should•• Assessment items may not and should Assessment items may not and should not be a verbatim reflection of the not be a verbatim reflection of the information presented in theinformation presented in theinformation presented in the information presented in the Curriculum FrameworkCurriculum Framework

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•• Students are expected to continue to Students are expected to continue to apply knowledge, skills, and processes apply knowledge, skills, and processes from Standards of Learning presented from Standards of Learning presented in previous grades as they build in previous grades as they build expertise in Englishexpertise in English

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English Curriculum FrameworkEnglish Curriculum FrameworkFamiliar FormatFamiliar Format

Understanding EssentialEssential

KnowledgeUnderstanding the Standard

Essential Understandings

Knowledge, Skills, and Processes

T b f l(Teacher Notes) All students

should…

To be successful with this standard,

students are expected toexpected to…

K-12 English Curriculum Framework

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What’s New in Oral Language What’s New in Oral Language g gg g(Oral Language Strand appears in K(Oral Language Strand appears in K--3 3

only)only)

Additional clarity for teachers regarding Additional clarity for teachers regarding phonological awareness phonological awareness

Additional emphasis for students in Additional emphasis for students in l t ti (ll t ti (llanguage expectations (language language expectations (language experience, speaking in complete experience, speaking in complete sentences)sentences)sentences)sentences)

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What’s New in Oral LanguageWhat’s New in Oral LanguageWhat s New in Oral Language What s New in Oral Language (K(K--3 only)3 only)

Understanding the Standard(Teacher Notes)

Essential Knowledge, Skills, and Processes

Phonological awareness typically progresses in a developmental continuum, (i.e., rhyming → sentence segmenting → syllable

To be successful with this standard, students are expected to• change phonemes orally to make

d ( /jsegmenting → syllable blending/segmenting → syllable splitting [onset and rime blending/segmenting] → phoneme

new words (e.g., rug/jug, bunch/lunch, card/cart, sat/sit). ~ 1.4

blending, segmenting, and manipulating). ~ K.4, 1.4, 2.4

f SO Cf SO C

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This is one example of a revision to the English SOL Curriculum Framework. This is one example of a revision to the English SOL Curriculum Framework. The document contains additional updates not depicted above.The document contains additional updates not depicted above.

What’s New in Oral LanguageWhat’s New in Oral LanguageWhat s New in Oral Language What s New in Oral Language (K(K--3 only)3 only)

Understanding the Standard(Teacher Notes)

Essential Knowledge, Skills, and Processes

The intent of this standard is that To be successful with this standard, students will convey information through a formal oral presentation using visual media. ~ 3.2

students are expected to

• deliver oral presentations in an engaging manner that maintains audience interestmanner that maintains audience interest by:

o reporting on a topic, telling a story, or recounting an experience with

i t f t d l t d t ilappropriate facts and relevant details; o using visual media (e.g., images, posters, and charts) to emphasize or enhance facts or details; ~3.2

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enhance facts or details; 3.2

This is one example of a revision to the English SOL Curriculum This is one example of a revision to the English SOL Curriculum Framework. The Framework. The document contains additional document contains additional updates not depicted above.updates not depicted above.

Communication: SpeakingCommunication: SpeakingCommunication: Speaking, Communication: Speaking, Listening, Media LiteracyListening, Media Literacy

(Begins at Grade 4)(Begins at Grade 4)

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Communication: Speaking, Communication: Speaking, Listening, Media LiteracyListening, Media LiteracyListening, Media LiteracyListening, Media Literacy

Understanding the Standard(T h N t )(Teacher Notes)

The intent of this standard is that students will learn that media messages are constructed for a purpose. Students will examine the following:

Authorship (Who constructed the message?);Format (This is not just the medium being used but also how the creators used specific elements for effect, i.e., color, sound, emphasis on certain words, amateur video, children’s voices.);Audience (Who is the person or persons meant to receive the message? How will different people interpret the message?);Content (This is not just the visible content but the embedded content as wellContent (This is not just the visible content but the embedded content as well which includes underlying assumptions of values or points of view; facts and opinions may be intermixed.); andPurpose (Why is the message being sent—is it meant to persuade, inform,

t t i ll bi ti f th ?)

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entertain, sell, or a combination of these?).

ReadingReadingReadingReading

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Wh t’ N i R diWh t’ N i R diAdditi lAdditi l l it f t hl it f t h ithiithi

What’s New in ReadingWhat’s New in Reading•• Additional Additional clarity for teachers clarity for teachers within within “Understanding the Standard” (Teacher “Understanding the Standard” (Teacher Notes) section of Curriculum FrameworkNotes) section of Curriculum FrameworkNotes) section of Curriculum FrameworkNotes) section of Curriculum Framework

•• The first Standard in Reading Strand The first Standard in Reading Strand gggrades 4grades 4--12: vocabulary12: vocabulary

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Wh t’ N i R diWh t’ N i R di•• Reading divided into fiction and nonfiction Reading divided into fiction and nonfiction

What’s New in ReadingWhat’s New in Reading

strandsstrands

Fi ti i l d ti fi ti tFi ti i l d ti fi ti t•• Fiction includes narrative nonfiction, poetry, Fiction includes narrative nonfiction, poetry, and dramaand drama

•• Additional rigor for Additional rigor for students students in literacy tasks.in literacy tasks.

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Wh t’ N i R diWh t’ N i R diWhat’s New in ReadingWhat’s New in ReadingUnderstanding the Standardg

(Teacher Notes)The table below presents the results of research on oral reading fluency rates for students at the 90th, 75th and 50th percentiles throughout the school year. These rates are reported as words correct per minute (WCPM) for third-grade students reading third-grade text:

Midyear SpringPercentile Fall WCPM MidyearWCPM

Spring WCPM

90 128 146 162

75 99 120 137

50 71 92 107Hasbrouck, J.E., & Tindal, G.A. (2006)

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, , , ( )Compare with the 2002 CF at third grade:“Students should read about 90 to 120 words per minute in grade-level material”

Wh t’ N i R diWh t’ N i R diWhat’s New in ReadingWhat’s New in ReadingUnderstanding the Standardg

(Teacher Notes)When fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.*

* Wolf, M. & Katzir-Cohen, T. (2001). Reading fluency and its intervention. Scientific Studies of Reading. (Special Issue on Fluency. Editors: E. Kame’enui & D. Simmons). 5 p 211 2385, p. 211-238.

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Wh t’ N i R diWh t’ N i R diWhat’s New in ReadingWhat’s New in ReadingUnderstanding the Standard Essential Knowledge, Skills, and

(Teacher Notes) Processes

Prosody refers to the rhythmic and intonational aspect of language,

hi h h ld b i bl d i

To be successful with this standard, students are expected to

which should be noticeable during oral reading. Prosody contributes to reading fluency and comprehension. ~1.9, 2.8, 3.5, 4.5, 5.6

•practice reading and rereading familiar stories, poems, and passages at their independent reading le el to de elop fl enc1.9, 2.8, 3.5, 4.5, 5.6 reading level to develop fluency, accuracy, and meaningful expression. ~ 1.10•practice reading and rereading text p g gthat is on their independent reading level to develop accuracy, fluency, and prosody. ~ 2.8, 3.5•read familiar text with fluency

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•read familiar text with fluency, accuracy, and prosody. ~ 4.5, 5.6

Wh t’ N i R diWh t’ N i R diWhat’s New in ReadingWhat’s New in ReadingEssential Knowledge, Skills, and Processesg , ,

To be successful with this standard, students are expected tomonitor their comprehension throughout the reading process by:

• becoming aware of when they do not understand;• identifying exactly what is causing them difficulty; and• generating their own questions to help integrate units of meaning.

3 5 3 6~ 3.5, 3.6

•become aware of when they do not understand, (e.g., by reflecting upon and learning to articulate what exactly is causing difficulty). ~ 4.5, 4.6, 5.5, 5.6learning to articulate what exactly is causing difficulty). 4.5, 4.6, 5.5, 5.6

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35



• learn to differentiate between fiction and nonfiction by distinguishing realismlearn to differentiate between fiction and nonfiction by distinguishing realism from fantasy, and fact from opinion. ~3.5

• describe in depth a character, setting, or event drawing on specific details f h ( d i h ’ h h ) 4 5from the text (e.g., words, actions, or a character’s thoughts). ~ 4.5

• recognize structural elements of poems (e.g., verse, rhythm) and drama (e.g., casts, dialogue). ~ 5.5casts, dialogue). 5.5

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• apply knowledge of characterization by explaining how the actions ofapply knowledge of characterization by explaining how the actions of characters contribute to the sequence of events. ~3.5

• make connections between the text of a story or drama and a visual or oral i f h id if i h h i fl ifipresentation of the text, identifying where each version reflects specific

descriptions and directions in the text. ~ 4.5

• compare and contrast a firsthand and secondhand account of the same eventcompare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. ~ 5.6

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What’s New in ReadingWhat’s New in Readinggg3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.a) Identify the author’s purpose.b) Use prior and background knowledge as context for new

learning. c) Preview and use text features. d) Ask and answer questions about what is read.d) Ask and answer questions about what is read. e) Draw conclusions based on text. f) Summarize major points found in nonfiction texts.g) Identify the main idea. h) Id tif ti d t ilh) Identify supporting details. i) Compare and contrast the characteristics of biographies and

autobiographies.j) Use reading strategies to monitor comprehension throughout the j) g g p g

reading process. k) Identify new information gained from reading.l) Read with fluency and accuracy.

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O l L C i tiO l L C i tiOral Language, Communication, Oral Language, Communication, ReadingReadinggg

Discussion point What might be some strategies What might be some strategies

t h l t i l tit h l t i l tito help support implementing to help support implementing these new standards within these new standards within your assigned schools?your assigned schools?

What do you see as potential What do you see as potential challenges?challenges?challenges? challenges?

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WritingWritingWritingWriting

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Wh t’ N i W itiWh t’ N i W itiWhat’s New in WritingWhat’s New in Writing

Additional Additional specificity regarding “Essential specificity regarding “Essential Knowledge, Skills and Processes” section of Knowledge, Skills and Processes” section of Curriculum FrameworkCurriculum FrameworkCurriculum Framework.Curriculum Framework.

Increased expectation of writing to convey aIncreased expectation of writing to convey aIncreased expectation of writing to convey a Increased expectation of writing to convey a concise message starting in Kindergarten concise message starting in Kindergarten moving through third grade when students moving through third grade when students will write a short report.will write a short report.

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Wh t’ N i W itiWh t’ N i W itiWhat’s New in WritingWhat’s New in WritingWriting revolves around mode, purpose, Writing revolves around mode, purpose, audience and processaudience and processaudience, and processaudience, and process

Beginning in 4Beginning in 4thth grade, students write multigrade, students write multi--Beginning in 4Beginning in 4 grade, students write multigrade, students write multiparagraph essaysparagraph essays

Persuasive writing begins in 5Persuasive writing begins in 5thth gradegrade

Teaching writing is an expectation of everyTeaching writing is an expectation of every grade, not only “tested” grades

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Definition of plagiarism introduced in grade 340

What’s New in WritingWhat’s New in Writing

The three domains of writing are: The three domains of writing are: 11 composingcomposing the structuring and elaboratingthe structuring and elaborating1.1. composingcomposing -- the structuring and elaborating the structuring and elaborating

a writer does to construct an effective a writer does to construct an effective message for readers;message for readers;message for readers; message for readers;

2.2. writtenwritten expression expression -- those features that show those features that show the writer purposefully shaping and the writer purposefully shaping and controlling language to affect readers; and controlling language to affect readers; and

3.3. usage/mechanicsusage/mechanics -- the features that cause the features that cause itt l t b t bl ditt l t b t bl dwritten language to be acceptable and written language to be acceptable and

effective for standard discourse.effective for standard discourse.

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Wh t’ N i W itiWh t’ N i W itiWhat’s New in WritingWhat’s New in WritingUnderstanding the Standard

(Teacher Notes)Essential Knowledge, Skills, and

Processes(Teacher Notes) Processes

• Students will draw upon their growing phonetic knowledge to spell words using letters and beginning


words using letters and beginning consonant sounds when describing pictures or writing about experiences. ~ K.12

• use writing, dictation, and drawing to compose informative/explanatory texts that introduce a topic (what they are writing about) state an opinion orare writing about), state an opinion or some facts and provide some information (e.g., My favorite book is …). ~ K.12

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(T h N t )Essential Knowledge, Skills, and

P(Teacher Notes) Processes

• The intent of this standard is that students will understand that writing is used for a variety of purposes


is used for a variety of purposes, including sharing events and telling stories (narrative writing), informing others and making reports

• write informative/explanatory texts that introduce a topic, state an opinion or some facts, and provide a concluding sentence ~ 1 13g p

(informational writing), labeling and making lists (functional writing), and responding to literature. ~1.13

concluding sentence. ~ 1.13

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At this level, teachers should introduce two important modes for writing:


writing:• Informative/explanatory –students write informative/explanatory texts to

• write informative/explanatory pieces that introduce the topic, use facts or opinions, and provide a concluding statement ~ 2 12

examine a topic and convey ideas and information clearly; and• Narrative - students write narratives to develop real or

statement. 2.12

narratives to develop real or imagined experiences or events using descriptive details, and clear event sequences. ~2.12

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• The intent of this standard is that students will develop the skills necessary to produce a short written


necessary to produce a short written report.• Plagiarism is using someone else’s ideas or words without giving credit.

• focus on a central topic.• develop a list of questions pertaining to a specific topic.• identify and use appropriate

~ 3.11identify and use appropriate

resources.• follow the organization of particular forms of writing….

i th i itt d ft th t• review their written drafts so that the language and/or thoughts of another author are given proper credit. ~ 3.11

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(T h N t )Essential Knowledge, Skills, and

P(Teacher Notes) Processes

Transition words and phrases provide organization to student

iti b i i th ti


writing by improving the connections between thoughts. Categories of transitions include, but are not limited to:

• appropriately identify and use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing

example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally)

and prepositions in their writing. ~ 4.8, 5.8

finally) time or location (e.g., before, meanwhile,

nearby). ~ 4.7, 5.7

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Wh t’ N i W itiWh t’ N i W itiWhat’s New in WritingWhat’s New in WritingUnderstanding the Standard Essential Knowledge, Skills, and


• Students should have practice writing on demand, for shorter time f d d d i d f


frames, and over extended periods of time. ~ 3.9, 4.7, 5.8

• use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate ith others 3 12 4 8collaborate with others. ~ 3.12, 4.8, 5.8

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SOL Online Writing Field Test SOL Online Writing Field Test and Related Informationand Related Informationand Related Informationand Related Information

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38

Online Writing Field TestOnline Writing Field TestOnline Writing Field TestOnline Writing Field TestWho: All students scheduled to take the grade Who: All students scheduled to take the grade

5, grade 8 and end5, grade 8 and end--ofof--course writing tests in course writing tests in spring 2012spring 2012

When: When: February 13 through February 24 2012 (writingFebruary 13 through February 24 2012 (writingFebruary 13 through February 24, 2012, (writing February 13 through February 24, 2012, (writing

prompts) prompts)

March 12 through April 6, 2012. (multipleMarch 12 through April 6, 2012. (multiple--choice and technologychoice and technology--enhanced items)enhanced items)

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OnlineOnline WritingWriting FieldField TestTestOnlineOnline WritingWriting FieldField TestTestOnlineOnline WritingWriting FieldField TestTestOnlineOnline WritingWriting FieldField TestTest

School divisions select dates for the field test School divisions select dates for the field test administration within these windows. administration within these windows.

The regular paper/pencil test administration ofThe regular paper/pencil test administration ofThe regular paper/pencil test administration of The regular paper/pencil test administration of the writing test will occur as scheduled in the writing test will occur as scheduled in early March 2012.early March 2012.early March 2012.early March 2012.

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VDOE Writing Practice ToolVDOE Writing Practice ToolVDOE Writing Practice ToolVDOE Writing Practice Tool

Mirrors the online interface that students willMirrors the online interface that students willMirrors the online interface that students will Mirrors the online interface that students will use to respond to the writing prompt during the use to respond to the writing prompt during the field testfield test

Grade 5 Writing Practice Tool:Grade 5 Writing Practice Tool:http://www vaassessments com/writing/gr5/shortpapertoolhttp://www vaassessments com/writing/gr5/shortpapertoolhttp://www.vaassessments.com/writing/gr5/shortpapertoolhttp://www.vaassessments.com/writing/gr5/shortpapertool

Grade 8 Writing Practice Tool:Grade 8 Writing Practice Tool:Grade 8 Writing Practice Tool:Grade 8 Writing Practice Tool:http://www.vaassessments.com/writing/gr8/shortpapertool http://www.vaassessments.com/writing/gr8/shortpapertool

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VDOE Writing Practice ToolVDOE Writing Practice Toolgg

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VDOE Writing Practice ToolVDOE Writing Practice ToolVDOE Writing Practice ToolVDOE Writing Practice ToolTeachers of students in grades Teachers of students in grades 33--8 (and end of 8 (and end of gg ((

course) course) should be encouraged to use this should be encouraged to use this practice tool with their students throughout practice tool with their students throughout th h lth h l

Practice items providing examples of the Practice items providing examples of the

the school year.the school year.

technologytechnology--enhanced items that will appear enhanced items that will appear on the new online writing tests will be on the new online writing tests will be

il bl th VDOE W b it i l t f llil bl th VDOE W b it i l t f llavailable on the VDOE Web site in late fall, available on the VDOE Web site in late fall, 2011.2011.

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Related InformationRelated InformationTechnology StandardsTechnology Standards

C/T KC/T K 2 22 2 The student will demonstrateThe student will demonstrateC/T KC/T K--2.22.2 The student will demonstrate The student will demonstrate proficiency in the use of technology. proficiency in the use of technology.

Demonstrate the use of mouse, Demonstrate the use of mouse, keyboard, printer, multimedia devices, keyboard, printer, multimedia devices, and earphonesand earphones

Use multimedia resources such as Use multimedia resources such as i t ti b k d ft ith hi li t ti b k d ft ith hi l

and earphones. and earphones.

interactive books and software with graphical interactive books and software with graphical interfaces. interfaces.

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Related InformationRelated InformationTechnology StandardsTechnology Standards

C/T KC/T K--2 72 7 The student will use a variety ofThe student will use a variety ofC/T KC/T K--2.72.7 The student will use a variety of The student will use a variety of media and formats to communicate media and formats to communicate information and ideas effectively to information and ideas effectively to yymultiple audiences. multiple audiences. Identify the best tool to communicate Identify the best tool to communicate information. information.

Use technology tools for individual writing, Use technology tools for individual writing, i ti d bli hi ti itii ti d bli hi ti iti

Demonstrate the ability to create, save, Demonstrate the ability to create, save,

communication, and publishing activities. communication, and publishing activities.

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retrieve, and print documentretrieve, and print document. .

Technology StandardsTechnology StandardsRelated InformationRelated Information

Technology StandardsTechnology StandardsC/T 3C/T 3--5.85.8 The student will use a variety of media The student will use a variety of media

and formats to communicate information andand formats to communicate information andand formats to communicate information and and formats to communicate information and ideas effectively to multiple audiences. ideas effectively to multiple audiences.

Produce documents Produce documents demonstrating the demonstrating the ggability to edit, reformat, and integrate various ability to edit, reformat, and integrate various software toolssoftware tools. .

Use technology tools for individual and Use technology tools for individual and collaborative collaborative writingwriting, communication, and , communication, and

ti ititi itipublishingpublishing activities. activities. Use telecommunication tools to communicate Use telecommunication tools to communicate

d h i f ti ith thd h i f ti ith th

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and share information with others. and share information with others.

R h St d (N )R h St d (N )Research Strand (New)Research Strand (New)

At the fourthAt the fourth-- and fifthand fifth--grade levels, grade levels, students will conduct short research students will conduct short research

j t b d f d tij t b d f d tiprojects based on focused questions. projects based on focused questions. Students will gather relevant information Students will gather relevant information from sources and integrate the informationfrom sources and integrate the informationfrom sources and integrate the information from sources and integrate the information while avoiding plagiarism. while avoiding plagiarism.

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R hR hResearchResearchUnderstanding the Standard Essential Knowledge, Skills, and


• The intent of this standard is that students will use information

l i f i


resources to locate information on a topic. • Students will collect information from multiple resources including

• formulate initial questions about a topic and seek information by identifying, locating, exploring, and effecti el sing a ariet of so rcesfrom multiple resources including

online, print, and media. • After collecting needed information, students will learn to evaluate and

th i th i f ti t i

effectively using a variety of sources of information. ~ 4.9• formulate research questions based on a topic. ~ 5.9

synthesize the information to use in their oral reports or writings. ~ 4.9, 5.9

p• give credit to sources used in research. ~ 4.9, 5.9

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W itiW itiWritingWritingResearchResearch

Discussion point What ideas do you have to help What ideas do you have to help

t i l ti tht i l ti thsupport implementing these support implementing these new standards within your new standards within your assigned schools?assigned schools?

What do you see as potential What do you see as potential challenges?challenges?challenges? challenges?

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Planning for ImplementationPlanning for Implementation

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TurnoverTurnover: Principals and : Principals and Assistant PrincipalsAssistant PrincipalsAssistant PrincipalsAssistant Principals

Between school year 2009Between school year 2009 10 and school10 and schoolBetween school year 2009Between school year 2009--10 and school 10 and school year 2010year 2010--11, 448 principals and 11, 448 principals and assistant principals (approximatelyassistant principals (approximatelyassistant principals (approximately assistant principals (approximately 10.7%) left their administrative 10.7%) left their administrative positionspositionspositions.positions.

Between school year 2009Between school year 2009 10 and school10 and schoolBetween school year 2009Between school year 2009--10 and school 10 and school year 2010year 2010--11, 41 principals and 11, 41 principals and assistant principals transferred fromassistant principals transferred from

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assistant principals transferred from assistant principals transferred from one division to another division one division to another division (approximately 1 0%)(approximately 1 0%)

Planning for ImplementationPlanning for ImplementationTHE Question to be Asking Right NowTHE Question to be Asking Right Now

Are teachers familiar with the newAre teachers familiar with the newAre teachers familiar with the new Are teachers familiar with the new (2010) Curriculum Framework? (2010) Curriculum Framework?

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Are teachers familiar with the new Are teachers familiar with the new (2010) Curriculum Framework?(2010) Curriculum Framework?(2010) Curriculum Framework? (2010) Curriculum Framework?

What to do: What to do: Grade Level teams pore through 2010 CF.Grade Level teams pore through 2010 CF.--Highlight unfamiliar or new “Essential Highlight unfamiliar or new “Essential K l d Skill d P ”K l d Skill d P ”Knowledge, Skills, and Processes” Knowledge, Skills, and Processes” -- incorporate them (as well as the rest of the incorporate them (as well as the rest of the items) into current curriculum map/pacingitems) into current curriculum map/pacingitems) into current curriculum map/pacing items) into current curriculum map/pacing guide as well as the one that will be used for guide as well as the one that will be used for 20122012--13.13.

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Planning for ImplementationPlanning for ImplementationAre KAre K--3 teachers using PALS data from 3 teachers using PALS data from the fall and spring administrations tothe fall and spring administrations tothe fall and spring administrations to the fall and spring administrations to

inform instruction? inform instruction? What to do: What to do:

Review PALS classroom reports with Review PALS classroom reports with teachers and/or administrators.teachers and/or administrators.

Encourage the optional midEncourage the optional mid--year PALS year PALS screening (only if teachers understand whatscreening (only if teachers understand whatscreening (only if teachers understand what screening (only if teachers understand what to do with results, or if they will be supported to do with results, or if they will be supported towards that end).towards that end).

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towards that end).towards that end).

Planning for ImplementationPlanning for Implementationhtt // l i i i dhttp://pals.virginia.edu

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VDOE English ResourcesVDOE English Resourcesgg

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C lk b t 2010 dC lk b t 2010 dCrosswalk between 2010 and Crosswalk between 2010 and 2002 English Standards of 2002 English Standards of gg

LearningLearning

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http://www.doe.virginia.gov/testing/sol/frameworks/englis

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h_framewks/2010/english_sol_crosswalk_02_10.pdf

“Strikethrough” version of “Strikethrough” version of the Curriculum Frameworkthe Curriculum Frameworkthe Curriculum Frameworkthe Curriculum Framework

http://www.doe.virginia.gov/testing/sol/standards_docs/english/review.shtml#strike framework

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g _

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Curriculum FrameworkCurriculum Framework

http://www.doe.virginia.gov/testing/sol/standards_docs/english/review.shtml

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g

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2010 English Standards of2010 English Standards of2010 English Standards of 2010 English Standards of Learning Writing Skills Learning Writing Skills Progression by Grade Progression by Grade

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Sustaining WritersSustaining WritersWriting Skills Progression by Grade Writing Skills Progression by Grade

Sustaining WritersSustaining Writers

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2010 English Standards of2010 English Standards of2010 English Standards of 2010 English Standards of Learning Learning

Assessment BlueprintAssessment Blueprint

http://www.doe.virginia.gov/testing/sol/standards_docs/english/review shtml

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s/english/review.shtml

More VDOE KMore VDOE K--5 English &5 English &More VDOE KMore VDOE K 5 English & 5 English & Reading ResourcesReading Resources

•• VDOE Web siteVDOE Web site--Elementary English Elementary English RRResourcesResources

•• Elementary Reading Comprehension & Elementary Reading Comprehension & V b l St t i Vid (2010)V b l St t i Vid (2010)Vocabulary Strategies Videos (2010)Vocabulary Strategies Videos (2010)

•• Early Literacy Instruction Videos (2011)Early Literacy Instruction Videos (2011)

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More VDOE KMore VDOE K--5 English & 5 English & ggReading ResourcesReading Resources

•• Elementary Reading Program PlanningElementary Reading Program Planning•• Elementary Reading Program Planning Elementary Reading Program Planning and Implementation Tool and Implementation Tool

•• Instructional Interventions That HaveInstructional Interventions That Have•• Instructional Interventions That Have Instructional Interventions That Have Proven to Be Successful with LowProven to Be Successful with Low--Achieving StudentsAchieving StudentsAchieving StudentsAchieving Students

•• KK--3 Achievement Records3 Achievement Records

3/18/2011

ResourcesResourcesResourcesResources

Which VDOE resources might be Which VDOE resources might be particularly useful for you to use particularly useful for you to use

Discussion point

with schools? with schools?

How will you get started?How will you get started?How will you get started?How will you get started?

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QuestionsQuestions

3/18/2011

Thank You!Thank You!Thank You!Thank You!

Th S t l E li h & R diTh S t l E li h & R diThomas Santangelo, English & Reading Thomas Santangelo, English & Reading Specialist Specialist

Virginia Department of EducationVirginia Department of EducationThomas Santangelo@doe irginia goThomas Santangelo@doe irginia [email protected] [email protected] (804) 225.3203(804) 225.3203

3/18/2011

Elementary English & RdiReading English & RdiReading ... of-Course Communication: Speaking,...

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Transcript of Elementary English & RdiReading English & RdiReading ... of-Course Communication: Speaking,...