Lake County Schools · Lake County Schools ... Vocabulary: Lexile, STAR Reading, Complexity...
Transcript of Lake County Schools · Lake County Schools ... Vocabulary: Lexile, STAR Reading, Complexity...
Lake County Schools Investing In Excellence!
College and Career Readiness
Academic Services C² Collaborative Cohort
September 20, 2012
The C2 Ready Reading Classroom
Kimberly Natal Hana Insanally
Common Board Configuration
Date: September 20, 2012
Benchmark: Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3- Reflecting on Teaching
Shifting Gears (Bell Ringer): Circle Map activate knowledge and start thinking about your school, teachers, data, and resources.
Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success in the C2 Ready Reading Classroom?
Vocabulary: Lexile, STAR Reading, Complexity
Objective: Learners will identify the first element (“right text”) of the C2 Ready Reading classroom, the tools and systems we can use to support this element by making connections to Common Core Shifts and reflecting on data and trends from their schools.
Agenda: I DO: Identify the first element (“right text”) of the C2 Ready Reading Classroom and discuss tools that can support implementation WE DO: Discuss the Common Core Reading shifts and brainstorm tools that can be utilized, in implementation of the first element (“right text”) at your school. YOU DO: Summarize and reflect on the first element (“right text”) for the C2 Ready Reading classroom using your circle map and the implementation scale.
Summarizing Activity: Code tools in Circle Map & Reflection Scale Next Steps (Homework): •Build skills of your teachers in focus groups in analyzing text complexity •Complete Cohort Next Steps •Bring artifacts to share at the next Cohort session.
Learning Goal: Learners will know, understand, implement, and monitor the 3 elements of the C2 Ready Reading Classroom at the school they serve.
Lake County Schools
Vision Statement • A dynamic, progressive and collaborative learning community embracing
change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission Statement • The mission of the Lake County Schools is to provide every student with
individual opportunities to excel.
• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.
Academic Services
Academic Services
Curriculum & Instruction ~ Professional Development ~ Teaching & Learning
• The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.
Assurances
• We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes.
• We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.
• We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.
• We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.
Academic Services
21st Century Skills Tony Wagner, The Global Achievement Gap
1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination
Academic Services
Bell Ringer
Circle Map- Tell me in one minute
What do your reading classrooms look like?
Reading Classroom
FCAT Data
Text Resources
Rally Robin
What system(s) in LCS 3 year plan do these words describe? What are some types of PLC’s at your school you can utilize to implement the C2 Reading Classroom?
Data-driven
Relationships Round Robin
Guiding Question
How will the LLT plan, organize, implement, and sustain the C2 Ready reading classroom?
C2 Ready Reading Classroom
Students and Teachers Utilizing the “Right” Text
Students Responding to
Text
Students Interacting with
the Text
R U C2 Ready?
Qualitative: • Structure • Language Demands • Knowledge Demands: Life
Experiences/ Cultural / Literary Knowledge (Literary)
• Knowledge Demands: Content/ Discipline Knowledge (Informational Text)
• Levels of Meaning
3 Legs of Text Complexity
How will this difference effect the instruction?
Teacher A
Given a complex text by the literacy coach and develops a lesson plan.
Teacher B
Given a complex text by the literacy coach, analyzes the text for complexity and develops a lesson plan.
Think- Write- Round Robin
How Often Should You See Complex Text Used by Students?
• Students should be interacting with complex texts
– ⅓ of the time by October
– ½ of the time by January
– ⅔ of the time by April
• Interaction with complex texts should be throughout the student’s day
The C2 Ready Reading Classroom
Complex
Higher Lexiles
Teachers and Student Utilizing the “Right” Text
Text Range today and with Common Core – Rigor Increased 2-3 Grade Levels
Current Typical text measures
(by grade)
Common Core Text complexity grade bands and associated Lexile ranges
Grade Level Equivalency
Common Core Band
Lexile Measure
Accelerated Reader
2nd- 3rd 420 - 820 2.75- 5.14
4th – 5th 740 – 1010 4.97- 7.03
6th – 8th 925 – 1185 7.00 - 9.98
9th – 10th 1050 - 1335 9.67 - 12.01
11th – CCR 1185 - 1385 11.20 – 14.10
Lexile Levels at Fifth Grade
Is the Lexile for Relating Factor
5th grade StoryTown Text AS
740L-1010L
4th – 5th Grade Common Core Band
600L 910L
5th Grade Mini- Assessment
AS
Lexile Levels at Secondary
Is the Lexile for Relating Factor
Read 180 rBook Stage C
AS 925L-1185L
6th – 8th Grade Common Core Band
AS 1050L-1335L About 560 L
9th – 10th Grade Common Core Band
AS 9th Grade Mini Assessment
1040 L
Find the Fiction
Complex and higher Lexile text that should be used in the C2 Reading Classroom.
The text students encounter for independent reading needs to be increased to match the Common Core expectations.
The students ZPD can determine the Lexile range of text used in small group.
Timed Pair
Share
“Real Reflection”
Reflecting on the Circle Map from “Shifting Gears” and usage of complex text and text with higher Lexiles, where are your teachers?
• 1- Teachers at my school can articulate and have a minimal understanding
• 2-Teachers at my school have a working knowledge and are beginning to use
• 3- Teachers have a deep understanding and are utilizing consistently and effectively
The C2 Ready Reading Classroom
Complex
Higher Lexiles
Increase in Informational Text
Teachers and Student Utilizing the “Right” Text
Use of Informational Text
FCAT 2.0 CCSS
Are students at your school using the right percentage of text type during the school day? Why or why not and give evidence to support your answer.
Grade Literary Informational
K-5 50% 50%
8 45% 55%
12 30% 70%
Find someone who has a different answer
The C2 Ready Reading Classroom
Teachers and Student Utilizing the “Right” Text
Complex
Higher Lexiles
Increase in Informational Text
Text Across Content Areas
Elementary Text Lexiles
Is the Lexile for Relating Factor
AS 740L-1010L
4th – 5th Grade Common Core Band
950L
5th Grade Science Textbook
930L
5th Grade Social Studies Text
Tool
Middle School Text Lexiles
Is the Lexile for Relating Factor
AS 925L-1185L
6th – 8th Grade Common Core Band
1090L
7th Grade Earth Space Text
AS 910L
Civics Text
Tool
High School Text Lexiles
Is the Lexile for Relating Factor
AS 1080L-1305L
9th – 10th Grade Common Core Band
1140L AS
10th Grade World History Text
1010L
10th Grade Biology Text
Tool
Web Based Tools: Ebsco
• Ebsco – Lake County Home Page
– EBSCO
• lakecounty (Username)
• lakecounty (Password)
Tool
Pairing Text Using EBSCO Read 180: Life with Half a Brain Magazine Article
Lexile 560 L
EBSCO Search Teens and Epilepsy Lexile: 1250 L
SKILL: CAUSE AND EFFECT
Mini Benchmark Assessments
•Higher Lexiles •Informational Text •Exposure to Text Across Content Areas
Tool
“Real Reflection” Reflecting on Circle Map from
“Shifting Gears” and usage of
informational and across content
area text where are your teachers?
• 1- Teachers at my school can articulate and have a minimal understanding
• 2-Teachers at my school have a working knowledge and are beginning to use
• 3- Teachers have a deep understanding and are utilizing consistently and effectively
The C2 Ready Reading Classroom
Teachers and Student Utilizing the “Right” Text
Complex
Higher Lexiles
Increase in Informational Text
Text Across Content Areas
Summarizing Activity: What tools can support the C2 Ready Reading Classroom
for “right text”?
Tools for the “Right Text”
Rally Robin
Code: C- Complex
L- Higher Lexile I- Informational Text
CC- Text Across Content Areas
Cohort Next Steps Task: Build skills of your teachers in analyzing text complexity utilizing PLC’s.
Focus Groups:
ES: Grades 2-5
MS: Intensive Reading
HS: Intensive Reading
Artifacts to bring with you for the next cohort session:
•Completed rubrics from participants
• Text used
• Apercu to share
Building Capacity towards Culturally Embedded
Text Complexity Module: Step One
Building working knowledge
Elluminate Session Collaboration on TC
Text Complexity Module: Step Two
Practicing Identifying TC
Complete tasks for Cohort Next Steps
District Support Before 9/27
District Support Before 9/27
District Support On 9/27
By 10/18
Cohort Next Steps Task: Build skills of your teachers in analyzing text complexity utilizing PLC’s.
Focus Groups:
ES: Grades 2-5
MS: Intensive Reading
HS: Intensive Reading
Artifacts to bring with you for the next cohort session:
•Completed rubrics from participants
• Text used
• Apercu to share
Participant Scale and Reflection (Please complete and turn in)
0-Not Using
• No understanding or implementation steps taken away
1-Beginning
• Little understanding and inconsistent implementation steps taken away
2-Developing
• Moderate understanding and implementation steps taken away
3-Applying
• Consistent understanding and implementation steps taken away along with monitoring componets for effective execution
4-Innovating
• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways
Academic Services