Literacy and the new Language Arts Curriculum

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Literacy and the new Language Arts Curriculum
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The Learning Community of Regional School
District 14 Believes that

• "Literacy is a life long practice that involves
  complex skills, strategies, and dispositions
  necessary to engage with a variety of texts in
  order to invoke feelings, thinking, actions and
  positive change in the context of social
  activities" (Wells, 1990).
• Balanced Literacy involves skills in reading,
  writing, speaking, listening, observing, and
  thinking to actively create meaning.
• Adapted from Wells, Gordon. (1990) Talk About
  Text Where Literacy is Learned and Taught

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How to Bartle Puzballs

• There are tork gooboos of puzballs,
  including laplies, mushos, and fushos. Even if
  you bartle the puzballs that to vo inny and onny
  of the pern, they do not grunto any lipples. In
  order to geemee a puzball that gruntos lipples,
  you should bartle the fusho who has rarckles the
  parh too toos after her humply flu flu.
• Answer the following
• How many gooboos of puzballs are there?
• What are laplies, mushos, and fushos?
• Even if you bartle the puzballs that to vo inny
  and onny of the pern, they will not what?
• How can you geemee a puzball that gruntos lipples?

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How to Bartle Puzballs

• Answer Key
• There are tork gooboos of puzballs.
• Laplies, mushos, and fushos are tork gooboos of
  puzballs.
• They will not grunto any lipples.
• You should bartle the fusho who has rarckled her
  parsh too to os after her humply flu flu.
• Deeper ReadingComprehending Challenging Texts,
  4-12 by Kelly Gallagher

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Region 14s Literacy Focus

• Integrated into All Disciplines
• Everyones Responsibility
• Professional Goals
• Support
• Professional Development
• Materials
• Evaluation

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Reading

• Numerous Opportunities to Read
• Wide Reading and Explicit Instruction
• Different Kinds of Text
• How Writers Organize Particular Texts
• Explicit Instruction in Reasoning
• Connections, Inferences, Responses
• Shared Learning

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Writing

• Learn to Write by Writing
• Writing is a Process
• A Tool for Thinking
• Writing has Many Purposes
• Conventions are Important
• Finished, Edited Texts
• Writing and Reading are Related
• Writing has a Complex Relationship to Talk
• Literate Practices - Embedded in Social
  Relationships
• By the Writing Study Group of the NCTE Executive
  Committee November 2004

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BALANCED LITERACY COMPONENTS
WRITING WORKSHOP ESSENTIALS WRITING WORKSHOP ESSENTIALS WORD STUDY READING WORKSHOP ESSENTIALS READING WORKSHOP ESSENTIALS READING WORKSHOP ESSENTIALS
GRADE NUMBER OF MINUTES PER DAY NUMBER OF DAYS PER WEEK About 15 minutes per day for ALL grade levels GRADE NUMBER OF MINUTES PER DAY NUMBER OF DAYS PER WEEK
K 30-45 3 About 15 minutes per day for ALL grade levels K 90-120 5
1-5 45-60 4 About 15 minutes per day for ALL grade levels 1-5 90 5
6 45-60 4 About 15 minutes per day for ALL grade levels 6 30-90 5
7-12 40-45 2-3 (balanced with reading instruction) About 15 minutes per day for ALL grade levels 7-12 40-45 2-3 (balanced with writing instruction)
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K-12 Language Arts Outcomes

• Concepts of Print - Primary Only
• Phonemic Awareness Primary Only
• Word Study
• Reading Strategies
• Comprehension
• Genre Study
• Writing
• Oral Communication

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Resources

• Professional Development
• Administration and Staff
• Ongoing at Grade Levels, Department and Faculty
  meetings, Individuals
• November PD Days
• Professional Resources
• Books, Journals, Flipcharts, Videos
• Literacy Specialists

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USING COMMON PLANNING TIME FOR LITERACY

• Review Language Arts Curriculum (emphasis on the
  Comprehension Performance Outcomes) and how to
  integrate into each subject.
• Design Common Assessments within Subject Areas
  (emphasis on open-ended responses scored with a
  rubric).
• Design Writing Process Opportunities within each
  subject, particularly social studies.
• Create a Timeline for Writing Process Work that
  includes use of the writing lab.
• Design Writing Assessments in each subject area
  using John Collins Focus Correction Areas (FCAs)
  related to the new curriculum.

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EXAMPLES OF INTEGRATING LITERACY INTO ALL SUBJECT
AREASWOODBURY MIDDLE SCHOOL

• FOCUS THIS YEAR IS ON COMPREHENSION LEARNING
  OUTCOMES
• Activate Prior Knowledge (Background Knowledge)
• Make Connections between Text and
• self, other texts, world

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• Enduring Understandings
• Prior Knowledge, reading experience, and life
  experience shape how readers read and respond to
  text.
• The connection readers make with the text affects
  their understanding of it.
• Essential Questions
• What am I bringing to the text?
• How do the stories people tell me help me
  understand who they are?
• In the Classroom
• Admit Slips (Social Studies and Science Examples)
• Anticipation Guide (English Example)
• BKWLQ Strategy (Science)

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Use Evidence from the Text to Support Oral and
Written Responses

• Enduring Understanding
• Effective readers use appropriate strategies, as
  needed, to construct meaning.
• Essential Questions
• How do I use what I read to develop and support
  my ideas?
• What is my strategy for reading this text?
• How do I know if it is working?
• In the Classroom
• Think-Pair-Share to solve word problem (Math)
• Highlight words to support problem-solving
  strategy (Math)
• Open-ended responses scored with a rubric (Math
  and English)
• Discussion/Debate (Math)
• Note taking / Analyzing text structure (Social
  Studies)

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Book Rooms

• A Wide Variety of Genres and Authors
• High Interest Non-Fiction and Fiction
• A Wide Range of Reading Levels
• Supports Explicit Instruction
• Reading Strategies
• Guided Reading, Literature Circles
• Supports Guided Practice

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Independent Reading

• Is Provided on a Daily Basis
• Student Chosen Text
• Variety of Genres
• Appropriate Level Just Right Books
• Explicit Expectations
• Opportunities for Shared Learning
• Pairs, Small Groups, Whole Group
• Readers Notebooks

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Word Study

• The Opportunity to Learn
• About Words.
• Hands-On Instructional Approach
• Activities to Help Students
• Discover Patterns
• Form Generalizations
• Memorize High Frequency Writing Words
  Core Words

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Region 14 Believes ThatWord Study

• Includes an integration of phonics, spelling, and
  vocabulary instruction.
• Allows for the development of spelling skills in
  stages.
• Encourages the comparing and contrasting of
  letters of the alphabet, spelling patterns, and
  word meanings.
• Research does not support rote memorization
  of weekly lists as an effective process for
  improving spelling.
• (Bear, Invernizzi, Templeton, Johnston 2008)

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Instructional Emphasis Instructional Emphasis
Alphabet knowledge and sounds Grades K-2
Spelling patterns Grades 1-4
Meaning Grades 3-8
Region 14 Students will Apply Known Spelling
Patterns and Mastered Core Words in their Own
Writing.
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Language Arts Curriculum on the Districts
Website

• Go to www.ctreg14.org
• Click on District Departments
• Click on Curriculum and Instruction
• Scroll down to Language Arts
• Open this page

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Thank You for Coming

• Cindy Kostes - Director of Curriculum and
  Instruction
• Martha Bless - Integrated Literacy Specialist
• Alice Jones - WMS Principal
• Joann Wright BES Literacy Specialist
• Carol Gonthier MES Literacy Specialist