Secondary English Language Arts Curriculum Meeting Moore Public Schools August 14, 2018 Ginger Howe, Secondary ELA Coordinator gingerhowe@mooreschools.com

Curriculum Resources: Primary resource - StudySync by McGraw-Hill. Complete units are available for use or select pieces and lessons to enhance your own. (Use district username and password to access through MPS single sign-on) Go to your school website. Click Students tab for online access. Novels and longer works on MPS district approved list (selections vary by site) Classroom libraries and media center for independent reading. Oklahoma ELA Frameworks – guidance and lessons related to the ELA Standards: Oklahoma ELA Curriculum Frameworks K20 Center, University of Oklahoma, lessons & strategies: https://k20center.ou.edu/ Websites such as Pinterest, Teachers Pay Teachers, etc. should be used sparingly and with extreme caution as they are not tied to Oklahoma ELA Standards and may not be research-based or of appropriate rigor.

Selecting Texts for Units of Study Select texts according to concepts and skills to be taught per grade level ELA Oklahoma Academic Standards. 50% fiction and 50% nonfiction (variety of genres in each) Consider student interest, appropriate content, and text complexity (Not teacher favorites). Recommend no more than 4 novels or longer works per year Incorporate standards from all 8 categories each quarter.

Literacy Skills or “The Book”?

Great Start = Great Year Establish and practice procedures and routines for classroom management and safe environment. Develop positive relationships with “getting to know you” activities/discussion. Establish a system to form groups/partners for discussion. Practice speaking/listening and proper discussion protocol. Address summer reading and set up independent reading system and expectations. Assess students’ capabilities and knowledge (STAR Reading/Writing samples). Introduce computer logins to online programs.

State Testing in English Language Arts Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11 Multiple Choice (paper) (online) Multiple Choice & 1 Writing prompt (online) Multiple Choice & 1 Writing prompt ACT Test Testing Window Grades 3-8: April 1 – May 3 ACT Test: April 2-4 & 9-11 Tested standards: OAS ELA Standards (ACT Standards are embedded in OAS)

Reciprocal Teaching .74 ES Predict Clarify Question Summarize

Jacob Davis: From Rags to Rivets in Reno, Nevada

Make a prediction: A man named Jacob Davis and his journey from homelessness to middle class stability during the Industrial Revolution. The story of Jacob Davis and his successful WWII marketing campaign featuring Rosie the Riveter. A tale of a struggling tailor whose innovation changed the face of fashion for generations to come. The rise and fall of Jacob Davis, the man who invented the rivet, only to squander his fortune and remain homeless until his death.

Levi Strauss was born in Germany in the mid 1800's and emigrated to the United States as a young man. He lived in New York City and learned the dry-goods business for several years. In 1853 he took his knowledge and his dreams to San Francisco, CA and became a very successful businessman. Many of Levi Strauss' customers were cowboys and miners. They needed clothing that was strong and durable. Strauss found a special fabric from France that was comfortable and lasted a long time. It was called "serge de Nimes," which was later shortened to the word denim. Another man named Jacob Davis bought large amounts of the denim fabric from Levi Strauss. He was a tailor who made pants for hard-working men. One of his customers was continually tearing the pockets off his pants. So Jacob Davis decided to put rivets on certain parts of the pants to make them stronger. The customer loved the new pants so much that he told all his friends, and soon Jacob Davis was busy making lots of pants with rivets. Jacob Davis soon realized that using rivets was a great business and he would need to get a patent. But being a poor tailor, he didn't have enough money to pay for the patent. After thinking it over, he went to the businessman Levi Strauss and told him his idea. He said, "If you agree to pay for the patent, we will share the profits from the riveted pants." Levi Strauss did agree, and the new riveted pant business was called Levi Strauss and Company. Today Levi's jeans are more in demand than ever, and the garment Levi's originally called “waist overalls” continues to live on.

Levi Strauss was born in Germany in the mid 1800's and emigrated to the United States as a young man. He lived in New York City and learned the dry-goods business for several years. In 1853 he took his knowledge and his dreams to San Francisco, CA and became a very successful businessman. Many of Levi Strauss' customers were cowboys and miners. They needed clothing that was strong and durable. Strauss found a special fabric from France that was comfortable and lasted a long time. It was called "serge de Nimes," which was later shortened to the word denim. Another man named Jacob Davis bought large amounts of the denim fabric from Levi Strauss. He was a tailor who made pants for hard-working men. One of his customers was continually tearing the pockets off his pants. So Jacob Davis decided to put rivets on certain parts of the pants to make them stronger. The customer loved the new pants so much that he told all his friends, and soon Jacob Davis was busy making lots of pants with rivets. Jacob Davis soon realized that using rivets was a great business and he would need to get a patent. But being a poor tailor, he didn't have enough money to pay for the patent. After thinking it over, he went to the businessman Levi Strauss and told him his idea. He said, "If you agree to pay for the patent, we will share the profits from the riveted pants." Levi Strauss did agree, and the new riveted pant business was called Levi Strauss and Company. Today Levi's jeans are more in demand than ever, and the garment Levi's originally called “waist overalls” continues to live on.

Ask Questions about the text… Q1. Level one – can be answered within the text Q2. Use one of the vocabulary words (not “what does ____ mean?”) Q3. Start with “In your opinion…” and ask a hypothetical about the text (event, character, rationale, etc.)

Ways to Summarize Somebody, wanted, but, so, then Who, what, when, where, why Gist (use exactly 20 words…or a set number) Padlet.com (online board to post a pic and summary) Flipgrid (record 30 second summary) Exit ticket Tweet (140 or 280 characters) 5 bullet points 3-2-1 (3 main points, 2 agree/disagree, 1 question)

Reciprocal Teaching What do you think this text is going to be about? Predict What do you think this text is going to be about? Why do you think so? Clarify Clarify important vocab or concepts before students read the text. Question How will we get students to ask thoughtful/relevant questions? Summarize Correlate to the proficiency level of students (Retell, Summary, Theme, etc.)