1. Elementary Reading/Language Arts August 2009

2. 2 22 Introductions Lauren Nguyen Elementary Language Arts/Reading Manager

3. 3 3 Today’s Goals Teachers will Teachers will examine critical features and enhancements of the HISD curriculum documents. examine critical features and enhancements of the HISD curriculum documents. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in their classrooms. use the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in their classrooms. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs. use the enhanced HISD Curriculum documents to plan effective and aligned instruction to meet diverse student needs.

4. 4 44 Norms Be constructively engaged. Be constructively engaged. Share your best thinking. Share your best thinking. Listen actively. Assume positive intent. Listen actively. Assume positive intent. Model the attitude of a life-long learner. Model the attitude of a life-long learner. Take care of your needs. Take care of your needs. Enjoy the Day!

5. 5 55 Graphic Organizer for Personal Goal Setting and Feedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction

6. 6 6 Goal Setting Reflect on the Graphic Organizer Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum. Based on your reflection, write at least one learning goal for your work today. 6

7. 7 7 Recording Data Category My current understanding of the purpose of this component My understanding at the end of the day of this component New ELA /SLA TEKS Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions LLTW strategies Technology Enhancements and Resources Renzulli Learning 7

8. 8 8 Critical Features and Enhancements of the HAPGs 8

9. 9 9 Enhanced Components For 2009-2010 New ELA/SLA TEKS Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 9

10. 10 New ELA/SLA TEKS Mandatory implementation in the 2009-2010 school year Contain 35% new material Genre Specific New Strands include Oral and Written Conventions and Research

11. 11 Key Concepts / Key Skills Concepts share common attributes, and are timeless, universal, abstract, and broad. Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life. 11

12. 12 Key Concepts – Background Knowledge, Prior Knowledge, Comprehension, Cause & Effect Relationships, Characterization, Vocabulary, Listening Purposes, Behaviors, Writing Purposes, Conventions of Writing, Organizational Patterns, Oral Presentation, Teamwork, Time

13. 13 Reader’s, Listener’s and Viewer’s Craft/ Writer’s and Speaker’s Craft Active Listening Genre Text Connections Prior Knowledge Narrative Text Structures Characterization Vocabulary …………………….

14. 14  English Language Proficiency Standards (ELPS) Purpose Purpose Make content comprehensible by Make content comprehensible by o Pairing content and language objectives o Addressing students’ language levels o Building academic language

15. 15 Student expectations categories Student expectations categories Learning Strategies Learning Strategies Listening, Speaking, Reading, Writing Listening, Speaking, Reading, Writing  English Language Proficiency Standards (ELPS)

16. 16  English Language Proficiency Standards (ELPS) ELPS correlations will be denoted by inserting the ELPS icon immediately underneath the HISD Objective with corresponding ELPS objectives. 16 

18. 18 ELPS Correlation Practice Choose an objective from the HAPG with an ELPS correlation. Choose an objective from the HAPG with an ELPS correlation. Read the instructional considerations and strategies columns. Read the instructional considerations and strategies columns. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Use a Think-Aloud to explain your reasoning. Use a Think-Aloud to explain your reasoning.

19. 19 Formative Assessments Formative assessments represent an ongoing process in which teachers use multiple examples of student work to: monitor and adjust instruction provide feedback for students measure the extent to which students have made progress toward a learning target 19

20. 20 Formative Assessment

21. 21 Essential Understandings EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures. EUs reflect the deeper understandings associated with specific factual content. EUs can be tested against and supported by facts.

22. 22 Essential Understandings

23. 23 Guiding Questions Guiding questions engage student thinking at the analysis level or higher and facilitate students’ thinking towards the Essential Understandings. 23

24. 24 Guiding Questions

25. 25 Literacy Leads the Way 10 Best Practice Strategies Same across all content areas for student mastery Same across all content areas for student mastery Aligned to Marzano’s categories Aligned to Marzano’s categories Linked to Literacy Leads the Way flipchart with ELL accommodations Linked to Literacy Leads the Way flipchart with ELL accommodations

26. 26 Literacy Leads the Way 10 Best Practice Strategies KWL Think-Pair-Share Frayer Model Summary Frames Two-Column Notes Rubrics Think-Aloud RAFT Anticipation Guide Graphic Organizers

27. 27 Literacy Leads the Way (LLTW)

29. 29 LLTW Strategies with ELL Accommodations 29

30. 30 Resources Adopted text Adopted text Supporting documents Supporting documents Technology enhancements and links Technology enhancements and links Other resources Other resources

31. 31 Technology Support Technology Support Document

32. 32 Technology Support

33. 33 Renzulli http://renzullilearning.com http://renzullilearning.com 33

34. 34 Review Enhanced Components Using Two-Column Notes Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 34

35. 35 Recording Data Category My current understanding of the purpose of this component My understanding at the end of the day of this component New ELA /SLA TEKS Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions LLTW strategies Technology Enhancements and Resources Renzulli Learning 35

36. 36 Assessment Assessment FOR Learning Assessment OF Learning 36

37. 37 Define “Assessment” Using Frayer Models

38. 38

39. 39 Summary Frame The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. Formative and Summative Assessment are alike in that they both _______. Formative and Summative Assessment are alike in that they both _______.

40. 40 Instruction Using the HAPG for Effective Lesson Planning 40

41. 41 Schema for Lesson Planning Using a Think Aloud Strategy G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize

42. 42 How does GANAG correlate to the Reading/Language Arts block? SAMPLE DAILY SCHEDULE Warm Up- partial GANAG Whole Group Instruction- complete GANAG Small Group Instruction- complete GANAG Mini-lessons- complete GANAG ARI Targeted Instruction- complete GANAG

43. 43 Lesson Planning Template

44. 44 Date: Monday, June 15, 2009 Grade: Second Focus: HAPG 2 nd grade 4.1: Mystery Materials: HAPG 2 nd grade 4 th 9 weeks, Nate the Great: San Francisco Detective, Pages 7-22 (Chapters 1-4) G oals: (Concepts): Purposeful Listening Mystery as a Literary Genre Prior Knowledge Making Connections Characterization Questioning Prediction G oals: (Objectives) ELA.2.RC.A Establish purposes for reading  ELA.2.RC.F Make connections and discuss textual evidence  ELA.2.3B Ask relevant questions ELA.2.9B Describe main characters in works of fiction, including their traits, motivations, and feelings Goals: (Vocabulary) mystery, detective (from HAPG) Additional words: chauffer, limo, stew, suitcase, case (from the book)

45. 45 A ccess Prior Knowledge: Use an Anticipation Guide (informally assess students’ knowledge and perceptions about mysteries; page 1) Use Think-Pair-Share for connections (page 1) Model and post Frayer Model (page 7) N ew Information: Review listening behavior expectations (page 5) Use a Read-Aloud to highlight mystery characteristics (page 2) and jot notes on Two- Column Notes form (page 5) Use a Think Aloud to model “fix up” strategies (page 5)

46. 46 Apply Knowledge Have Literature Circles continue reading and discuss the text using questions (page 3) Generalize/Summarize Explain the journal writing task citing text evidence (page 3)

47. 47 Lesson Planning and Lesson Sharing 47

48. 48 Links to Department Websites www.houstonisd.org/portal/site/Curriculum District CBA information; TAKS Literacy Commitments and LLTW website Curriculum Documents; Power Objectives; Links to TEA 48

49. 49

50. 50 Feedback in CLEAR Online HAPG Feedback Form Complete and submit 50

51. 51 We want to hear from you. You will be receiving a survey. Please respond. 51

52. 52 Thank You! 52