1. Shifting Gears and Digging Deep: Effective ELA Implementation in the Elementary Setting Clinton City Schools Dr. Vicki Violette - Director of Schools Kelly Johnson – Assistant Director Curriculum Instruction Jamie Jordan - Principal Clinton Elementary School Suzie Boyd – ELA Instructional Coach

2. Overview Clinton City Schools

3. Demographics Student Enrollment: 950 Serving students in grades Pre-K through 6 th Grade 3 Elementary Schools: Clinton Elementary, North Clinton Elementary, South Clinton Elementary Qualify as a Title I School district with a Free and Reduce lunch rate of 70%

4. AMOs CCS exceeded all AMOs in Reading and Math for 3 rd and 3-6 grades. CCS had 67% of students P/A in Reading (ranks 6 th in the state). CCS had 71.5% of students P/A in Math (ranks 6 th in the state).

5. Subgroups/Gap Closures CCS did not meet the majority of the gap closures. However, Economically Disadvantaged (D) and Black, Hispanic, Native American (BHN) subgroups showed gains in the number of students scoring P/A in Reading and Math. Ranks in State with Subgroups: – BHN Math – 9 th in state; BHN Reading – 3 rd in state – ED Math – 2 nd in state; ED Reading – 2 nd in state – Students With Disabilities Math – 6 th in state; SWD Reading – 6 th in state

6. Systematic Foundations

7.  The right people on the right seat of the bus  Calendar  System-wide collaborative days  Weekly building level PLC  Mandatory Tuesday training

8. District-wide Shifts Focus on collaboration through PLCs Using ELA PARCC Model Content Framework Focus on Research – Collaboration Pacing- 7 Day ELA Plan

9. District-wide Shifts System-wide Writing Response at each grade level every 9 weeks Research based live binder supporting 10 anchor standards/foundational skills TDOE Trainings TEAM Shifts

10. Shifting Gears and Digging Deep “We can choose to throw stones, to stumble on them, to climb over them, or to build with them.“ -Unknown

11. Opinions, Arguments, Inter-textual Connections InferencesAuthor’s PurposeVocab & Text StructureKey DetailsGeneral Understandings Part Sentence Paragraph Entire text Across texts Word Whole Segments First Read of Text Key Ideas and Details Second Read of Text Craft and Structure Third Read of Text Integration of Knowledge and Ideas Digging Deeper with Close Reading Teaching Students to Read Like Detectives, Douglas Fisher

12. Using ELA PARCC Model Content Framework 1 Extended Text/ 9 wks # of short text/ 9 wks # of different writings to be completed/ 9 wks 1 Research Project/9 wks All of these embedded

13. Pacing- 7 Day ELA Plan Using Journeys Grades 2-6 Grammar & Spelling – About 20 minutes Gr. 2 – Explicit Phonics Instruction Gr. 3 - Phonics can be embedded in your spelling instruction but should be explicit Writing – About 10-15 minutes Might do a quick mini lesson on how to answer a constructed response item Small Group Reading About 1 hour Small Group Reading About 1 hour Small Group Reading About 1 hour Small Group Reading About 1 hour Intro. Vocab., Read and Comprehend (skill intro) Consider pulling from another source for additional practice, integration of SS or Sci or independent practice if time permits. Day 1 Whole Grp. About 35 minutes 1 st Read – Get the Gist (Questions from Key Ideas and Details) Daily Vocab Practice Day 2 Whole Grp. About 35 minutes 2 nd Read – Analyze Text (Questions from Craft and Structure) Daily Vocab Practice Day 3 Whole Grp. About 35 minutes 3rd Read – Dig Deeper (Questions from Integration of Knowledge and Details ) Daily Vocab Practice Day 4 Whole Grp. About 35 minutes Small Group Reading About 1 hour This day should be primarily devoted to teaching how to respond to literature. The entire ELA block could be devoted to writing on this day Might : meet with struggling readers. do some short reading here (possibly exemplar poems, pull in SS or Sci, or pull in a non-fiction piece). do the read aloud-speaking and listening. Re-teach Teach CCSS that are not covered in basal Day 5 Whole Grp. Companion Text Domain Specific Vocab Day 6 Whole Grp. About 35 minutes Grammar & Spelling Writing Mini - Lesson This day should be primarily devoted to teaching a specific genre for writing. The entire ELA block could be devoted to writing on this day Might : meet with struggling readers. do some short reading here (possibly exemplar poems, pull in SS or Sci, or pull in a non-fiction piece). do the read aloud /speaking and listening. Re-teach Teach CCSS that are not covered in basal Author’s Chair Day 7 Whole Grp. PARRC: Routine writing, such as short constructed- responses to text- dependent questions, builds content knowledge and provides opportunities for reflection on a specific aspect of a text or texts. Routine written responses to such text-dependent questions allow students to build sophisticated understandings of vocabulary, text structure, and content and to develop needed proficiencies in analysis.

14. Teacher Built Pacing Guides Goals 1.Balance literature and informational text 2. Teach all CCSS weekly 3.Research project (used TCAP data)

15. Balance ALL CCSS Extended Reads Reminder

16. Collaboration through PLCs PLC meetings bimonthly for ELA ▫ In-depth discussions about Common Core Anchor Standards at each grade level (Common Core Resource Notebook)  Strategies for teaching each standard  What it looks/sounds like at that specific grade level as well as grade levels above and below  Artifacts/strategies shared by teachers

17. Focus on Research Collaboration Media Specialist – Final paper typed in computer lab Research at each grade level – Primary grades participate in 3 shared research and writing projects – Grades 3-6 - Conduct short research projects using sources to build knowledge in content area subject. (3 this year/4 next year)

18. System-wide Writing Responses Per nine weeks – No accountability/practice – Gr. 3-6 respond to two texts Reading passage(s)/responding to a prompt – Narrative – Informational text – Opinion Results shared/discussed at PLC

19. The Real Magic

20. Clinton Elementary School 525 Students K-6 50% Free and Reduced Lunch ELA Proficient and Advanced: 71% – 3 rd : 62% – 4 th: 71% – 5 th : 81% – 6 th : 83% Reward School for past 2 years

21. Clinton Elementary Foundational Structure Follow TDOE recommendation for instructional blocks and intervention times – K-2 - 2½ hours ELA Block – Grades 3-6 – 2 hours ELA Block Schedule to allow Focus on Integration

22. Clinton Elementary Collaboration Instructional Assistants and Special Area Teachers Utilization Research Focus and Teacher Collaboration Strategic Plan for Cross-Curricular Common Core Implementation

23. Strategies at the Building Level

24. Clinton Elementary Strategies Non-fiction integration Write, Write, Write! Focus on Vocabulary Strategies

25. RACE

26. ACE Strategy A = Answer C = Cite Evidence E = Extend your answer

27. Accountable Talk Stems

28. Extended Reads

29. Essential Questions

30. Twitter and Insta-gram

31. Writing Conferences and Thinking Hats

32. Focus on Research K-6

33. Clinton Elementary Resources School-wide incentive for Study Island Common Core Approximately 500 hours of after-school tutoring with targeted populations Before School Computer Access

34. Clinton Elementary Resources TDOE Reading Course and Summer Training Tncore.org and PARCC resources Leveled Reader Library

35. Key Take-Aways Paradigm shift is a non-negotiable Staff support is imperative Dig deeper into curriculum

36. The challenges we face are great! How will we meet the challenges?

37. Contact Information violettev@clintonschools.org johnsonk@clintonschools.org jordanj@clintonschools.org boyds@clintonschools.org