ELA CCGPS Webinar 2 sixth eighth grade

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2/25/2012. 2. Getting to the Session Recording. Recordings are gotten to by going to http://elluminate.gavirtualschools.org/doe and snap on the Recordings tab. Recordings are posted roughly 15 minutes after the session is shut (all participants must logout before the recordings can be made)..

Presentation Transcript

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ELA CCGPS Webinar #2 6 th – 8 th grade This session will start at 3:30 p.m. While you are holding up, kindly do the accompanying: Enter/alter your profile data by going to: Tools - Preferences - My Profile… Fill out the information on the "Character" tab and snap "alright" To see the profile of another utilization, drift your mouse over his or her name in the Participants window Configure your amplifier and speakers by going to: Tools – Audio – Audio setup wizard Confirm your association speed by going to: Tools – Preferences – Connection speed

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Accessing the Session Recording Recordings are gotten to by going to http://elluminate.gavirtualschools.org/doe and tap on the Recordings tab. Recordings are posted around 15 minutes after the session is shut (all participants must logout before the recordings can be made).

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UNDERSTANDING THE COMMON CORE Georgia Performance Standards ENGLISH LANGUAGE ARTS FALL WEBINAR #2 Grade Six Grade Seven Grade Eight Wednesday , October 26, 2011 3:30– 4:30 pm OCTOBER 2011

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WELCOME! Kim Jeffcoat State Program Coordinator English Language Arts and Literacy kjeffcoat@doe.k12.ga.us CCGPS

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Your English Language Arts & Literacy Staff at the Georgia Department of Education Kim Jeffcoat , State Program Coordinator for English Language Arts & Literacy kjeffcoat@doe.k12.ga.us Sallie Mills , English Language Arts & Literacy Program Specialist smills@doe.k12.ga.us Susan Jacobs , English Language Arts & Literacy Program Specialist sjacobs@doe.k12.ga.us Andria Bunner , English Language Arts & Literacy Program Specialist abunner@doe.k12.ga.us Julie Morrill , Literacy Program Specialist jmorrill@doe.k12.ga.us Angie Baker , Technology Program Specialist angela.baker@doe.k12.ga.us Mary Lynn Huie , Gates Literacy Trainer mhuie@doe.k12.ga.us

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Focus: Text Complexity

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Why Text Complexity Matters 2006 Report, ACT, Inc. Finding for some hidden meaning Report took a gander at scores of understudies who rose to or surpassed the benchmark score (21 out of 36) on the perusing segment of the ACT school confirmations test from the individuals who did not just 50% of all test-takers (250,000) accomplished the benchmark score or better (2004-05 bunch) Results: These understudies had a 75% shot of gaining a C or better in an early, using a credit card bearing course in US history or brain research (two courses which depend vigorously on perusing and are normal for first year understudies ). There was a half shot of procuring a B.

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Surprisingly… … . The clearest differentiator in the scores among the individuals who met the benchmark from the individuals who did not was the understudies' capacity to answer questions related with complex writings.

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the main issue from Reading Between the Lines What understudies could read, as far as multifaceted nature, was in any event as essential as what they could do with what they read.

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1963-1977: a 13 year diminish in trouble of content in evaluations 1, 6, and particularly 11 (Chall, Conrad, & Harris, 1977) Extending study to 1991: Dangerously high decreases in normal sentence length and vocabulary level in perusing reading material inside an assortment of evaluations (Hayes, Wolfer, & Wolf, 1996) Present day: There is a 350L hole between the trouble of end-of-secondary school and school writings. This is more than the Lexile distinction between what we expect of a 4 th grader when contrasted with that of a 8 th grader (Gary Williamson, 2006)

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What do we know? K-12 Reading writings have seen a decrease in the levels of trouble throughout the last half-century The perusing requests of school and workforce preparing have held enduring or expanded in the course of recent years Only in the vicinity of 7% and 15% of rudimentary and center school perusing is interpretive

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"A secondary school graduate who is a poor peruser is a postsecondary understudy who must battle forcefully to succeed." "If understudies can't read testing writings with comprehension - in the event that they have not built up the expertise, focus, and stamina to peruse such messages - they will read less all in all." Appendix A/Common Core

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Too numerous understudies are perusing at levels awfully Low perusing accomplishment effects understudies' status for school, vocations, and life by and large Reading levels among the grown-up populace are stunning low

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Students' capacity to peruse complex content does not generally create in a straight form. The review level movement of content unpredictability characterized by Common Core does not generally happen at an unbroken pace. Understudies require chances to extend their perusing capacities, yet they likewise need to encounter the fulfillment and joy of simple, familiar perusing, both of which the Standards permit.

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Factors to consider in content determination: The understudy's inspiration to peruse The understudy's experience information The understudy's encounters

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Quantitative parts of content intricacy, for example, word length or recurrence, sentence length, and content union, that are troublesome if not inconceivable for a human peruser to assess proficiently, particularly in long messages, and are in this manner today normally measured by PC programming Qualitative parts of content many-sided quality best measured by a mindful human peruser, for example, levels of importance or reason; structure; dialect expectedness and lucidity; and learning requests Reader and errand contemplations concentrate on the natural multifaceted nature of content, peruser inspiration, learning, and encounter and the reason and many-sided quality of the job needing to be done. This sort of appraisal is best made by educators utilizing their expert judgment.

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Sixth Grade Reading Standard 10 CCRR10: Read and appreciate complex artistic and instructive messages autonomously and capably. Artistic STANDARD ELACC6RL10: By the finish of the year, read and appreciate writing, including stories, dramatizations, and lyrics, in the evaluations 6-8 content multifaceted nature band capably, with platform as required at the high end of the range. Enlightening STANDARD ELACC6RI10: By the finish of the year, read and appreciate abstract true to life in the evaluations 6-8 content multifaceted nature band capably, with framework as required at the high end of the range.

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Seventh Grade Reading Standard 10 CCRR10: Read and appreciate complex artistic and educational messages autonomously and capably. Scholarly STANDARD ELACC7RL10: By the finish of the year, read and appreciate writing, including stories, shows, and sonnets, in the evaluations 6-8 content multifaceted nature band capably, with platform as required at the high end of the range. Enlightening STANDARD ELACC7RI10: By the finish of the year, read and grasp abstract true to life in the evaluations 6-8 content multifaceted nature band capably, with framework as required at the high end of the range.

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Eighth Grade Reading Standard 10 CCRR10: Read and fathom complex artistic and enlightening writings autonomously and capably. Scholarly STANDARD ELACC8RL10: By the finish of the year, read and understand writing, including stories, shows, and ballads, at the high end of evaluations 6-8 content intricacy band freely and proficiently. INFORMATIONAL STANDARD ELACC8RI10: By the finish of the year, read and grasp abstract genuine at the high end of the evaluations 6-8 content unpredictability band autonomously and capably.

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Do instructors need to relinquish all already utilized writings? NO! Instructors who have had achievement utilizing specific messages that are less demanding than those required for a given review band ought to don't hesitate to keep on using them inasmuch as the general development amid a given school year is toward writings of more elevated amounts of multifaceted nature.

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A New Rubric As of today, October 24, 2011, there is not an otherworldly apparatus or PC program that will consider the three measurements of content many-sided quality; notwithstanding, we have built up a rubric that we feel will help you in deciding evaluation fitting, complex content.

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Text Complexity Rubric Intended to help instructors in assessing different measurements of a content. The rubric addresses the three parts of content multifaceted nature required for thought in Common Core Appendix B: subjective, quantitative, and peruser/assignment coordinate. Each of these three measurements incorporates particular pertinent classes, each of which is recorded with a short clarification to help clients in making the most ideal assurance.

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HOW TO USE THE  INTENDED AS A TOOL FOR QUANTIFYING TEXT DETERMINATIONS WITHIN CCGPS PARAMETERS RUBRIC DIMENSIONS ALLOW FOR UNIQUE MERITS OF TEXT AND FOR SCORE TO BE AN AGGREGATE OF MULTIPLE DIMENSIONS INTENDED TO STREAMLINE AND CREATE CONSISTENCY WITHIN THE TEXT CONSIDERATION PROCESS, NOT TO BE A DEFINITIVE MEASURE

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There are 10 measurements to be scored on the rubric Each measurement can get a score in the vicinity of 0 and 10 The most ideal score inside a measurement is 10 focuses, showing that the content would be of ideal advantage to understudies. The most ideal general score for a content is 100 focuses. The total content score is translated as takes after: 80 - 100 POINTS: EXTREMELY APPROPRIATE TEXT CHOICE 50-79 POINTS: ACCEPTABLE TEXT CHOICE 25-49 POINTS: RECONSIDER OR CHANGE GRADE/PURPOSE OF THIS TEXT CHOICE 0 - 24 POINTS: ELIMINATE OR CHANGE GRADE/PURPOSE OF THIS TEXT CHOICE

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Qualitative Dimensions Levels of significance. Imagery, dynamic thought, parody, moral story, quip, imagery, complex theme or nuanced/confounded specialized or scholastic ideas. 10 = astounding, review fitting illustrations speaking to various classes Structure . Sections, various plot lines, glossaries, headings, references, authoritative records, specialized manuals, non-customary employments of time or dialect, (for example, supernatural authenticity). 10 = various, brilliant, review appropriat

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