Victor

Central School District

Setting the Stage for Writing and Implementing ELA Curriculum

Workshop Work Packet

November 25, 2015

Julie Johnson, Instructional Specialist Monroe 1 BOCESPage 16

Pros, Cons, Comments

About the

Four

Organizational

Models

Model 1 – Big Rocks

Pros / Cons / Questions
Allows for different texts / What comes last? / Texts
Process oriented/ student awareness / Hard not to teach things coming later / Will unit be taught after different times
Standards embedded in each / Fragmented, how will we revisit / How are standards embedded
Inqiry based – critical analysis / What are we assessing
Allowing teachers to prioritize
1st unit as a reader
Closely matches some lessons already created
Vertically aligned, clear cut
Balance of fiction/ mom-fiction throughout the year / Will it be engaging for students / How to divide resources
Different kinds of texts / Getting whatever comes at the end sooner / Texts at each grade level (no depth in study on same book)
Flexibility of teacher style/materials / How does one unit connect to the nest / What are good examples
Materials can be swapped
Vertical alignment
Conducive to reading workshop model
Teaching reading management lessons
Great literature
Standard friendly, more engagement, more entry points / Too much to create on own
Mix of fiction/nonfiction throughout / Too much for whole class
Standards in all units / What about learning that comes too late in the scope and sequence
Teacher perspective, more choice, non-module, PLC work / What does it look like – specifics
Work for all grade levels
Vertical alignment
Allows focus on who and why because what is predetermined

1 – Big Rocks

Grade 6 Comments

·  Self as a reader important, like fiction and non-fiction paired in units

·  Allowing for me to prioritize, some lessons we’ve already created

·  Like this model – I think it would be a lot of work up front but feel like kids will walk away experts

·  Student centered

·  I like the individual units and skills that are taught in this model if the state test is at the end of the school year

·  This one has, in my opinion, the potential to produce the highest level of learning and mastery of skills. *Significant work needs to be done on appropriate text selection and delivery of instruction.

·  As a second year teacher I worry about the “how” there things will be taught. Experience is a big one here.

·  Student process centered w/ standards embedded

Grade 5 Comments

·  This most closely aligns with my teaching philosophy. I think it lends itself to starting with what I think is most important – engagement. Can support students where they are, doesn’t make too many assumptions about prior knowledge.

·  I love this structure! I love exposing students to excellent literature and mentor texts/picture books tooI feel that the level of engagement would be optimal. In addition, it lends itself to character development and community construction – essential at this level.

·  Best for workshop model *would like to work this together with text types, ex/ big rocks united by certain types of text*

·  This seems like a unifying approach and we need unifying!!

·  Most clear, more flexibility among teachers.

·  Fits reading/ writing workshop model.

·  Lots of “wiggle room” and flexibility for teacher design, higher interest for kids.

·  I love the organization.

Grade 4 Comments

·  Easily adaptable at all grade levels, clear, opportunity for growth at each grade level

·  I favor this model for 4th grade. It allows more flexibility based on individual class’s needs, interests, etc.

·  Most specific to start off with

·  I can see ways to take what we have and refine it to meet those “big rocks”

·  I like the fiction and non-fiction.

Model 2 – Text Types

Pros / Cons / Questions
Wide range of texts / Number of units / Resources
Connections within types / Feels more dense that #1 (too ambitious for first round) / Maintaining complexity with that many different text types
Classifying – hierarchical relationships / More limited in text types – kids waiting to get to a different kind of text
Enduring understandings visible / Comfort level of texts for adults
Kids get into genre unit / So many different genre / Does sequence matter
Can swap genres/units / May lack transfer / How to use different genre to develop readers
Kids access more variety of texts / Vertical alignment would be a huge task
Help kids realize connection to world / Resource access
What if kids don’t like the genre
Harder to tie to writing
Right kinds of resources
Covers all genres / Materials
Read for many purposes / Who does what (fables in 4th, which fables)
Big ideas / Do we do all text types – all genres
Potential for theme/topic / Too much new learning
Foes well with writing / Not reading different text types throughout the year
How texts work / Finding leveled texts

2 – Text Types

Grade 6 Comments

·  Variety of genres but ambitious – lots of learning (teachers) required

·  Connections with text

·  Like this idea but feels like it’s a lot of work to get through in one year – too much?

·  Concerns are finding a multitude of texts

·  I can definitely see the value in this model but I would be concerned with the complexity and integration of the text/literature

·  Very Specific

·  There’s a lot that students can learn – but will we have the time and resources to teach them?

Grade 5 Comments

·  I worry about student engagement again. Like the organization by genre – especially fiction/ non-fiction.

·  I like this but as it appears there are too many subunits. At this level I think we should narrow the focus for students.

·  Accesses material/genres that kids might miss out on *would like to work this together with text types, ex/ big rocks united by certain types of text*

·  This could work, but I don’t think it is the best approach. Too easy to slip backwards into what we used to do.

·  Kids might not like the genre

·  Like the different text types and the wheel analogy but think resources would be tough and we would get “stuck”

·  If students hate topic they won’t be engaged.

Grade 4 Comments

·  Too long, not enough resources

·  This seems like it might turn into genre studies.

Model 3 – Topic

Pros / Cons / Questions
Integrated / Limited / Where does topic come from… ELA? SCI? SS?
Big ideas / Feels like this is what we are doing now and we are spinning our wheels / Do we use texts already
Fun way to teach / Needs focused
Text is bundling / Focused on what not how
More info/ content based
Model more successful in multiage
Dependent on things that might change
Need to delineate the skills
Pros / Cons
Like tying in content, crunched for time / Topic doesn’t do new standards justice
Transfer – what you are learning in ELA applies to SS / Who decides the topic
Theme based would allow for more resources / Too close to module
Strugglers may have more interest / One overtakes another
Memorize content vs skill process
Student doesn’t like content – you’re sunk
What does it look like, especially with differentiation (vertical alignment?)
Teacher buy in
Pros / Cons
Based on grade level curriculum / Teaching topic vs teaching the reader (slippery slope)
Integrates all genres in each unit / Reaching at the same time – materials?
Text bundling / Huge undertaking
More integration / What if kids don’t like the topic
Clear Rocks needed, where going
Leveled texts


3 – Topic

Grade 6 Comments

·  Where do topics come from?

·  Integration would need a lot of work

·  Seems a little unfocused – like different texts and integrated

·  Has potential but needs fortifying, room for filling

·  Where do the topics come from? (my concern) I like the bit ideas and integration. To me it seems more integrated with other content areas.

·  What is the deciding factor is which topics are taught?

·  Embedded teaching, a lot of options for resources

Grade 5 Comments

·  I don’t know how we would select the topics. Worry about student engagement with this format.

·  I have instructed this way when I taught in multiage. I loved it then but I had great flexibility and the common core standards were not around.

·  Hard to agree upon

·  Love this if themes… but not if ss and science (overcoming difficulties, having courage, etc) to have something unifying. This will be much harder to write, but the end result will be/ could be great.

·  Hard to find topics

·  too “tight” – if kids don’t like science/social studies could get bogged down.

·  Flexibility, engagement and organized.

Grade 4 Comments

·  Worried it will become too topic heavy

·  I see it as a slippery slope with teaching ELA.

Model 4 – CCSS Categories

Pros / Cons
Feels like what we are doing now
(pro and con) / Need to be clear how kids are doing this, with what texts
Standards based / Incorporating all genres in each unit
Units are scaffolded from beginning to end / Waiting game of getting to items that are further along
Vertical alignment more visible / Seems boring
What if CCSS goes away?
Know we are meeting standards / Less user friendly
Easy for vertical alignment / CC under attack – what if it changes
Building blocks / Transfer – skills in isolation
Matches data received / Scope and sequence – missing standards before test
Can’t develop a love of literature – too narrow
Clear, hitting standards / Standards need to be revisited throughout the year
Fit in w/ report card / Harder for a novice teacher unless we have a lot of specificity
ELA based / Too late for integration
Variety of texts or topics / What if CCSS goes away
Lend to writing well / Checklist
Developmental progression of skills / How is this done

4 – CCSS Categories

Grade 6 Comments

·  Feels dry, fragmented

·  Focuses on standards of CC

·  Too much up in the air if common core went away, not engaging, boring

·  Using this model currently is how it feels and at times I feel very disjointed and disorganized in t3eaching the skills. I feel if it was more focused I could see using it.

·  What if common core is changed, what happens to our curriculum?

·  What if we lose CC Standards?

Grade 5 Comments

·  This seems rigid, dull and too “textbook”. Don’t see value in following standards in isolation.

·  Please no – does not foster love for learning or literature. Seems like checklist for skills.

·  Least engaging.

·  Too isolated. Common core skills might be shifting.

·  Too much like Common core.

·  Although it is data aligned, it just hard to use.

·  CCSS might not continue, isolated.

Grade 4 Comments

·  Worried about standards changing, not as specific

·  Fits with report card

·  This is my second favorite. It has a clear layout to be sure we are hitting on all standards.

·  I think this would work well but will take more time than model 1. We are always short on time and money

·  Clear, meets standards.

·  I like knowing that we are hitting all the standards.

What are salient points of Understanding by Design?

Julie Johnson, Instructional Specialist Monroe 1 BOCESPage 16

Text: ______The Very Hungry Caterpillar______Grade Level: ___K__

Main idea of text: ___The caterpillar eats a lot as he journeys to become a butterfly.___

Standard(s) / First reading questions, using Key Ideas and Details section of reading standards:
After the first reading:
Retell the story using the words beginning, middle and end.
The following questions may drive the kids back into the text, and require more readings of certain sections:
How long did it take to go from a hatched egg to a butterfly?
What foods caused a stomachache? Which foods did not?
Standard(s) / Second reading questions, using Craft and Structure section of reading standards:
How does the author help us understand what a cocoon is? (Explain that it is not really a cocoon, but a chrysalis.) Is the chrysalis really a house? How is it like a house and not like a house?
Who tells the story: a narrator or the caterpillar?
How do we know the caterpillar is hungry?
Standard(s) / Third reading questions, using Integration of Knowledge and Ideas section of reading standards:
Is this a happy story or a sad story? How do you know?
Read Monarch Butterflies. How are these two books similar? How are they different?
Standard(s) / Writing in response to the text:
Depending on the time of year, you could have them write an opinion of whether the story is a happy or sad story after that discussion.

Lake Stevens Literacy CCSShttps://docs.google.com/viewer?a=v&pid=sites&srcid=bGtzdGV2ZW5zLndlZG5ldC5lZHV8bGFrZS1zdGV2ZW5zLWxpdGVyYWN5LWNjc3N8Z3g6NmJiY2EwMjY1OGE5MTY2ZA