lake county schools · lake county schools ... vocabulary: lexile, star reading, complexity...

Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services C² Collaborative Cohort

September 20, 2012

The C2 Ready Reading Classroom

Kimberly Natal Hana Insanally

Common Board Configuration

Date: September 20, 2012

Benchmark: Domain 1: Classroom Strategies and Behaviors Domain 2: Planning and Preparing Domain 3- Reflecting on Teaching

Shifting Gears (Bell Ringer): Circle Map activate knowledge and start thinking about your school, teachers, data, and resources.

Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success in the C2 Ready Reading Classroom?

Vocabulary: Lexile, STAR Reading, Complexity

Objective: Learners will identify the first element (“right text”) of the C2 Ready Reading classroom, the tools and systems we can use to support this element by making connections to Common Core Shifts and reflecting on data and trends from their schools.

Agenda: I DO: Identify the first element (“right text”) of the C2 Ready Reading Classroom and discuss tools that can support implementation WE DO: Discuss the Common Core Reading shifts and brainstorm tools that can be utilized, in implementation of the first element (“right text”) at your school. YOU DO: Summarize and reflect on the first element (“right text”) for the C2 Ready Reading classroom using your circle map and the implementation scale.

Summarizing Activity: Code tools in Circle Map & Reflection Scale Next Steps (Homework): •Build skills of your teachers in focus groups in analyzing text complexity •Complete Cohort Next Steps •Bring artifacts to share at the next Cohort session.

Learning Goal: Learners will know, understand, implement, and monitor the 3 elements of the C2 Ready Reading Classroom at the school they serve.

Lake County Schools

Vision Statement • A dynamic, progressive and collaborative learning community embracing

change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

Mission Statement • The mission of the Lake County Schools is to provide every student with

individual opportunities to excel.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services

Academic Services

Curriculum & Instruction ~ Professional Development ~ Teaching & Learning

• The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.

Assurances

• We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes.

• We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.

• We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.

• We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic Services

Academic Services

21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination

Academic Services

Bell Ringer

Circle Map- Tell me in one minute

What do your reading classrooms look like?

Reading Classroom

FCAT Data

Text Resources

Rally Robin

Bell Ringer Circle Map- Draw a Frame around your circle

map: Who teaches reading?

Reading Classroom

What system(s) in LCS 3 year plan do these words describe? What are some types of PLC’s at your school you can utilize to implement the C2 Reading Classroom?

Data-driven

Relationships Round Robin

Guiding Question

How will the LLT plan, organize, implement, and sustain the C2 Ready reading classroom?

LCS ELA Home Webpage

C2 Ready Reading Classroom

Students and Teachers Utilizing the “Right” Text

Students Responding to

Text

Students Interacting with

the Text

R U C2 Ready?


Complex

Teachers and Student Utilizing the “Right” Text

Qualitative: • Structure • Language Demands • Knowledge Demands: Life

Experiences/ Cultural / Literary Knowledge (Literary)

• Knowledge Demands: Content/ Discipline Knowledge (Informational Text)

• Levels of Meaning

3 Legs of Text Complexity

How will this difference effect the instruction?

Teacher A

Given a complex text by the literacy coach and develops a lesson plan.

Teacher B

Given a complex text by the literacy coach, analyzes the text for complexity and develops a lesson plan.

Think- Write- Round Robin

Knowing WHY it is complex is just as important as knowing IF it is complex

How Often Should You See Complex Text Used by Students?

• Students should be interacting with complex texts

– ⅓ of the time by October

– ½ of the time by January

– ⅔ of the time by April

• Interaction with complex texts should be throughout the student’s day


Complex

Higher Lexiles


Text Range today and with Common Core – Rigor Increased 2-3 Grade Levels

Current Typical text measures

(by grade)

Common Core Text complexity grade bands and associated Lexile ranges

Grade Level Equivalency

Common Core Band

Lexile Measure

Accelerated Reader

2nd- 3rd 420 - 820 2.75- 5.14

4th – 5th 740 – 1010 4.97- 7.03

6th – 8th 925 – 1185 7.00 - 9.98

9th – 10th 1050 - 1335 9.67 - 12.01

11th – CCR 1185 - 1385 11.20 – 14.10

Lexile Levels at Fifth Grade

Is the Lexile for Relating Factor

5th grade StoryTown Text AS

740L-1010L

4th – 5th Grade Common Core Band

600L 910L

5th Grade Mini- Assessment

AS

Lexile Levels at Secondary


Read 180 rBook Stage C

AS 925L-1185L


AS 1050L-1335L About 560 L


AS 9th Grade Mini Assessment

1040 L

Web Based Tools: Lexile.com

Tool

Web Based Tools: Lexile Analyzer

Tool

Find the Fiction

Complex and higher Lexile text that should be used in the C2 Reading Classroom.

The text students encounter for independent reading needs to be increased to match the Common Core expectations.

The students ZPD can determine the Lexile range of text used in small group.

Timed Pair

Share

“Real Reflection”

Reflecting on the Circle Map from “Shifting Gears” and usage of complex text and text with higher Lexiles, where are your teachers?

• 1- Teachers at my school can articulate and have a minimal understanding

• 2-Teachers at my school have a working knowledge and are beginning to use

• 3- Teachers have a deep understanding and are utilizing consistently and effectively


Complex

Higher Lexiles

Increase in Informational Text


FCAT 2.0 Specs: Informational Text

Use of Informational Text

FCAT 2.0 CCSS

Are students at your school using the right percentage of text type during the school day? Why or why not and give evidence to support your answer.

Grade Literary Informational

K-5 50% 50%

8 45% 55%

12 30% 70%

Find someone who has a different answer



Complex

Higher Lexiles


Text Across Content Areas

Elementary Text Lexiles


AS 740L-1010L


950L

5th Grade Science Textbook

930L

5th Grade Social Studies Text

Tool

Middle School Text Lexiles


AS 925L-1185L


1090L

7th Grade Earth Space Text

AS 910L

Civics Text

Tool

High School Text Lexiles


AS 1080L-1305L


1140L AS

10th Grade World History Text

1010L

10th Grade Biology Text

Tool

Web Based Tools: Ebsco

• Ebsco – Lake County Home Page

– EBSCO

• lakecounty (Username)

• lakecounty (Password)

Tool

http://lcsb-home/lcsb/site/default.asp

http://search.ebscohost.com/

Pairing Text Using EBSCO Read 180: Life with Half a Brain Magazine Article

Lexile 560 L

EBSCO Search Teens and Epilepsy Lexile: 1250 L

SKILL: CAUSE AND EFFECT

Mini Benchmark Assessments

•Higher Lexiles •Informational Text •Exposure to Text Across Content Areas

Tool

“Real Reflection” Reflecting on Circle Map from

“Shifting Gears” and usage of

informational and across content

area text where are your teachers?

• 1- Teachers at my school can articulate and have a minimal understanding

• 2-Teachers at my school have a working knowledge and are beginning to use

• 3- Teachers have a deep understanding and are utilizing consistently and effectively



Complex

Higher Lexiles


Text Across Content Areas

Summarizing Activity: What tools can support the C2 Ready Reading Classroom

for “right text”?

Tools for the “Right Text”

Rally Robin

Code: C- Complex

L- Higher Lexile I- Informational Text

CC- Text Across Content Areas

Cohort Next Steps Task: Build skills of your teachers in analyzing text complexity utilizing PLC’s.

Focus Groups:

ES: Grades 2-5

MS: Intensive Reading

HS: Intensive Reading

Artifacts to bring with you for the next cohort session:

•Completed rubrics from participants

• Text used

• Apercu to share

Building Capacity towards Culturally Embedded

Text Complexity Module: Step One

Building working knowledge

Elluminate Session Collaboration on TC

Text Complexity Module: Step Two

Practicing Identifying TC

Complete tasks for Cohort Next Steps

District Support Before 9/27

District Support Before 9/27

District Support On 9/27

By 10/18

Cohort Next Steps Task: Build skills of your teachers in analyzing text complexity utilizing PLC’s.

Focus Groups:

ES: Grades 2-5

MS: Intensive Reading

HS: Intensive Reading

Artifacts to bring with you for the next cohort session:

•Completed rubrics from participants

• Text used

• Apercu to share

Participant Scale and Reflection (Please complete and turn in)

0-Not Using

• No understanding or implementation steps taken away

1-Beginning

• Little understanding and inconsistent implementation steps taken away

2-Developing

• Moderate understanding and implementation steps taken away

3-Applying

• Consistent understanding and implementation steps taken away along with monitoring componets for effective execution

4-Innovating

• In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways

Academic Services

Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services C² Collaborative Cohort

September 20, 2012


Kimberly Natal Hana Insanally

lake county schools · lake county schools ... vocabulary: lexile, star reading, complexity...

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