Rigorous Teaching and Learningin

ELA & Social Studies

Tonya ChacónDecember 2012

• Care free education• http://www.lyricsfreak.com/p/paul+simon/ko

dachrome_20105962.html

XYZ Elementary School

• Excellent School & School District• Exceptional Facility• Grades 4-6• Students - 1000 (approx)• Faculty and staff - 125• Administrators - 3

Student Accomplishments

• 75% of students score advanced on PSSA

• Two advanced reading sections at each grade level (need for additional classes)

• Students capable of rigorous ELA

Student Needs• Grades 5 & 6 have

highest number of students scoring basic and below basic on PSSAs in Reading

• Some student groups score lower on PSSA in Reading

• Rigor in the Curriculum

Grade

Student Groups 4 5 6

All Students 91 82 86

White 91 81 86

Asian 93 91 93

IEP 78 39 55

Economically Disadvantaged

64 50 42

Disaggregated PSSA Data by Grade Level

Professional Development

• Three inservice days• Monthly– Department meetings– Faculty meetings

• The principal has made guided reading the focus of professional development this year.

Teacher Needs

• Guided Reading • Differentiate instruction• Elementary Literacy Curriculum (building-

level)• Translate curriculum into instruction– “what should I be doing in the classroom?”

The top-performing school systems recognize that the only way to improve outcomes is to improve instruction (McKinsey, 2007)

Problem Identification

• Curriculum resources exist but are not implemented with fidelity.– Few opportunities for coherent professional

development– Curriculum materials without coherent curriculum

and instruction

Recommendations

PLCsTeachers, afterschool,

sustained time

ELA & SS Curriculum

Instructional Inquiry

Goal: Increase content and pedagogical knowledge

Rationale • There is a relationship between teaching and

learning.• As teacher effectiveness increases, lower

achieving students are the first to benefit.

Sanders & Rivers, 1996

Improved Student Learning

ContentELA & SS

Pedagogy

Curriculum Development

Analyze curriculum materials (year 1)

Design rigorous content(years 1-2)

Coherent ELA & SS curriculum within and across grade levels(years 3+)

Gallimore, Ermeling, Saunders, & Goldenberg (1996)

Increased outcomes are more likely when teams• teach similar content•trained peer-facilitator•Use inquiry focused protocol, and •have stable settings in which to engage in continuous improvement.

sive

College and Career Readiness Anchor Standards

Appendix A: Research behind the standards and a glossary of terms

Appendix B: Text exemplars illustrating complexity, quality, and range of reading appropriateness

Appendix C: Annotated samples of student writing at various grades

Reading Informational Text

Reading Literature

Foundational Skills Writing Speaking & Listening

A necessary component of an

effective, comprehensive reading

program designed to develop proficient

readers.

Enables students to read, understand, and

respond to informational texts.

Enables students to read, understand, and respond to literature.

Develops the skills of informational,

argumentative, and narrative writing as well as the ability to engage

in evidence based analysis of text and

research.

Focuses students on communication skills

that enable critical listening and effective presentation of ideas.

PA Common Core StandardsEnglish Language Arts & Literacy

PA Common Core – Reading and Writing for Science and Technical Subjects 6-12 (Draft)

PA Common Core – Reading and Writing for History and Social Studies 6-12 (Draft)

Cohesive Curriculum Development

Mod 1 Mod 2 Mod 3 Mod 4 Mod 5

6th Gr.

5th Gr.

4th Gr. Learning to Read

Reading to Learn

Instructional Inquiry

Four operational features are hypothesized to be critical to teachers sustaining and benefiting from instructional inquiry.1. Job alike teams 3-7 people2. Select a team facilitator3. Inquiry focused protocols4. Stable settings

Gallimore, Ermeling, Saunders, & Goldenberg (1996) p. 548

Instructional Inquiry ProcessParticipate in inquiry-

based instruction (integrated ELA and

Social Studies)

Identify salient features of rigorous

integrated ELA-SS instruction (What does

it look like)?

Design, implement, & reflect on integrated

ELA-SS lesson

Evaluate samples of student work

Obtain feedback, refine, and reflect.

Refine curriculum, develop thematic units

focused on rigorous content

Seeing causal connections fosters acquisition of key teaching skills and knowledge, such as identifying student needs, formulating instructional plans, and using evidence to refine instruction.

Gallimore, Ermeling, Saunders, & Goldenberg (1996) p. 548

Unit/Module

Topic/Lesson Examining Point of View: Relevance to History

Performance StandardsSee Attached (Rationale)

Essential QuestionWhy is point of view important to the study of history?

Instructional PracticeQuestioning the Author, Primary Documents, Inquiry-Based,Comprehension Toolkit

ConceptsPoint of ViewEvidence

Key IdeasPoint of View is an important literary devicePoint of view is an important tool for historians. History often involves conflict.

Teacher ResourcesSee reference/resource section

Media ResourcesSmart boardSee Attached (Student Resources)

Student ActivitiesSee extension activities

EvaluationStudent artifacts (e.g., T-Chart, Quick Writes, and writing) demonstrate understanding of point of view; students use critical thinking skills to interpret passage; students are engaged with the text.

Misc.

Point of View

Boy’s Account Teacher’s Account"Finding that the owner was not disposed to turn out, we determined upon a volley of snowballs and a good hurrah. They produced the right effect, for the crazy machine turned out into the deep snow, and the skinny old pony started on a full trot.

He was suddenly disturbed by loud hurrahs from behind, and by a furious pelting of balls of snow and ice upon the top of his wagon."In his alarm he dropped his reins, and his horse began to run away. In the midst of the old man's trouble, there rushed by him, with loud shouts, a large party of boys, in a sleigh drawn by six horses. 'Turn out! turn out, old fellow!' 'Give us the road!' 'What will you take for your pony?' 'What's the price of oats, old man?' were the various cries that met his cars.

Point of View Sample Text

McGuffey Fourth Eclectic Reader (1873)

Sample Text• My dear Patsy

After four days journey I arrived here without any accident and in as good health as when I left Philadelphia. The conviction that you would be more improved in the situation I have placed you than if still with me, has solaced me on my parting with you. …The acquirements which I hope you will make under the tutors I have provided for you will render you more worthy of my love, and if they cannot increase it they will Prevent its diminution. …With respect to the distribution of your time the following is what I should approve.

• from 8. to 10 o'clock practise music.• from 10. to 1. dance one day and draw another.• from 1. to 2. draw on the day you dance, and write a letter the next day.• from 3. to 4. read French.• from 4. to 5. exercise yourself in music.• from 5. till bedtime read English, write.• …I expect you will write to me by every post. Inform me what books you read, what tunes you learn, and enclose me

your best copy of every lesson in drawing. Write also one letter every week either to your aunt Eppes, your aunt Skipwith, (or) your aunt Carr, and always put the letter you so write under cover to me. Take care that you never spell a word wrong. Always before you write a word consider how it is spelt, and if you do not remember it, turn to a dictionary. It produces great praise to a lady to spell well. I have placed my happiness on seeing you good and accomplished, and no distress which this world can now bring on me could equal that of your disappointing my hopes. If you love me then, strive to be good under every situation and to all living creatures, and to acquire those accomplishments which I have put in your power, and which will go far towards ensuring you the warmest love of your affectionate father,

• TH: JEFFERSON

• Source: Julian Boyd, ed., Papers of Thomas Jefferson, Vol. 6 (Columbia, Mo., 1966), pp. 359-360.

Classroom Experiences

• Cohesive Curriculum– Similar content Increased focus on curriculum

• Increased student engagement– All students experience high quality instruction– Text complexity– Read a variety of text– Critical thinking, discussion, debate, and conjecture

• Collaboration • Expectations

Evaluation

• Cohesive curriculum and instructional practices– Look for rigor, implement curriculum with fidelity

• Student achievement– Variety of assessment measures– Data analysis to inform instructional practice

Challenges

• Teacher buy-in (convince teachers)• Contractual obligations• Funding

Summary

• There is a significant relationship between teaching and learning

• We have at our disposal tools to develop powerful teaching and learning experiences so that all students can be successful.

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