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Baltimore City Public School System Elementary Reading/Language Arts Professional Development

Baltimore City Public School System Elementary Reading/Language Arts Professional Development. Office of Literacy. I. Outcomes For This Session. By the end of this session the participants will be able to present the following information to their staff:

JasminFlorian
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Baltimore City Public School System Elementary Reading/Language Arts Professional Development

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  1. Baltimore City Public School SystemElementary Reading/Language Arts Professional Development Office of Literacy I

  2. Outcomes For This Session By the end of this session the participants will be able to present the following information to their staff: • Lesson Design of the Open Court Reading Program • Reading/Language Arts VSC Alignment and Pacing Guide • Role of the IST • Observation tools • Literacy Office Support

  3. Open Court Reading Designed To Provide • Systematic, explicit instruction • Logical progression of skills • Research-based format Fidelity is the key to quality implementation • Implement the core instructional program everyday • Honor the tenets of how the materials were written

  4. Open Court Teacher’s Guide Lesson Components Unit Theme & Explorations Preparing to Read Phonics & Word Knowledge Reading and Responding Vocabulary/Reading Selections Workshop Language Arts Lessons

  5. Understanding the Lesson Design of Open Court

  6. Open Court Teacher’s Guide Lesson Components Unit Theme & Explorations Preparing to Read Phonics & Word Knowledge Reading and Responding Vocabulary/Reading Selections Workshop Language Arts Lessons

  7. Examining the OCR Teacher’s Edition and the Lesson Design Component Be prepared to share: • Provide a brief description of your component • What is the sequence of instruction for your component? • Provide an example of the “I do, We do, You do” • Identify something new you discovered in the Teacher’s Edition

  8. Understanding the Lesson Design of Open Court

  9. Alignment Model Intended Curriculum VSC Achieved MSA Delivered Reading/Language Arts VSC/OCR Alignment and Pacing Guide

  10. Reading/Language Arts VSC/OCR Alignment and Pacing Guide • This document is designed to provide a critical planning tool for teachers. • The VSC designates discrete knowledge and skills as essential learning for all students in the state of Maryland. • These skills and strategies, in turn, form the foundation of the Maryland School Assessment, administered statewide to students in reading in grades 3 through 8 and grade 10 each year. • The format of this document is designed to help teachers see the alignment between the state standards and their instruction within each of the units of Open Court Reading. The ultimate goal of this document is to align the VSC, instruction, and assessment in elementary reading/language arts.

  11. Reading/Language Arts VSC Alignment and Pacing Guide • Introduction • Year-at-a-Glance Pacing Guide • VSC and the units taught • Necessary augmentations/BCR and SR questions • Lesson Plan Format • OCR time allocations by grade • Teacher Feedback Form

  12. Year-at-a-Glance Pacing Guide 2006-2007 Pacing Guides

  13. BCPSS/OCR Reading Assessments. . . • Administered in Grades K-5 • Replaces the SRA OCR Unit assessments • Mail away student answer sheets • Use of an online data system • Monitor level of implementation • Modify classroom instruction • Measure student progress Training will be provided for teachers at the end of September.

  14. BCPSS Benchmark Assessments. . . • Administered to grades 3-8 • Administered quarterly • Aligned to VSC • Assess skills taught each quarter • Used to gauge progress toward MSA • Identified testing window on the Year–at-Glance

  15. X denotes the unit in which skill is taught Teachers should use the information in the alignment document to augment instruction within the Open Court Reading Program. Only with this augmentation will students be fully prepared for the midyear administration of Maryland School Assessment in Reading. The pages that follow contain the entire Grade 4 Alignment Document. A Teacher Feedback Form is included on the final page.

  16. Examining theReading/Language Arts VSC Alignment and Pacing Guide First Column Voluntary State Curriculum • Content Standards • Standard Topic • Indicator • Objectives • Assessment Limits Items in italics represent objectives that require supplemental instruction prior to MSA *(3&5)

  17. Examining theReading/Language Arts VSC Alignment and Pacing Guide Second Column Open Court Units • X identifies the units in which the skills are taught • Shaded column indicates excluded unit (Not Taught) • In First Grade the unit has been entirely deleted from the document

  18. Examining theReading/Language Arts VSC Alignment and Pacing Guide Third Column OCR Augmentation • Enhancement of instruction • Necessary to fully prepare students for MSA (SRs and BCRs) • Examples of instructional techniques

  19. Reading/Language Arts Lesson Plan Format DRAFT Reading/Language Arts Lesson Plan Format * Name: ___________________________ Date________ Grade ______ Theme: ____________________________ Unit: _______ Lesson: ____ I. Preparing to Read (Green Band) VSC: _____________________________________________________________ Assessment Limit (s):________________________________________________ a. Word Knowledge Objective: _________________________________________________________ b. Phonics and Fluency: (Units 1-3 only) Objective: ________________________________________________________ Materials: _______________________________________________________ Procedure: Reading Words and Sentences Developing Oral Language Phonics and Fluency Blending (reading words, blending only as necessary) Dictation Reading a Decodable c. Workshop 1: (Small Group/ Differentiation)

  20. II. Reading and Responding (Red Band) VSC: _________________________________________________________ Assessment Limits:___________________________________________________ a. Fluency Objective: _________________________________________________________ b. Comprehension: (Skill/Strategy) Objective: _________________________________________________________ Materials: _________________________________________________________ Procedure: Build background Preview and Prepare Selection Vocabulary Reading the Selection (First Read) - (Strategies) Reading the Selection (Second Read) - ( Skills) Discussing the Selection Review Selection Vocabulary–continue during Workshop Supporting the Reading Literary Elements c. Workshop II: (Small Group/ Differentiation) Student Names Skill/Strategy:__________ Student Names Skill/Strategy:_________ Student Names Skill/Strategy__________

  21. III. Language Arts (Blue Band) VSC: ____________________________________________________________ Assessment Limit(s):______________________________________________ a. Word Analysis (Spelling and Vocabulary) Objective: _________________________________________________________ b. Writing Process/Strategies (if applicable) Objective: _________________________________________________________ Materials: _________________________________________________________ Procedure:_________________________________________________________________________________________________________________ c. English Language Conventions Objective:_____________________________________________________ Materials:_____________________________________________________ Procedure:_________________________________________________________________________________________________________________ Accommodations/ Modifications:_____________________________________ _____________________________________________________________Summary/Evaluation:_____________________________________________________________________________________________________________________________________________________________________ Reflections/ Anecdotes: _____________________________________________________________ *Please note that ALL components are not taught each day. Times are approximate. However, please also keep in mind that the Literacy Block is 150minutes.

  22. OCR Time Allocations by Grade • 150 minutes daily • All components are not completed each day • Time is approximate for each band • 2nd & 3rd grade have the same time allocations • 4th & 5th grade have the same time allocations

  23. Teacher Feedback Form • Completed by teachers, ISTs, and administrators • Return completed form to the Office of Literacy • Used to provide feedback to the Office of Literacy regarding the Reading/Language Arts VSC Alignment and Pacing Guide

  24. Classroom Set Up and Beginning of School Observation Tool • Used at the beginning of the school year to monitor and provide support to teachers • Identifies the needs of classrooms, grade levels and schools • Completed by IST for each classroom

  25. Classroom Set Up Summary Report • Completed weekly during the month of September using the Classroom Set Up and Beginning of School Observation Tool. • Use information collected from each classroom to complete the summary chart weekly.

  26. Classroom Set Up Summary Report Please indicate with an X any area of need for an individual teacher observed using the Classroom Set Up and Beginning of School Observation Tool.

  27. The Role of the Literacy IST Provide support for the entire reading program in all classrooms Prek-5 or (Prek – 8) • (1) Receive and conduct professional development • (2) Plan for and preside over grade level team meetings • (3) Disseminate materials • (4) Model instructional best practices • (5) Provide differentiated support to staff • (6) Analyze and, as needed, input data

  28. The Role of the Literacy IST • (7) Make informal classroom visits with the express purpose of providing relevant feedback to teachers • (8) Assist with the development and implementation of the School Improvement Plan • (9) Coordinate inter and intra classroom visitations • (10) Coach teachers in the development of best practices • (11) Debrief with principals the Monday following all meetings • (12) Schedule SRA consultants with principal input

  29. Literacy Office Organization and Support Literacy Office Lead Coaches ISTs Meeting every 2 weeks September - December Teachers • Literacy Office works in conjunction with the AAO, Principals, and Assistant Principals • Lead Coaches are assigned to an Area in an effort to support schools • ISTs are responsible for all school based staff development

  30. Systemic Elementary Response to Intervention/Special Education Reading Initiative • Over 60% of elementary students in Special Education are scoring Basic on MSA • Mobility Rate • Inconsistent professional development to special educators • Ensure programs used are research based and on the MSDE approved list

  31. Systemic Elementary Response to Intervention/Special Education Reading Initiative Inclusion/Resource & The Struggling Reader Students • Core Reading Program • Require Additional Support Teacher • Work collaboratively with the Special Educator • Use the Intervention Guide • Provide customized sessions during systemic OCR training Materials • OCR Teacher Editions • Leveled Readers • Intervention Guide

  32. Systemic Elementary Response to Intervention/Special Education Reading Initiative Primary Self-Contained Class • Grades 1,2,(3) Materials • OCR Teacher Editions • Leveled Readers • Horizons Level A • Language for Learning Training and Support • (August 24) All new teachers and any returning teacher that did not attend June training • SRA Consultants visiting schools, observing teachers, and supporting ISTs • Literacy Office supporting ISTs

  33. Systemic Elementary Response to Intervention/Special Education Reading Initiative Intermediate Self-Contained Class • Grades (3),4,5 Materials • OCR Teacher Editions • Leveled Readers • Corrective Reading Levels A, B1, and B2 Training and Support • All new teachers and any returning teacher that did not attend June training • SRA Consultants visiting schools, observing teachers, and supporting ISTs • Literacy Office supporting ISTs

  34. Literacy Materials All Open Court schools are scheduled to have Core Reading Program materials, Reading/Language Arts Alignment and Pacing Guide, and the SRA Special Education Materials All Reading Mastery Plus schools are scheduled to have Core Reading Program materials by opening of school.

  35. Literacy Materials Elementary • OCR– All Students and Teachers- Grades Pre-k,4,5 (New Materials) • OCR-All Inclusion/Resource Teachers-Grades 1,2,3,4,5 (New Materials) • OCR-All Teachers and Students-GradesK,1,2,3 (Consumables/Replacements) • Elementary VSC/OCR Alignment and Pacing Guide-Grades 1,2,3,4,5 • SRA-All Self-Contained Special Education-Grades 1,2,3,4,5 (New Materials)

  36. Literacy Materials When questions with orders occur: The principal or school should contact the Area Office. The Area Office will determine a course of action to ensure questions about orders are answered.

  37. Expectations for September • Following each IST Professional Development, assignments will be given • Provide job embedded Professional Development • Complete the Classroom Set Up Summary Report • Monitor arrival of materials • Prepare to share needs/aha’s at next meeting

  38. IST Meeting Dates *Indicates the meeting is prior to the next scheduled Principal’s meeting 8:30 – 11:30 Middle School ISTs 12:30 – 3:30 K-5 ISTs 8:30 – 3:30 K-8 ISTs 8:30 – 3:30 Reading First ISTs

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