Transitioning from VT's Reading and Writing GEs to the Common Core: Benefits/Opportunities? Challenges? VTCLA January 6, 2012. Sue Biggam; Co- Coordinator Literacy Leadership Initiative at UVM. Learning Intentions….
Sue Biggam; Co- Coordinator Literacy Leadership Initiative at UVM
(same clusters for both literary and informational– but different content)
DIGITAL CLEARINGHOUSE of formative tools, processes and exemplars; released items and tasks; model curriculum units; educator training; professional development tools and resources; scorer training modules; and teacher collaboration tools. (free)
INTERIM assessments ( need to be purchased)
Last 12 weeks of year*
PERFORMANCE TASKS Each:
Four Major Claims for SMARTER Balanced Assessment Consortium Assessments of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects ( FINAL VERSION!)
Claim #1 - Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Claim #2 - Students can produce effective and well-grounded writing for a range of purposes and audiences.
Claim #3 - Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim #4 - Students can engage in research / inquiry to investigate topics, and to analyze, integrate, and present information
*Standards of Practice from the DRAFT State Literacy Plan . These were drafted by a team of VT teachers, literacy specialists, higher education professionals and consultants to link intentionally to the “anchor standards” in the Common Core, and provide a resource for instruction. (See sample page in your handouts.) To find the resource online, go to the VT READS website: www.vriuvm.org
Some familiar (and some of these may not be so familiar) approaches and resources that might be used: ( we’ll try some of these…)
Thank you for coming!