ELA Coordinator Network Meeting: Role Educators Play in Effective Implementation and Supervision of Common Core Instruction. David Abel, Fellow for ELA Curriculum and Assessment NYS Regents Research Fund. EngageNY.org. Introduction. Who am I? What do I do? Why do I do it ?.
David Abel, Fellow for ELA Curriculum and Assessment
NYS Regents Research Fund
Who am I? What do I do? Why do I do it?
“As readers, we remain in the nursery stage so long as we cannot distinguish between taste and judgment, so long, that is, as the only possible verdicts we can pass on a book are two: this I like; this I don’t like.
For an adult reader, the possible verdicts are five:
I can see this is good and I like it;
I can see this is good but I don’t like it;
I can see this is good and, though at present I don’t like it, I believe that with perseverance I shall come to like it;
I can see that this is trash but I like it;
I can see that this is trash and I don’t like it.”
― W.H. Auden, A Certain World: A Commonplace Book
“…For a thoughtful educator, the possible verdicts when considering reform-related arguments are five:
I can see this is well-reasoned and I like its answers;
I can see this is well-reasoned but I don’t like its answers;
I can see this is well-reasoned and, though at present I don’t like it (or fully understand it), I believe that with perseverance I might come to understand its virtues;
I haven’t determined whether this is well-reasoned, but I like its answers;
I haven’t determined whether this is well-reasoned, and I don’t like its answers.”
REMEMBER: the inability to read on grade level has no bearing on intellectual capacity for critical thinking, inference making, and strategic implementation of strategies to assist comprehension.
Students can engage in evidence-based discourse and teachers can scaffold access to text through a variety of ways, including chunking text, read-alouds to model fluency and expose students to text, shared reading experiences, and a variety of other strategies designed to support, not supplant, accessing content.
How and which of these adaptations are implemented depend on a number of factors, including the complexity of the text being studied, the standards being addressed, and the needs of the student.
The critical piece in this adaption of a CCSS-aligned curriculum is to ensure that the changes to instruction allow for students to meet the rigor of the standards through adaptations in procedures, pacing and modes of delivery based on their needs, without altering or reducing the demands of the standards.
Effective implementation with diverse learners…
-may require changes to the HOW while maintaining the WHAT
-may require to slow down.
-may require reinforcement activities/additional opportunities with the text(s)
-will require independent reading/students reading what interests them
-will require scheduling/time in the day to meet the needs of these students.
-will require formative assessment to see what’s working and what isn’t