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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:

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baltimore city public school system elementary reading language arts professional development

Baltimore City Public School SystemElementary Reading/Language Arts Professional Development

Office of Literacy

I

outcomes for this session
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
open court reading
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
open court teacher s guide
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

open court teacher s guide6
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

examining the ocr teacher s edition and the lesson design component
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
alignment model
Alignment Model

Intended Curriculum

VSC

Achieved

MSA

Delivered

Reading/Language Arts VSC/OCR Alignment and Pacing Guide

reading language arts vsc ocr alignment and pacing guide
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.

reading language arts vsc alignment and pacing guide
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
slide12

Year-at-a-Glance Pacing Guide

2006-2007 Pacing Guides

bcpss ocr reading assessments
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.

bcpss benchmark assessments
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
slide15

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.

examining the reading language arts vsc alignment and pacing guide
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)

examining the reading language arts vsc alignment and pacing guide17
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
examining the reading language arts vsc alignment and pacing guide18
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
reading language arts lesson plan format
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)

slide20

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__________

slide21

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.

ocr time allocations by grade
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
teacher feedback form
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
classroom set up and beginning of school observation tool
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
classroom set up summary report
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.
classroom set up summary report26
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.

the role of the literacy ist
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
the role of the literacy ist28
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
literacy office organization and support
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
systemic elementary response to intervention special education reading initiative
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
systemic elementary response to intervention special education reading initiative31
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
systemic elementary response to intervention special education reading initiative32
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
systemic elementary response to intervention special education reading initiative33
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
literacy materials
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.

literacy materials35
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)
literacy materials36
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.

expectations for september
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
ist meeting dates
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