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Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 1: A Three-Prong Approach

Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 1: A Three-Prong Approach. Cynde Snider. Essential Question.

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Common Core Georgia Performance Standards Making Challenging Texts Accessible, K-12 Part 1: A Three-Prong Approach

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  1. Common Core Georgia Performance StandardsMaking Challenging Texts Accessible, K-12Part 1: A Three-Prong Approach Cynde Snider

  2. Essential Question How can I achieve the CCGPS expectation that students will meet grade level standards and read grade level texts when my students come to me reading significantly below grade level?

  3. Imagine the Possible NOT, can we . . . ? But, HOW can we . . .?

  4. Teacher & Student Expectations • Effect size of teacher expectations—.43 • Effect size of student expectations—1.44 Source: Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge.

  5. Learning Target I can explain a three-prong, structured program for improving students’ reading and literacy skills.

  6. Three-Prong Approach

  7. Implementing a Three-Prong Approach • WHERE will this daily reading take place? • WHEN will this daily reading take place?

  8. Begin with What’s Doable • In the early grades, increase read alouds that incorporate uncommon vocabulary and complex syntax. • In upper elementary, ensure that students close read one complex text per week, alternating among content areas: social studies, science, ELA, etc. • In secondary grades, ensure that each teacher includes the close reading of one complex text per month. Source: Liben, D. (May 9, 2012).

  9. Implementing a Three-Prong Approach • WHO is responsible for ensuring this happens? • Planning • Implementing • Monitoring

  10. Learning Target I can explain a three-prong, structured program for improving students’ reading and literacy skills.

  11. Essential Question How can I achieve the CCGPS expectation that students will meet grade level standards and read grade level texts when my students come to me reading significantly below grade level?

  12. HOW can we help students be successful with more challenging/complex texts? Part 2: Understanding the Complexity of Complex Texts Part 3: Teaching Students How to Close Read Part 4: Specific Strategies for Student Success

  13. Resources Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=6. Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. New York: Routledge. Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger T., & Torgensen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=8. Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=14.

  14. Cynde SniderGeorgia Department of Educationcsnider@doe.k1.ga.us404-657-9971

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