Educational Leadership
K-12 Literacy
CSUF - June 10, 2015
Learning Intentions
Understand the role of the lead learner:
1. Develop a deeper understanding of the CA State ELA/Literacy Standards, particularly the writing standards
Explore and discuss literacy standards and literacy progressions framework, analyze student writing samples
2. Understand the role of protocols in the professional learning community and the classroom
Practice using protocols in large and small groups
As Educators
Why Do We Do What We Do?
Why Do We Do What We Do?
Our purpose is to create schools that will undergird and catalyze our best values to regenerate and improve society.
To empower all stakeholders to co-create and take responsibility for: learning, achievement, and well-being.
So All Students are successful now and in the future, College and Career Ready, and
prepared to live in the rapidly changing global
economy as civically engaged humanitarians.
Adults approach learning with three roles in mind Why How What
Make Explicit:
What am I to learn?
What is the goal and success criteria?
What am I doing well, what do I need to refine, and what do I need to do next?
How does this apply to me (my job)?
How are we going to use protocols/process tools/routines?
Why am I learning…?
Reflecting on Pre-Reading
CCSS ELA/Literacy standards:
http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf
Literacy learning progression framework
The Wolf That Would Forgive: Illuminating Standards
Watch video and discussions with your colleagues the relationship between your commitment to meet demanding state standards and approaches to designing powerful learning experiences for our
students:
STRIKING AND INSPIRING: What is striking about what we’ve watched? And what, if anything, is inspiring?
THE VISIBILITY OF LEARNING: Can you see learning in what we watched? What does it look like?
What is being learned? What are the standards under consideration in this study of classroom projects?
How do we, collectively, make sense of that standard?
THE PROCESS OF LEARNING: How did the students and teachers whose projects are focused on in the videos do their work? What might have been their starting points? How many other steps in their process are clear from what we’ve watched?
BRINGING IT HOME: How can we use student work to raise the level of our understanding of standards and our dialogue about them?
QUESTIONS: What questions are we left with today?
What do we want to find out more about?
What do we want to reflect on further?
what does it look like when state standards are met with integrity, depth, and imagination?
Analyze Argument Writing
Describe student work
● What do you see? avoid judgements/interpretations
Interpret the student work
● From the student’s perspective what is the student working on?
● what does and doesn't the student understand?
Implications for Classroom Practice
● What steps could the teacher take next with this student?
K-4 Group will look at the Grade 2: Rural-Urban Opinion http://centerforstudentwork.elschools.org/writings/rural-urban-opinio n students took a stand about whether it is better to live in an urban or rural community. They developed and supported their opinion to effectively persuade a reader. Print student writing:
http://centerforstudentwork.elschools.org/file/1174/download?token=
LZVvwHNe
5-8 Group will look at the Grade 7: Panda classification Comic Strip
http://centerforstudentwork.elschools.org/writings/panda-classificatio n-comic-strip After learning abut DNA, Students had to explain if the giant panda was a closer relative to bears or to raccoons by creating a comic strip Print student writing:
http://centerforstudentwork.elschools.org/file/3169/download?t oken=LJY1tRwx
9-12 Group will look at the Grade 11, 12: Rhetorical Analysis – Satire
http://centerforstudentwork.elschools.org/writings/rhetorical-analysis- satire
Following close reading and rhetorical analysis of texts in the genre of satire, students argued about how the language and style choices of various authors help to establish their message. Print student writing:
http://centerforstudentwork.elschools.org/file/1231/download?token=
Explore the Literacy Progressions
Implications for Classroom Practice
● What steps could the teacher take next with this student?
How do the literacy learning progressions and CA State Literacy Standards support teaching and learning?
Literacy learning progression framework
https://docs.google.com/a/ocde.us/viewer?a=v&pid=sites&srcid=b2NkZS51c3xwcm9 mLWxlYXJuaW5nLXNlcmllc3xneDo2ZmIwYzdkMjFlMTgwMGI5