Title: Grade Level Expectations A New Level of Specificity
1Grade Level Expectations A New Level of
Specificity
- Introducing Reading GLEs
- Debbi Hardy, Curriculum Director
- Curriculum and Instruction
- Office of Superintendent of Public Instruction
- May 2004
2Expectations for This Session
- You Will Be Able To
- Navigate the GLE document
- Explain the components of GLEs
- Explain the components of curriculum alignment
and the importance of it (triangle)
31993Basic Education Act
to provide students with the opportunity to
become responsible citizens, to contribute to
their own economic well-being, and to that of
their families and communities, and to enjoy
productive and satisfying lives. - Basic
Education Act (Goal)
4Basic Education Act Requirements
- Establish
- Clear, challenging academic learning standards
for all students - An assessment system
- An accountability system
5Washington State Student Learning Goals
- Read with comprehension, write with skill, and
communicate effectively and responsibly in a
variety of ways and settings - Know and apply the core concepts and principles
of mathematics social, physical, and life
sciences civics and history geography arts
and health and fitness - Think analytically, logically, and creatively,
and to integrate experience and knowledge to form
reasoned judgments and solve problems and - Understand the importance of work and how
performance, effort, and decisions directly
affect future career and educational
opportunities.
6Washington State Education Reform
Historical Context 1993 2003
- EALRsGrade 4, 7, 10 Benchmarks Indicators
- Content FrameworksGuidelines
- AssessmentsWASL
- School Improvement Planning Process
79 Characteristics of High Performing Schools
- Clear and Shared Focus
- High Standards and Expectations for ALL Students
- Effective School Leadership
- High Levels of Collaboration and Communication
- Curriculum, Instruction and Assessment Aligned
with Standards - Frequent Monitoring of Learning and Teaching
- Focused Professional Development
- Supportive Learning Environment
- High Level of Parent and Community Involvement
8Research Finding
9Washington State ESEA Plan
- Challenging Academic Content Standards
- EALRsEssential Academic Learning Requirements
- GLEsGrade Level Expectations
- Reading, Mathematics, Science
- Assessments
- Reading and Mathematics Assessments
- Grades 3-8 and 10 beginning 2005-06
- Science Assessments
- Grades 5, 8, 10 beginning 2007-08
10Key Questions for Educators
- What do we want students to learn?
- How will we know they have learned?
- How will we respond to students who have not
learned?
11Document Structure
- Introduction
- Core K-10 EALRs/GLEs
- Appendix
12IntroductionCreating GLEs
- Grounding the Work in Research
- Cognitive DemandBlooms Taxonomy
- Text Complexity Increases Through the Grades
- Alignment for Student Achievement
13IntroductionAlignment
STUDENT ACHIEVEMENT
The importance of curriculum alignment cannot be
overstated. It is critical that the curriculum,
instruction and assessment align. The Essential
Academic Learning Requirements (EALRs), which now
include the Grade Level Expectations (GLEs), form
the basis of district and school curriculum.
Instruction refers to the teachers pedagogy and
use of instructional resources. Assessment
includes all diagnostic, formative, and summative
classroom-based assessments, as well as the WASL.
14IntroductionOverview of K-10 Reading Instruction
- K-10 continuum (pages 4-5)
- Proficiency based
15IntroductionEALR Structure with GLES
K-10 EALR Statement
K-10 Component
- Evidence of Learning
- Evidence of Learning
16IntroductionReading EALRs
- EALR 1 The student understands and uses
different skills and strategies to read. - Phonemic awareness, phonics, fluency, vocabulary
- EALR 2 The student understands the meaning of
what is read. - Comprehension
- EALR 3 The student reads different materials
for a variety of purposes. - Types of textliterary and informational
- EALR 4 The student sets goals and evaluates
progress to improve reading. - Assess strengths and weaknesses and develop
reading interest
17Core K-10 EALRs/GLEsFour Reading EALRs
- EALR 1 Reading word skills and strategies
- Pages 8-15
- EALR 2 Reading for understanding
- Pages 16-36
- EALR 3 What materials and why
- Pages 37-42
- EALR 4 Student goal setting and monitoring
progress - Pages 43-47
18Appendix
- Cognitive DemandBlooms Taxonomy
- Glossary
- Acknowledgements
19The EALR with GLE Numbering System
Grade Level X
1.3.1
20Practice with Numbering System
- 1.3.1
- Pages 12 and 13 (K-7)
- 2.3.3
- Pages 28 and 29 (2-10)
- 3.2.1
- Pages 38 and 39 (K-4)
21Key Document Concepts
- K-10 Continuum
- Differentiated instruction options
- (At, below, or above)
- Shaded Areas
- Proficiency expected at an earlier or later grade
level - Practice for these skills must continue for
maintenance of proficiency
22Grade Level Expectations
. . . explain what students should knowand be
able to do.
- Each GLE contains
- A statement of cognitive demand and the essential
content or process to be learned - Evidence of Learning is a bulleted list of
student demonstrations that provides educators
with common illustrations of the learning
23Understanding the Reading GLEs
- EALR 2 The student understands the meaning of
what is read. - Component 2.2 Understand and apply knowledge of
text components to comprehend text
Grade Level Expectation
- Retell stories with the correct sequence of
events. (Note Story telling order can differ
between cultures. For example, in some cultures
the end of the story is told first.)
Evidence of Learning
24Understanding the Reading GLEs
- EALR 2 The student understands the meaning of
what is read. - Component 2.2 Understand and apply knowledge of
text components to comprehend text
WASL Eligible GLE
W
Grade Level Expectation
- Explain ideas or events in sequential order.
(Note Differences in story telling order exist
between cultures. For example, in some cultures
the end of the story is told first.) - Recognize and explain literary/narrative text
written out of sequence (e.g., flashbacks, tales
from other cultures). - Explain steps in a process (e.g., problem solving
in mathematics, life cycle of a salmon).
Evidence of Learning
25Practicing the GLEs
26Practicing the GLEs
- EALR 1 The student understands and uses
different skills and strategies to read. - Component 1.3 Build vocabulary through wide
reading.
- Identify and define content area vocabulary
critical to the meaning of the text and use that
knowledge to interpret the text. - Identify words that have different meanings in
different content areas and determine the correct
meaning from the context (e.g., as in science or
social studies). - Select, from multiple choices, the meaning of
words necessary to understand content area text. - Use new vocabulary in oral and written
communication.
27Misconception ALERT!
- Textbooks do NOT the Curriculum
- Curriculum means the written documents describing
what students should learn based on the
EALRs/GLEs - Textbooks ARE Tools for Instruction
- Instruction consists of pedagogy and
instructional materials
28Misconception ALERT!
- GLEs are NOT Brand new direction for education
reform - GLEs ARE A new level of specificity for student
learning - GLEs are NOT Teachers checklist for teaching
- GLEs ARE Guides for Washington districts,
schools and teachers to plan instruction - GLEs are NOT Lesson plans
- GLEs ARE Support for lesson planning
- GLEs are NOT Student Learning Objectives
- GLEs ARE Learning standards with evidence of
student learning
29Key Questions for Educators
- What do we want students to learn?
- GLEs include essential content with the
appropriate cognitive demand K-10 for all
Washington students. - How will we know they have learned?
- The evidence of learning are linked directly to
the content and cognitive demand so we can check
for proficiency of the learning in several ways. - How will we respond to students who have not
learned? - The K-10 continuum allows educators to adjust
above and below the grade level to locate skills
and strategies necessary for learning at the
correct level of difficulty.
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31Accessing On-line Grade Level Resources
- Aligned GLE support can be accessed via
- OSPI website www.k12.wa.us
- Curriculum Instruction home page
- Reading On-line Grade Level Resources
- This interactive resource provides the following
features - GLE Reports (grade level, grade spans, K-10 GLEs)
- Links to GLE glossary
- Aligned instructional support
- Integration links to other content areas
- Support for classroom-based assessments
- Links to WASL strands, learning targets, released
items
32State of Future Work
Timeline for EALRs with GLEs
33OSPI Curriculum Review Cycle
34Next Steps for School
- Introduce GLEs to Staff
- Practice with Small Groups
- Honor the Work and Progress Made to Date
- Review Your Schools Assessment Data (WASL too)
- Use Data to Drive Your Alignment Activities
- Where is improvement needed?
- Topical and Deep Alignment
- ESD Teams of Trainers Can Lead this Process
35Accessing the Presentation
- OSPI website www.k12.wa.us
- Curriculum Instruction home page
- Whats New AND/OR
- Resources Links
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