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Collaborate, Plan, Align, Learn, Motivate, and Share

Introduction to the new Language Arts Florida Standards (LAFS), CPALMS, HMH Digital Platform, CCPS Curriculum Maps, Text Complexity, Lesson Plan Template.
by

Robert Wind

on 12 August 2014

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Transcript of Collaborate, Plan, Align, Learn, Motivate, and Share

LAFS
FROM ACT to CCSSO to NGA
What is the difference between CCSS & LAFS?
So what is the Equip Rubric and how does it work?
Understanding Quality and Alignment:
EQuiP ELA/Literacy
How did we get the LAFS?
Are my lessons aligned to the depth of the LAFS
Language Arts Florida Standards
LAFS
The Catalyst: 2005 Study
Enter the Governors
Take Away
The EQuip rubric gives me one page of best practices to focus on when implementing and adapting lessons within the curriculum.
Text Complexity
Simplifying Text Complexity
https://www.teachingchannel.org/videos/simplifying-text-complexity
Be ready to implement
the standards.
Synergize
Course Descriptions
Standards
Instructional Resources that support standards-driven instruction
Assessment Information
Graduation Requirements
Coaching Cycle with teachers
Model Lessons
Professional Development
Conferencing with teachers or teams

83% notion...Jim Burke
New Curriculum Maps
FSA PORTAL
Where: Sharepoint
New Textbook Portal

Register for Alerts
Take Training Test
Test Item Specs
Writing Rubrics
Assessment Schedule
Florida’s official source for:
Come gather 'round people
Wherever you roam
And admit that the waters
Around you have grown
And accept it that soon
You'll be drenched to the bone
If your time to you
Is worth savin'
Then you better start swimmin'
Or you'll sink like a stone
For the times they are a-changin'.
Collaborate
Plan
Align
Learn
Motivate
Share


Beth Coryell - Coordinator of Secondary Literacy
Tobin Wallcott, Ed.D - AP C&I, ELA CTEM
Robert Wind - Reading Coach
CPALMS:
C
ollaborate
P
lan

A
lign

L
earn
M
otivate
S
hare
cpalms.org
Alignment to the Depth of the LAFS
Course Descriptions
Graduation Requirements
Standards
Instructional Resources
Assessment Information
Florida's official site for:

New Textbooks
Potentially more...
Vocabulary.com
Florida has adopted Webb’s four-level Depth of Knowledge DOK model of content complexity as a means of classifying the cognitive demand presented by standards and curriculum.
Quantitative
Quantitative component is the part of a text that can be measured by a computer software.
-word length
-frequency of word
-sentence length.


That is how Lexile Scores are determined.
Lexile Score can give us insight into the difficulty of a text.
Key Shifts
Teacher facilitates a balance of reading, writing, lecture, and hands-on experience

Past:
Teacher-led instruction
Present:
Regular practice with complex texts and their academic language
Reading, writing, and speaking grounded in evidence from texts, both literary and informational
Building knowledge through content-rich nonfiction
Focus on Academic Vocabulary
Qualitative

This is a human reader. This is the components of any text that can really best be measured by an attentive reader.


-determine the difficulty of language
-purpose of the text
-background knowledge demand
-clarity


The Chipmunks

The Reader and Task
The teacher matches the student, text and task to ensure a match.

Leaning purpose becomes absolutely crucial.
-What is our purpose for teaching?
-What we want students to learn?
-What is our purpose for choosing that particular text?

If we focus on a standards driven purpose we will be able to connect the Reader and the Task in really beneficial ways this year.

State provided syllabus
HMH + Curriculum Maps + You

Developing a Reader and a Writer Across the Year
•Units focus on informational text
•Units promote student learning to understand text themselves by:
talking about text
writing about text
focusing on text message and themes
identifying key details
•Units are written around a collection of text
•Units grow in complexity
Gap between complexity of college and high school texts is huge.
What students can read, in terms of complexity is the greatest predictor of success in college (ACT study).
Less than 50% of graduates can read complex text sufficiently
Staircase of increasing text complexity (K-12)
Focus on building general academic vocabulary which is critical to comprehension.

Regular Practice With Complex Text and Academic Language:
Why?

It is no secret.
Take the time to analyze each standard and identify its essential concepts and skills, the result is more effective instructional planning and better student outcomes.
FSA 2015
the habit of creative cooperation.

-teamwork
-open-mindedness
-adventure of finding new solutions to old problems.
Change is good sometimes
Curriculum maps are not lesson plans.
Good morning.
On your way in, pick up the handouts on the back counter.
Please log into a computer
and join us in the center.
Full transcript