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ELA and the GADOE

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Turtle Gunn Toms

on 18 December 2015

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Transcript of ELA and the GADOE

ELA and the GADOE-
Getting the Picture

Granular Shifts (a few)
Prewriting/Handwriting/Cursive/Legible Documents (element additions)

Big Shifts (Students)
Informational Text/Literary Text What they read
Big Shifts- Teachers
Running Records
Qualitative and quantitative text selection
Text complexity rubric
Vocabulary Tiers: everyday, general academic, domain specific
Fiction and informational texts
Knowledge of how to teach reading within the disciplines
Use of primary source documents
Learning Targets
Crafting assignments

Big Shifts- Administrators:
Culture of support for literacy
Common goals
Common processes
Common language
Collaborative planning
Looking at student work; looking at teacher work
Humanities and integrated approaches

Shared Vision and Passion
Collaborative Leadership
Integrity of purpose
Clear, transparent communication
Managed goals/delivery
Interdepartmental collaboration
Team-building (RESAs, GRA, GCTE, others)
Professional Learning platforms
Modeling expectations
CCGPS: 4 strands vs GPS: 5 domains
CCGPS- Reading, Writing, Speaking and Listening, Language
GPS- Reading and Literature, Reading Across the Curriculum, Conventions, Speaking, Listening and Viewing, Writing
Close reading of grade appropriate text How they read
Text-based answers
Knowledge in the disciplines
Writing from sources Why they read
Responding to text
Academic Vocabulary
What they write, how they write, why they write
In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.
(Susan Jacobs?)
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