LITERACY IDEAS FOR SECONDARY & ELEMENTARY GRADES
LITERACY IDEAS FOR SECONDARY GRADES
Vol. 7, No. 26 Smithfield, RI, Public Schools March 19, 2010
Running on Empty This is a diversion from what I have been writing about the past few weeks. I have been on a merry-go-round for the past few weeks, and I need to get off. Honestly, I have not had the time to do all my pre-reading/research before I conclude the struggling writer. As a reflective piece, there has been so much going on that needs to be shared across the six schools:
#1 Elementary Reading Curriculum: The curriculum is coming to completion, and the Committee has created a document that is teacher-friendly and learner–focused. The elementary grades have done so much work the past years in developing literacy and strategic reading strategies especially in comprehension. The NECAP results – this year and following a cohort through the past five years – are public evidence that our students have a high level of understanding, knowledge and skills. The ‘gap’ is closing (down to ~10%), and the challenge is to sustain this success. This curriculum will be completed this year and presented to elementary teachers through 2010/11.
#2 Middle School Reading Curriculum: This curriculum is coming to completion also. Issues from the past have been clarified, common readings have been identified and strategies for teaching the GLEs are being formatted to instruction. As with the elementary, a reading/writing (using the writing curriculum from 2008) connection is identified. This curriculum will be part of all subject areas (a RIDE requirement). GMS literacy results show a continual growth in reducing the ‘gap’ (down to ~ 15%).
# 3 High School Reading/Literature Curriculum Work was started in the summer with more work during the 1st semester. Now, what remains is completing the curriculum before school ends. This works ties with the thematic approach that has started with UbD units. Like K-5, the ‘gap’ is closing with more juniors at proficient and proficient with distinction levels (~88% this year).
#4 Elementary UbD Science Units The elementary grades have now completed (or almost completed) two science units for each grade using the UbD concept. They completed this work as a grade-level team so all teachers at a grade have the common understanding, measureable assessments and suggestions for unit development. When we were able, we purchased teacher resources for each unit. Working as a grade-team and now breaking down the grade-team to complete different segments has made the process further and faster. In the end, however, the completed units are agreed upon by consensus. Feedback will be provided on these units.
#5 High School Mathematics The SHS Mathematics Department is analyzing assessment data and goals for the department to move more students toward proficiency. It is not all about NECAP data, and the department has identified curriculum re-writing, the development of curriculum-based assessments and assessments for progress-monitoring. Math has also started a common UbD unit in November.
#6 High School UbD Units One or more units have been developed by departments in Family & Consumer Sciences, World Languages, English, Social Studies, Science, and Business Education. Feedback has been given on first units, and feedback will be given on the recent units.
#7 K-12 Arts Work began on revisions to Art and Music based on the RIDE grade expectations. For the first time in a long time, Art and Music teachers were provided time to work together, and more of this needs to happen. Mission and Goals were written, and the curriculum mapping has started. This work will be completed in the summer.
#8 K-12 Health Work began on writing a K-12 Health Curriculum using the RIDE curriculum framework. The PD Day allowed all Physical Education/Health teachers and Nurse-Teachers to meet for a portion of that day. Mission and Goals were written, and the curriculum mapping started. Plans are to complete this curriculum in April-May.
#9 Middle School UbD Gallagher spent two PD Days on developing a common understanding on Understanding by Design by looking at the stages of UbD. This has been done as a whole school and by academic areas. Now, the development of subject units is ready to begin in the fall.
For me, time to get back on the merry-go-round . . . . read UbD units, work with staff to complete projects and plan for how to implement these new programs. Thank you for your contributions!