Reading and ELA from WVDE

1. Reading and English Language Arts Content Standards

2. NO EDUCATOR - LEFT BEHIND With Policy 2520

3. We are ensuring that “ALL” students develop reading skills to compete and succeed in a global environment. POLICY 2520.1 Reading and English Language Arts Content Standards

4. What do you know about Policy 2520.1? K ______________________W___________________L___________________ What we know What we want to know What we learned ________________________ ___________________ ____________________ ________________________ ___________________ ____________________ ________________________ ___________________ ____________________ ________________________ ___________________ ____________________ ________________________ ___________________ ____________________

7. READING/ENGLISH LANGUAGE ARTS 3 Content Standards Standard 1: Reading Standard 2: Writing Standard 3: Listening, Speaking, and Viewing

9. 5 Levels – Distinguished Above Mastery Mastery Partial Mastery Novice Why 5 levels? F lexibility in student assessment Room for student growth Snapshot of student performance Performance Descriptors

10. Brainstorm for a moment with a colleague. What evidence do you use in your classroom to determine student mastery?

11. ALIGNMENT OF THE CONTENT STANDARDS Horizontal – standard across all grade levels K-12 EXAMPLE: Does writing move from writing a simple sentence to completion of a research project/paper from K-12? RLA.1.2.3 RLA.7.2.1 RLA10.2.4 Vertical – standard within a grade level EXAMPLE: Does the student move from a dependent, inconsistent level of performance to an independent, consistent level of performance? RLA.5.2.1 RLA.5.2.6

12. NUMBERING SYSTEM RLA.6.2.9 RLA - Reading and English Language Arts 6 - Grade 6 2 - Writing Standard 9 - Objective number nine What would RLA.9.1.11 mean?

13. WHAT IS THE DIFFERENCE e.g. or i.e. ? e.g. – examples of what could be included in teaching the objective RLA.4.1.5 i.e. - inclusive of what must be included in teaching the objective

14. ADAPTATIONS FOR DIVERSE LEARNERS What modifications or extensions might be made for those students (regular or special education) who do not attain mastery level for the given performance descriptor to ensure mastery?

18. West Virginia Content Standards and Objectives Modules Go to: http://reinvent.k12. wv .us Click the GUEST button

19. Select the CSO icon West Virginia Content Standards and Objectives Modules

20. Reading and English Language Arts Science Mathematics Social Studies Health Physical Education Visual Art Music Foreign Language Theater Dance Driver Education West Virginia Content Standards and Objectives Modules Select

24. West Virginia Content Standards and Objectives Modules

26. RLA.10.3.5 Practice and master listening, speaking and viewing by using a variety of techniques (e.g., videos, PowerPoint presentations, audiotape; web page).

27. Julius Caesar Act I: Scene II: Rome. A public place. Cassius Fellow, come from the throng, look upon Caesar Caesar Yo man, what’s happenin’ bro? Run that by me again Soothsayer Beware the ides of March Caesar He’s drunk, let us leave him pass. Anyone got a dictionary there? Right. Look up ide!

28. Cassiusa Icon…icosahedron, icterus, ictus, I’d, id, ah! Ide – see id. Okay. Id. Ide, ns. A fish of the same family as the carp, inhabiting fresh water in Northern Europe. Caesar “Beware the fish of the same family as the carp of March”?!? Brutus Me thinkth he wath ath a newt. Caesar “Beware the fish of the same family as the carp of March”?!?

29. Caesar Well, all the same…Calpurnia! Cancel the fish fingers tonight; we’ll call out for pizza. C’mon; almost time to watch “I Claudius” on the telly.

30. What Performance Level would this be ? Distinguished Above Mastery Mastery Partial Mastery Novice

31. Above Mastery The student demonstrates competent and proficient performance and shows a thorough and effective application of knowledge and skills that exceeds the standard in listening, speaking and viewing. Students recognize and apply conventions of oral language by distinguishing colloquial, dialectical, slang and formal language. Students construct meaning from multiple sources by analyzing persuasive devices to determine credibility.

32. For further information contact either: Rebecca Derenge [email_address] Linda Hull [email_address] Diana Ihlenfeld [email_address] Beverly Kingery [email_address] Jennifer Sherwood [email_address] Brenda Smith [email_address]