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Elementary Vision: Improved Literacy Instruction

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ELA.RL.5.10

Common core State Standards

ELA: English Language Arts

RL: Reading Standards for Literature K-5

5: 5th Grade

10: By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4-5 text complexity
band independently and proficiently.

Download Common Core State Standards (PDF 1.2 MB)

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ELA.RF.5.4a

Common core State Standards

ELA: English Language Arts

RF: Reading Standards: Foundational Skills (K-5)

5: 5th Grade

4a: Read with sufficient accuracy and fluency to
support comprehension.

a. Read on-level text with purpose and
understanding.

b. Read on-level prose and poetry orally with
accuracy, appropriate rate, and expression on
successive readings.

c. Use context to confirm or self-correct word
recognition and understanding, rereading as
necessary.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does Jenna model expectations to prepare students for work stations?

2. How do students transition among tasks?

3. Note the importance of practicing expectations to ensure classroom management?

School Details

Aspire Berkley Maynard Academy
6200 San Pablo Avenue
Oakland CA 94608

Data Provided By:

Teachers

English Language Arts Math Science Social Studies / 4 5 / Teacher

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In this five part series, see all the pieces that come together for guided reading in Jenna Ogier's classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

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Elementary Vision: Improved Literacy Instruction

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Lucy Calkins and Colleagues Units of Study

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Units of Study Opinion, Information, and Narrative Writing

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Units of Study in Opinion, Information, and Narrative Writing A Workshop Curriculum for Kindergarten and Elementary through Grade 5.

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Secondary Schools Vision: Technology-Enabled Classrooms, 1:1
http://www.epasd.org/domain/425

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Secondary Schools Vision: Blended Learning

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The Learning Accelerator is the catalyst to transform American K-12 education through blended learning on a national scale.

www.learningaccelerator.org

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Opportunities for professional development should be driven by both individual need, and district need.  Leaders must establish the rationale for professional development and involve various stakeholders to develop a shared plan of action containing connected and cooperative goals.  Drago-Severson (2009) identifies that shared leadership can help to develop a sense of community, manage change effectively, and help to facilitate effective professional development.  It is essential for leaders to stay clear of “…having a torrent of unwanted, uncoordinated policies and innovations raining down on them from hierarchical bureaucracies” (Kouzes & Posner, 2011, p. 109).

At the district and school level, leaders will work to establish the urgency to continually progress teaching and learning forward.  Professional development is best done in a continuous fashion, not a snapshot, one-time delivery method.  Districts should establish a committee of various stakeholders to meet regularly to create, plan, and establish a vision for strategy development (Drago-Severson, 2009).  Districts must be careful to not try to innovate the most, where in turn, they do not do anything well.  A professional development plan must contain depth and coherence to the district and school vision.  A district must not only seek out the best ideas, but must ensure that they take continuous action (Fullan, 2001). Garmston (2007) states that to produce change and gain positive results teams must have a shared ownership to increase understanding, commitment, and follow-through.

In order to create forward-thinking professional development, we must realize that individual growth leads to organizational growth.  “Improvement comes when you engage in conscious introspection.  This requires you to reflect on your past, attend to the present, prospect the future, and feel your passion” (Kouzes & Posner, 2012, p. 106).  Keeping in mind the complexity of the knowledge base and skill level of professional staff members, training should be differentiated wherever possible.  It is important to establish a culture where each individual understands their role and responsibility in personal professional growth.  Through a differentiated supervision model, staff members have the ability to make decisions regarding their professional growth.  Teacher-driven initiatives will enhance instruction and allow for a reflective model of staff development.  Just as we encourage among our students, professional staff will be active, lifelong learners.  Leaders must continue to encourage innovation and growth among staff members.

References:

Drago-Severson, D. (2009). Leading adult learning: Supporting adult development in our schools. Thousand Oaks, CA: Corwin.

Garmston, R.J. (2007). Balanced conversations promote shared ownership. In Drago-Severson, Leading adult learning: Supporting adult development in our schools (p. 72). Thousand Oaks, CA: Corwin.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Josey Bass.

Kouzes, J. M., & Posner, B. Z. (2012) The leadership challenge: 5th edition. San Francisco, CA: Josey Bass.

Kouzes, J.M., & Posner, B.Z. (2011). Strengthening credibility: A leader’s workbook. San Francisco, CA: Josey Bass.

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Passion and commitment to education has always been a priority in my life.  My father was a band director for 36 years and my mother worked as a school secretary at Central Dauphin High School.  I am married to Bethany, a 7th grade social studies teacher.  I progressed through the Central Dauphin School District, graduating in 1992.  I furthered my education at Indiana University of Pennsylvania, acquiring a bachelor’s degree in Elementary Education.  My teaching career began by returning to the Central Dauphin School District to teach 4th and 5th graders at North Side Elementary School.  I acquired my science certification and moved on to teach 8th grade Earth and Space Science at Central Dauphin East Middle School.  As I taught at both these locations, I was the percussion instructor for the Central Dauphin High School Band for ten years.  While teaching, I also studied Educational Administration at Shippensburg University where I received a Master’s Degree and Principal K-12 Certification. The Halifax Area School District provided my first administrative experience, where I served as the Assistant Secondary Principal and Middle School Principal. While working in the Halifax Area School District, I completed my Superintendent Letter of Eligibility. Moving along in a progressive fashion, I accepted employment with the East Pennsboro Area School District to serve as the Supervisor of Curriculum, Instruction, and Assessment. Currently, I serve the district as the Assistant Superintendent of Schools with the East Pennsboro Area School District.