Making Common Sense of Common Core ELA Standards for Struggling learners
Target Audience: 5-12 Educators
Making Common Sense of Common Core ELA standards for struggling learners. will provide teachers a lens to move students beyond words to meaning. This course is designed to provide teachers with the background knowledge and applicable strategies to build readers and writers to reach CCSS achievement. Teachers will develop a better understanding of English Language Arts (ELA/CCSS) across content to strengthen intervention strategies to reach struggling learners. The class will explore the relationship between current research on achieving ELA/Common Core Standards, formative assessment, and the application of differentiated strategies for students. Essential Strategies for teachers will include how to implement rigorous text, text complexity, text dependent questions, Vocabulary, and Speaking and Listening and writing standards through a gradual release process for students to be successful
Academic Conversations, Classroom talk That Fosters Critical thinking and Content Understandings, Zwiers, Jeff and Crawford, Marie, 2011 Stenhouse Pub.
Rigorous Reading, 5 Access Points for Comprehension Complex Texts,
Frey, Nancy and Fisher, Doug, 2013, Corwin Literacy
1. To develop a rationale and a framework on current literacy research and instructional content based on ELA/ CCSS.
2. To apply knowledge of the reading and writing process in across content area learning environment to include a variety of strategies and approaches to meet the needs of different learners.
3. To improve knowledge and the ability to assess student’s strengths and weaknesses using a variety of differentiated assessments.
4. To increase common language and vocabulary on the five access points of comprehending complex text to include a variety of strategies for speaking and listening and writing standards.
5. To write a series of six strategy cards applying knowledge of ELA /CCSS approaches to embed in existing content area instruction.
6. To embed ELA /CCSS into existing curriculum or create new curriculum to enhance students’ achievement utilizing ELA/CCSS literacy skills
7. To improve knowledge and ability to interpret text level of reading materials, and differentiate instruction based on students’ needs.
8. To design a classroom that creates an environment for learning based on best practice in Backward Design
About the Instructor
Barbara Kohn-Saxe is presently the Literacy Leader at Peoples Academy (5–12) for the Lamoille South Supervisory Union in Morrisville, VT. She completed her Masters in Education degree at St. Michael’s College in Special Education with an emphasis in Reading in 2002. She earned her Take One National Board certification in Literacy through the National Boards for Professional Teaching Standards 2010. She has worked as a Literacy Leader for the Department of Education, Reading Specialist/Consultant for Essex Junction and has extensive experience in adolescent literacy approaches and strategies for Content-Area Literacy and Intervention for Struggling Learners. She has taught graduate and undergraduate course at CCV and Union College in Children’s Literature, Intro to Special Populations and Content Literacy Strategies. Barbara is also Wilson Reading Level 1 certified.