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Introduction to the ELA block

by: Erika Marini

Introduction to the ELA block EDUC210

Erika Marini

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About this Document

This is about the ELA block and common core standards. week 2 of class.
Professor Adrian Pasquarella
Class Notes
Education 210: introduction to literacy
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This 3 page Class Notes was uploaded by Erika Marini on Wednesday February 24, 2016. The Class Notes belongs to EDUC210 at University of Delaware taught by Professor Adrian Pasquarella in Spring 2016. Since its upload, it has received 20 views. For similar materials see BEGINNING LITERACY INSTRUCTION in Education and Teacher Studies at University of Delaware.

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Date Created: 02/24/16
Introducing the ELA Block 02/17/2016 ▯ -Goals:  Present a bird’s-eye view of the real shifts required in the standards  Begin to consider the use of instructional time ▯ -New standards required  On-time mastery of foundational reading and writing skills  Knowledge and vocabulary building every day  Early and constant exposure to information texts of all types  Advanced levels of fluency  Experience integrating multiple texts ▯ -Work does not change that much but level of reliance on teacher does. -Teacher’s job to encourage independence ▯ -Phonological awareness makes the largest contribution to reading success  Major problem with kids with dyslexia  Links sound to print (auditory only)  What they need to actually code ▯ Three Main Shifts  Emphasis on knowledge building through experience with information texts  Redefinition of grade-level difficulty of texts in order for a child to be reading at grade level, they need to be reading harder books than they did when kids that age did 5 years ago  Movement from reader response to text-based arguments as evidence of understanding ▯ Grade-level bands  K-3 o Stories, read-aloud stories o Poetry, read-aloud poetry o Informational texts, read-aloud informational texts  4-5 o Stories o Poetry o Informational texts A lexile is calculated by: (ON EXAM)  Sentence length how long, how many clauses  Word frequency words that occur in the English language  Doesn’t captures complexity, content (themes) ▯ Qualitative measures  Levels of Meaning, author’s purpose, text structure, visuals, language demands, knowledge demands  all point to Sources of Difficulty ▯ Here are the buzz words  Complex text= text that contains new vocabulary, new grammar, ad new knowledge  Grade-level text= text that meets the complexity demands of the new standards ▯ What does this mean for K-1?  Students have to be ready to read challenging text at the start of grade 2  We have to plan backwards to ensure that they are building the skills they need to do this o Concepts of print o Phonemic awareness o Alphabet knowledge o Decoding and word recognition o Fluency o Oral language o Vocabulary knowledge o Comprehension strategies ▯ Rethinking Time K-2  One dose of challenging text read aloud o Narrative and Information  One dose of grade-level text, redefined o Core materials and trade books  One dose of assessment-driven instruction (differentiated instruction) o Basic skills and fluency Cross-Disciplinary  All teachers need to use reading and writing as tools for content building  We are not simply adding a “unit”- we are rethinking how child re should spend their time in school  ELA teacher will need to use more information text, but all teachers will need to engage students in reading, writing, and research ▯ ▯


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