Month: April 2014

Ed Tech: Idaho Technology Pilots

Posted on

Schools across Idaho can apply for a share of $3 million in technology pilot grant money.

Three million dollars is up for grabs through the second round of the Idaho Technology Pilot program. Last year eleven schools statewide shared in three million dollars of technology money. The program asks What does a next-generation classroom look like and how would you put it into action?

The state is hosting four informational webinars on April 22 and April 23. For  more information visit the state’s website. I am available to help your building team brainstorm ideas, write the grant, and put together a budget.

Only one application can be submitted per school. The state will accept multiple applications from a district. All grant proposals need to be approved by the District Office before submission. Grants are due by June 11th.

Kelly Signature

kwest@sd273.com

 

Advertisements

ELA: Why Lexile Scores Don’t Tell the Whole Story

Posted on Updated on

Last week I provided teachers with updated Lexile Ranges from Appdenix A of the Common Core State Standards. Read on to see how teachers must also take in consideration more qualitative measures when determining which books to use in the classroom.

manpotteralexanderCan you identify the words in this word cloud taken from Ernest Hemingway’s The Old Man and the Sea? What about those from Harry Potter and the Deathly Hallows by J.K. Rowling? Or even from Judith Viorst’s Alexander and the Terrible, Horrible, No Good, Very Bad Day?

On first glance, either can I! The reason? All three books scored between 940L-980L using the online Lexile Text Analyzer  tool. This would place all three books firmly in the 4th-5th grade reading range.  Even more surprising? The simple board book The Wee Little Woman  by Byron Barton  scores a 1300L using the same set of metrics due to the repeated use of the slightly archaic word “wee.”

In a nutshell, these examples remind us that other, more qualitative, measures must be taken into consideration when selecting high-quality literature for students. While Lexile scores are a quick and dirty measure of readability, teachers still need to carefully consider the text structure and language features of each text as well as visual supports such as illustrations, the levels of meaning and purpose of the selected text, and the prior knowledge students need to have to understand the text.

The non-profit Aspen Institute has created a user-friendly Text Complexity Analysis Worksheet for classroom teachers to use when evaluating the reading level of student materials. This is an excellent collaboration tool for both elementary and secondary teachers. Please feel free to contact me if you’d like me to show your grade level team or department how to use this worksheet.

Thanks to Lakeland School District teacher Katie Graupman for sharing this resource at a recent Region 1 CORE workshop! jennifer-signature

ELA: Updated Text Complexity Bands

Posted on Updated on

Determining text complexity just got a little bit easier. Scroll to the bottom to download an updated readability chart!
text complexity

During many of our informational text sessions, Post Falls teachers have focused on the three components of Text Complexity as they relate to the Idaho Core Standards. Text complexity is not determined by a one simple measure, but is determined by quantitative evaluations, qualitative evaluations, and by matching the reader and the task.

While qualitative measures look at things such as the meaning, structure, and language of the text, quantitative measures analyze text readability based on vocabulary as well as word and sentence length. A text may have a quantitative score of 620L, but may be too complex in terms of meaning and purpose to use in a second grade classroom.

Many Post Falls teachers have been using AIMSweb or Accelerated Reader correlation guides to convert student reading levels to Lexile scores. However, Appendix A of the Common Core State Standards has been updated with new quantitative text readability ranges for the most commonly used text-analyzer tools. This is an easy way to continue using student ATOS scores from AR or with Flesch-Kincaid scores from your word processing program.

I suggest printing the chart below and using as a reference when lesson planning or helping students select books.

Would you like guidance in leveling your current classroom library? I’m here to help!jennifer-signature

ELA: High-Interest Informational Text for Differentiated Instruction

Posted on Updated on

Love Scholastic’s StoryWorks or Scope magazine? Have you discovered Action yet?

actionScholastic’s Action was designed as a high-interest magazine intended to boost the reading and writing skills of at-risk middle and high school readers. Like StoryWorks and Scope, each issue is directly aligned to the Idaho Core ELA Standards and includes informational text, reader’s theater for building fluency, paired texts, and argumentative writing prompts. Many English Language Arts teachers at both River City and Post Falls Middle School currently use StoryWorks and Scope magazine. Scope magazine is an integral part of the Middle School Summer School program as well.

Teachers who subscribe to Action magazine receive additional lesson planning materials and online resources. However, many of the informational text passages are currently available online free of charge.

Like Newsela, each Action article is written at a low, a middle, and  a high reading level which allows teachers to easily differentiate instruction for all types of readers. Multiple levels of texts allows all students to be included in the instructional process and contribute to the in-class learning environment.  Currently, passages can be found anywhere from 420L to 1060L allowing teachers to meet the needs of all learners. Scholastic Action has made the lower and higher Lexile passages available for teachers to print. The middle Lexile passages are available for digital download and also include an audio option for those students needing additional support. Digital companion videos and links are also available.

Know another great source for secondary level text? Let me know!
jennifer-signature

ELA: Mentor Texts for Writing

Posted on Updated on

Let’s just put it out there- Writing is hard! How about using mentor texts with students to help develop fluent writing skills in the classroom?

 

In a nutshell, mentor texts are high-quality examples of writing that can be used in the classroom to help students develop their own writing skills and meet the more rigorous demands of the Idaho Core Writing Standards. Mentor texts allow students to model their own writing after the work of others through intentional exposure to targeted books, excerpts, and passages.  Mentor texts can by written by professional authors, teachers, and even other students. Typically, mentor texts fall into three categories: Ideas, Structure, and Craft.

Mentor texts that focus on unique and new ideas may inspire students to create narratives of their own or explore unfamiliar themes or concepts. These are the type of mentor texts that most teachers are already familiar with and have used for years. I’ve seen several teachers use Judi Barrett’s classic Cloudy with a Chance of Meatballs to help young writers generate their own extraordinary ideas.

Mentor texts that focus on structure are great illustrations of the commonly found text structures in writing. Mentor texts can help model common text structures (Sequence, Descriptive, Compare & Contrast, Cause & Effect, Problem & Solution) so that students can utilize similar structures in their own writing. A common mentor text used at the primary level is Margaret Wise Brown’s The Important Book. Students can “borrow” the structure of this book to frame their own paragraphs or passages about things that are important.

Lastly, mentor texts that focus on craft can be used in the classroom to model the use of figurative language, dialogue, word choice, sentence length, and alliteration. Kevin Henkes‘ picture books are a great way to introduce younger students to many of these abstract ideas.

So where can you find mentor texts? There are probably perfect examples in your classroom already, but for some guidance check out the links below:

Please email me if you’d like to team on a Mentor Text writing lesson in your classroom or see close reading modeled at any level. jennifer-signature