Transcript ELA Audit
ELA Audit Findings for the Primary Level: Grade 2 The Process Learning Points, Associates, an independent company appointed by New York State, conducted an audit of all existing curriculum, surveys and interviews with randomly selected teachers of ELA, and informal observations of instruction. The Plan This audit lead to the formation of a threeyear action plan to address the deficiencies noted. This plan was formulated by a group of teachers and administrators from across the district. The Four Areas of Concentration While the entire action plan is focused on improving literacy skills for our students, the plan itself was divided into four broad areas of concentration: 1) Curriculum 2) Professional Development 3) Special Education 4) Literacy Across All Content Areas Curriculum To address this part of the action plan, the district purchased a software package and has begun the process of formally mapping out a K-12 ELA curriculum. In addition, a Reading Task Force was initiated by Superintendent Ely to identify needs for reading and writing instruction, including instructional strategies, resources, programs, assessments, and necessary training. Professional Development The upcoming Superintendent’s Conference Day is in support of the district’s ELA needs. Other professional development opportunities in the area of ELA and literacy acquisition have been and will continue to be extended across the district. Literacy Across the Content Areas Professional Development in the area of Literacy Across the Content Areas has already begun at the high school level. This professional development will take place at all levels. Special Education Kathy Lupi and Nora Cietek will be working closely with the English and Reading Coordinators to orchestrate the necessary changes as indicated by the ELA audit. Grade 2: Listening Evidence is missing for the following competencies in this area: • 2-11.4—Attend to a listening activity for a specified period of time. Grade 2: Speaking Evidence is missing for the following competencies in this area: • 2-12.2—Use grade-level vocabulary to communicate ideas, emotions, or experiences for different purposes (e.g., share ideas about personal experience, books, or writing). • 2-12.4—Vary formality of language according to purpose (e.g., conversation with peers, presentation to adults). • 2-12.5—Speak with expression, volume, pace, and facial or body gestures appropriate to the purpose of communication, topic, and audience. • 2-12.8—Offer feedback to others during conferences. Grade 2 Reading: Decoding Evidence is missing for the following competencies in this area: • 2-1.1—Identify and produce all letter-sound correspondences, including consonant blends and digraphs and vowel digraphs and diphthongs. • 2-1.3—Decode by analogy using knowledge of known words in word families to read unfamiliar grade-level words (e.g., given the known word boat, read coat, moat, goat). • 2-1.5—Check accuracy of decoding using context to monitor and self-correct. Grade 2 Reading: Fluency Evidence is missing for the following competencies in this area: • 2-3.2—Sight-read automatically grade-level texts with decodable and irregularly spelled words with appropriate speed, accuracy, and expression. Grade 2 Reading: Background Knowledge and Vocabulary Development Evidence is missing for the following competencies in this area: • 2-4.2—Study categories of words (e.g., transportation, sports) to learn new grade-level vocabulary. • 2-4.3—Study root words, prefixes, suffixes, verb endings, plural nouns, contractions, and compound words to learn new grade-level vocabulary. • 2-4.4—Connect words and ideas in books to spoken language vocabulary and background knowledge. • 2-4.5—Learn new words indirectly from reading books and other print sources. • 2-4.6—Use a dictionary to learn the meaning of words. Grade 2 Reading: Comprehension • • • • • Evidence is missing for the following competencies in this area: 2-5.2—Use comprehension strategies to monitor own reading (e.g., predict/confirm, reread, self-correct) to clarify meaning of text. 2-5.3—Work cooperatively with peers (e.g., peer pairs or groups) to comprehend text. 2-5.6—Compare and contrast similarities and differences in information from more than one informational text. 2-5.8—Ask questions when listening to or reading texts. 2-5.11—Support point of view with text information. Grade 2 Reading: Motivation to Read Evidence is missing for the following competencies in this area: • 2-6.2—Read voluntarily for own purposes and interests. • 2-6.3—Show familiarity with the title and author of grade-level books. • 2-6.4—Read independently and silently. Grade 2 Writing: Spelling Evidence is missing for the following competencies in this area: • 2-7.1—Spell correctly previously studied words (e.g., grade-level multisyllabic, decodable words; irregularly spelled content and high-frequency words) in writing. • 2-7.2—Use spelling patterns (e.g., word families) in writing. • 2-7.3—Represent all the sounds in a word when spelling independently. Grade 2 Writing: Handwriting Evidence is missing for the following competencies in this area: • 2-8.1—Write legibly all uppercase and lowercase manuscript letters. Grade 2 Writing: Composition Evidence is missing for the following competencies in this area: • 2-9.4—Make judgments about relevant and irrelevant content to include in writing. • 2-9.7—Vary the formality of language depending on purpose of writing (e.g., friendly letter, report). • 2-9.9—Participate in writing conferences with teachers and peers to improve own writing and that of others. Grade 2 Writing: Motivation to Write Evidence is missing for the following competencies in this area: • 2-10.1—Write voluntarily to communicate ideas and emotions to a variety of audiences. • 2-10.2—Write voluntarily for different purposes (e.g., tell stories, share information, give directions). • 2-10.3—Share writing with others (e.g., participate in author’s circle).