Upcoming Sessions: Register Soon

Upcoming Sessions: 

Sometimes, I think we have been throwing ornaments at teachers with our staff development. We need to help them put up the tree so they will have somewhere to put all the ornaments. So...the sessions I'm working on for this summer are all about the tree - giving teachers systems and a vision so they know how to apply all of this new stuff. 

There's some sessions on disciplinary writing too. Just email me at shona.rose@esc16.net if you want one of those. The process is different.

Collaborate with us to develop a summer reading program: May 16 from 1:00-4:00

Let's explore a process to unpack the ELAR TEKS during PLC sessions: May 22, 1:00-4:00. Will be session 707797 when it is approved. 

In this "Think Tank" session, let's explore entry points for lesson design for ELAR and the new standards. We will focus on student learning experiences that will score on the left hand side of the TTESS rubric. May 31, 9:00-4:00. Will be session 707764 when it is approved.

Don't Miss this one: Tricia Evans put together a wonderful system to put all this together. The folks that have been to the training already have told me that this is the first time they have ever felt like they could fit everything together for ELAR. POWERFUL. Teachers need systems to organize the standards for a coherent delivery throughout the year. This session provides a model for the entire year for Reader's Workshop in the secondary classroom. Systems for Reading Workshop June 4, 9:00-4:00. 

Reading Conferences for 6-12. Powerful stuff. We'll create a handbook to help teachers guide kids who struggle and ideas to extend and refine performance for those who excel. Tricia Evans has some AMAZING stuff that is working inn real classrooms. June 5, 9:00-4:00. 

So what's up with all that Listening, Speaking, Reading, and Writing Stuff? And how do we get kids to DO it? Learn about it with Tricia Evans on June 6, 9:00-4:oo at Amplifying Student Voice: ELAR 6-12. 

Do you know how to writer in cursive? And do you know how to teach it? We have some teachers that never learned how and didn't have Dr. Bates at WT. LOL. Showing my age there. You get a neat pen too. Cursive for Teachers, June 7, 1:00-4:00. 

Digital Portfolios. With changes in assessment and for writing, we need to look at some ways to get this complex stuff done. Some of you have seen the power of my bulb. Come see how it works. I think it's going too be on June 10. Stay tuned. 

Independent and Digital Reading Systems for the New ELAR TEKS. Y'all, you can't just tell kids to read independently and expect them to do it. You have to teach them how and give them time to do it. Let's explore some powerful lessons and resources to get that done. June 12, 9:00-4:00. 

Cultivating Compelling Writing in the Context of Cuisine. Y'all, we're going to eat. And write. June 14, 9:00-4:00. 

Fired Up for New TEKS 6-8 - We'll look at the TEKS and participate in model lessons, look at TEKS RS stuff, etc. June 21, 9:00-4:00. 

Hands on Strategies Using 7 Thinking Strategies. We're going to make butter and a catapult and really dive into inquiry and research. June 24, 9:00-4:00. It will be session 705671 when it is approved. 

Don't Miss: Writing Systems for the New TEKS: Let's explore how to make writing workshop make sense in the secondary classroom. 

Fired Up for New TEKS 9-12: New TEKS, model lessons, TEKS RS, etc. June 27, 9:00-4:00. And my momma's birthday. :) 

Fluency Systems 1-8: Let's make sure we don't make fluency about how fast someone is reading on a chart. July 10, 9:00-4:00. 

Fired Up for New TEKS 6-8 repeat session July 18, 9:00-4:00

Fired Up for New TEKS 9-12 repeat session July 25, 9:00-4:00

Feedback Systems fro Reading and Writing - Feedback is one of the most powerful ways to help their folks grow. Let's learn some systems of how to make this possible with all the other stuff we have to do. 

Resources and Summary of Proposed Changes to ELAR TEKS

The SBOE proposes changes to the current ELAR TEKS based on revisions to the College, Carreer, and Military Readidness Standards for ELA. Here is the new document:

Revised CCRMS for ELAR

At this site, TEA explains the rationale for the changes, lists the authority to do so, and explains the next steps. Links are also included for the revised documents. Scroll the the bottom to Attachment 1 and II to see the actual documents. Public commentary begins tomorrow. Second reading is at the board meeting next month.

Attachment I:  Rule text for ELAR changes

Attachment II Rule text for SLAR changes. I have not reviewed these changes yet, but I understand that there are quite a few additional standards added.

Comment: The term literary nonfiction does not appear in the revised CCMRS.
Comment: Be sure you understand the differences between genre and mode.

Subchapter A: Elementary: e - If I understand this correctly, this strikethrough is needed to revoke the current TEKS so that the new ones can go into effect. You'll see this for each grade level. TEA and the SBOE have to do this all the content areas and it is common practice.

B8E and F: deletes and from E and moves it to the right place after F - This is done in each grade level because they have added an additional standard to each grade.

B8F: adds an entire SE: discuss with adult assistance the characteristics of literary nonfiction. (This standard is currently addressed in multiple genres)

Multiple Grades: 6C - language was: make, correct, or confirm predictions....
                            revisions are: make and correct or confirm predictions...(Oxford comma?)

Second- English IV, 6G: language was: evaluate details read to determine  key ideas;
                           revisions are: evaluate details read to determine the main idea and key ideas; (already subsumed in response D and comprehension strands)

Second Grade: 9G: new expectation added: recognize the distinguishing characteristics of literary nonfiction such as biographies and autobiographies. (currently covered in multiple genres)

Third Grade: 9(G) new expectation added:  explain the distinguishing characteristics of literary nonfiction such as personal narratives, biographies, and autobiographies.(currently covered in multiple genres)

Fourth Grade, Fifth Grade: 9D - removes character tags from drama (character tags are elements of drama that share insights about the character or personality to support the reader's comprehension or the actor's interpretation of the character)

Fourth Grade: 9G new expectation added: explain the distinguishing characteristics of literary nonfiction such as personal narratives, biographies, and autobiographies. (currently covered in multiple genres)


Fifth Grade: 9G: new expectation added: analyze the distinguishing characteristics of literary nonfiction such as diaries, journals, and personal narratives. (currently covered in multiple genres)

Fifth Grade 11Dx: Language was: punctuation marks, including commas in compound and complex sentences, quotation marks in dialogue, and italics and underlining for titles and emphasis; and
                              Revisions are: commas in compound and complex sentences, quotation marks in                                  dialogue, and italics and underlining for titles and emphasis; and (There are all kinds of punctuation marks besides commas, quotation marks, etc. The revised language suggests that those listed are now the only ones considered.)

Sixth Grade, Seventh Grade, Eighth Grade, 9th grade: 8Di: Language was: the controlling idea or thesis with supporting evidence;
                             Revisions are: the central or controlling idea or thesis with supporting evidence;

Sixth Grade: 8G: new expectation added: analyze the distinguishing characteristics of literary nonfiction such as diaries, journals, and personal narratives. (currently covered in multiple genres)

Sixth Grade, Seventh Grade, Eighth Grade: 11B language was: compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
                              revisions are: compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear central or controlling idea or thesis statement and genre characteristics and craft;

Seventh Grade: 10G: new expectation added: analyze the distinguishing characteristics of literary nonfiction such as diaries, journals, and memoirs. (currently covered in multiple genres)

Eighth Grade, English I, : C: original language was: analyze non-linear plot development such as flashbacks, [foreshadowing,] subplots, and parallel plot structures and compare it to linear plot development; and
                              revisions are - removes foreshadowing (The rationale I remember from TEA at CREST was that foreshadowing isn't a nonlinear plot element. Foreshadowing IS a nonlinear plot element.)

Eighth Grade: 8G: new expectation added: analyze the distinguishing characteristics of literary nonfiction such as diaries, journals, and memoirs. (currently covered in the multiple genres strand)

English I: Adds a new expectation under the response strand (currently covered in author's purpose and craft): 5K discuss the ways in which diverse texts generate understanding of varied perspectives.

English I: Adds a new expectation under the response strand  (currently covered in the multiple genres strand): 7G read and respond to literary nonfiction such as speeches and literary essays.

English I:Adds a new expectation under the response strand (currently covered in author's purpose and craft) ) discuss the artistic qualities of diverse texts.

English II: Adds new expectation under the response strand (currently covered in author's purpose and craft) discuss the ways in which diverse texts generate understanding of varied perspectives.

English III: Adds new expectation under the response strand read and respond to literary nonfiction such as speeches and literary essays. (currently covered in the multiple genres strand)

English III: Adds new expectation:  analyze and critique literary nonfiction such as speeches and literary essays. (currently covered in the author's purpose and craft strand)

English IV: Adds a new expectation : discuss the artistic qualities of diverse texts (currently covered in the author's purpose and craft strand; note the level of the verb as compared to previous grades)

English IV: Adds a new expectation: discuss the ways in which diverse texts generate understanding of varied perspectives. (currently covered in multiple genres)

English IV: Adds new expectation: analyze and critique literary nonfiction such as speeches and literary essays. (currently covered in author's purpose and craft)