MAISA Rollout
August 8, 2013
Shawna Hackstock
Independent Consultant
Oakland Schools
Overview
• Unit development process
• Draft Yearlong Calendar
• Unit Components Sample
Connector?
“THAT’S ME!”
Unit Development Process
Unit Development Process
• Grade level CCSS standards map out
across grade levels
• Map draft yearlong calendars
• Writers create units through backwards
design model
• Writers meet with review teams
• Changes made to initial units based on
review teams
K-3 Reading Standards for Literature
Anchor
Standards
Kindergarten
First Grade
Second Grade
Third Grade
1. Textual evidence
With prompting and
Ask and answer questions
to support conclusions support ask and answer
about key details
questions about key details
Who, what, where, when,
why, and how to
demonstrate
understanding
Referring explicitly to the
text as the basis for the
answers.
2. Determine central
ideas or themes,
analyze development,
summarize key details
& ideas
With prompting and
support
retell familiar stories
include key details
Retell familiar stories
include key details
Recount fables, and
folktales determine their
central message, lesson or
moral
Recount fables, folktales
and myths determine their
central message, lesson or
moral and explain through
key details
3. Analyze how and
why individuals,
events and ideas
develop and interact
over the course of a
text
With prompting and
support identify characters
setting and events in a
story
Identify characters setting
and events in a story using
key details
Describe how characters in Describe how characters,
a story respond to major
traits, motivations and
events and challenges
feelings and explain how
their actions contribute to
the sequence of events
4. Interpret words and
phrases, and analyze
how specific word
choices shape
meaning or tone
Ask and answer questions
about unknown words in
text
Identify words or phrases
in stories or poems that
suggest feelings or appeal
to the senses
Describe how words and
phrases supply rhythm
and meaning in a story,
poem or song
Determine the literal from
non-literal meaning of
words as used in text
K-3 Readiness Standards for Literature
Anchor
Standards
Kindergarten
First Grade
Second Grade
Third Grade
5. Analyze the
structure of texts...
how sentences,
paragraphs larger
portions relate to the
whole.
Recognize common types
of texts (storybooks,
informational, poems)
Explain differences
between books that tell
stories and books that give
information-drawing on a
wide range of text types
Describe the overall
structure of a story,
including the beginning
and ending
Describe how each part of
a story drama or poem
(chapter, scene, stanza)
builds on what came
before
6. Assess how point
of view or purpose
shapes the content
and style of a text.
With prompting and
support name the author
and illustrator and define
role of each
Identify who is telling the
story at various points in a
text
Interpret a characters point
of view by using different
voices to represent
different characters
Understand readers own
point of view and that of
the narrator and
characters
7. Integrate and
evaluate content
presented in diverse
media and formats,
including visually and
quantitatively, as well
as in words.
With prompting and
support describe the
relationship between
illustrations in the story
Use illustrations and
details to describe
character setting and
events
Understand character,
setting and plot through
information gained from
illustrations, words or
digital text
How do the texts
illustrations contribute to
story meaning (Mood,
character, setting)
K-3 Reading Standards for Literature
Anchor
Standards
Kindergarten
First Grade
Second Grade
Third Grade
8. Delineate and
evaluate the
argument and specific
claims in text,
including the validity
of the reasoning as
well as the relevance
and sufficiency of the
evidence.
N/A
N/A
N/A
N/A
9. Analyze how two or
more texts address
similar themes or
topics in order to build
knowledge or to
compare the
approaches the
authors take.
With prompting and
support compare and
contrast the adventures
and experiences of
characters in familiar
stories
Compare and contrast the
adventures and
experiences of characters
in familiar stories
Compare and contrast two
or more versions of the
same story by different
authors or from different
cultures
Compare and contrast
themes settings and plots
in series books
10. Read and
comprehend complex
literary and
informational texts
independently and
proficiently.
Actively engage in group
reading activities with
purpose and
understanding
With prompting and
support read prose and
poetry of appropriate
complexity
Read and comprehend in
the grades 2-3 text
complexity with scaffolding
as needed at the high end
range with accuracy and
fluency
Read and comprehend in
the grades 2-3 text
complexity independently
and proficiently at the high
end range with accuracy
and fluency
K-3 Reading Standards for Informational Text
Anchor
Standards
Kindergarten
First Grade
Second Grade
Third Grade
1. Textual evidence to
support conclusions
With prompting and
support
ask and answer questions
about key details
Ask and answer questions
about key details
Who, what, where, when,
why, and how to
demonstrate
understanding
Who, what, where,
when, why, and how to
demonstrate
understanding referring
explicitly to the text as the
basis for the answers.
2. Determine central
ideas or themes,
analyze development,
summarize key
details & ideas
With prompting and
support
identify main topic and
retell key details
Identify main topic and
retell key details
Identify main topic and
retell key details in
multiparagraph as well as
focus of specific
paragraphs
Identify main idea, recount
key details, explain how
details support main idea
3. Analyze how and
why individuals,
events and ideas
develop and interact
over the course of a
text
With prompting and
support
describe the connection
between two individuals,
events, ideas, or pieces of
information of text
Describe connection
between two individuals,
events, ideas, or pieces of
information of text
Describe connection
series of historical events,
scientific ideas or concepts
or steps in technical
procedures
Describe relationship
between series of
historical events,
scientific ideas or
concepts or steps in
technical procedures
using language that
pertains to time,
sequence, and
cause/effect
4. Interpret words and
phrases, and analyze
how specific word
choices shape
meaning or tone
With prompting and
support
ask and answer questions
about unknown words
Ask and answer questions
help determine or clarify
the meaning of words and
phrases
Ask and answer
questions help
determine or clarify the
meaning of words and
phrases in text relevant to
Ask and answer
questions help
determine or clarify the
meaning of general
academic and domain-
K-3 Reading Standards for Informational Text
Anchor
Standards
Kindergarten
First Grade
Second Grade
Third Grade
5. Analyze the
structure of texts...
how sentences,
paragraphs larger
portions relate to the
whole.
Identify front and back
cover, title page
Identify various text
features, e.g. headings,
tables of contents,
glossaries, electronic
menus, icons to locate key
facts or information in a
text
Identify captions, bold
print, subheadings,
glossaries, indexes,
electronic menus, icons
Use text features and
search tools (key words,
sidebars, hyperlinks) to
locate information relevant
to given topic efficiently
6. Assess how point
of view or purpose
shapes the content
and style of a text.
Name the author and
illustrator and their role in
presenting the ideas or
info of text
Distinguish between
information provided by
pictures or other
illustrations and
information provided by
the words in text
Identify main purpose of
text, what author wants to
answer, explain, or
describe
Distinguish their own point
of view from that of the
author of text
7. Integrate and
evaluate content
presented in diverse
media and formats,
including visually and
quantitatively, as well
as in words.
With prompting and
support
describe relationship
between illustrations and
the text
Use the illustrations and
details in a text to describe
it’s key ideas
Explain how specific
images (diagram)
contribute to and clarify a
text
Use information gained
from illustrations and the
words in a text to
demonstrate
understanding of the text
locate efficiently
K-3 Reading Standards for Informational Text
Anchor Standards
Kindergarten
First Grade
Second Grade
Third Grade
8. Delineate and
evaluate the argument
and specific claims in
text, including the
validity of the reasoning
as well as the relevance
and sufficiency of the
evidence.
With prompting and
support
Identify the reasons an
author gives to support
points in a text
Identify the reasons an
author gives to support
points in a text
Describe how reasons
support specific points the
author makes in a text
Describe the logical
connection between
particular sentences and
paragraphs in a text
(comparison, cause and
effect, first-secondthird in a sequence)
9. Analyze how two or
more texts address
similar themes or topics
in order to build
knowledge or to
compare the approaches
the authors take.
With prompting and
support
Identify similarities in
and differences between
two texts on the same
topic (illustrations,
descriptions,
procedures)
Identify similarities in and
differences between two
texts on the same topic
(illustrations, descriptions,
procedures)
Compare and contrast the
most important points
presented by two texts on
the same topic
Compare and
contrast the most
important points
presented by two
texts on the same
topic
and key details.
10. Read and
comprehend complex
literary and informational
texts independently and
proficiently.
Actively engage in group
reading activities with
purposes and
understanding
With prompting and
support read informational
texts appropriately
complex for grade 1
By the end of the year, read
and comprehend
informational text, including
history/social studies,
science, and technical texts,
in the grades 2-3 text
complexity band proficiently,
with scaffolding as needed at
the high end of the range
By the end of the year
read and comprehend
informational text at high
end of the grades 2-3
text complexity band
independently and
proficiently
Unit Development Process
• Reading units of study go to Pilot and Review teams in
Oakland County and across the state
• Professional development given on the unit prior to
piloting the unit- Teachers need clear understandings
• Feedback forms provided to each pilot/review teacher
• Follow up with evening/half day debrief sessions following
the pilot
• Revisions made based on feedback
• Content editor revises
• Final revisions made during summer, with final draft
completed and uploaded to Atlas by mid-August
Reading Yearlong Calendar – Oakland Schools
Unit
Weeks
Kindergarten
Month
1
4
Launching the Reading Workshop
September
2
3
Emergent Story Books
October
3
4
Readers Use Strategies to Read
November
4
4
Readers Read Pattern Books
December
5
4
Reading Informational Text
January
6
4
Readers Problem Solve Tricky Words
February
7
4
Readers Study Characters Through Role Play
March
8
4
Reading Mixed Genre to Build Fluency
April
Reading Yearlong Calendar – Oakland Schools
Unit
Weeks
First Grade
Month
1
4
Launching the Reading Workshop
September
2
4
Readers Use Strategies to Solve Words
October
3
4
Readers Learn from Informational Reading
November
4
4
Readers Come to Know the Characters in their Books
December
5
4
Readers Build a Repertoire of Strategies to Problem
Solve Words
January
6
4
Readers Read Mixed Genres on a Topic
February
7
4
Readers Use Series Books to Study Characters in
Book Clubs
March
8
4
Readers Read Text on Science Concepts to Teach
Others
April
Reading Yearlong Calendar – Oakland Schools
Unit
Week
s
Second Grade
Month
1
4
Launching the Reading Workshop
September
2
5
Readers and Characters Deal with Greater Challenges
Oct/Nov.
3
5
Readers Learn from Informational Reading
Nov/Dec.
4
5
Readers are Members of Series Book Clubs
Jan./Feb
5
5
Informational Reading Clubs
Feb./March
6
5
Reading Traditional Literature Through Role Play
March/April
7
5
Readers Read Text on Science Concepts to Teach Others
April/May
Unit Components
Atlas unit template
• Overarching Questions
• Graphic Organizer
• Unit Abstract
• Common Core Standards
• Essential/Focus Questions
• Key Concepts
• Intellectual Processes
• Lesson Sequence (separate packet)
• Assessment Tasks (separate packet)
• Resources (separate packet)
Why a Script?
The following unit has been written in script form to help guide and
support teachers in implementing effective reading instruction;
routines, procedures, strategies and specific instructional
vocabulary. In other words, the script serves as a “reading coach”
for teachers. Teachers, whether new to the teaching profession or
new to reading workshop, or new to some common core
standards, may benefit from having detailed lesson plans.
The goal is that in time teachers will no longer need a script per se
because they will have had time to study and gain procedural
knowledge for many of the common core units of study. Also, many
teachers feel a script serves as a guide for guest/substitute teachers
or student teachers. Please view these scripts as a framework from
which to work – rewrite, revise, and reshape them to fit your
teaching style, your students, and your needs.
Additional Lesson Information
• Balanced Literacy Program (BLP) - A Balanced Literacy Program
which is necessary to support literacy acquisition includes:
reading and writing workshop, word study, read-aloud with
accountable talk, small group, shared reading and writing, and
interactive writing. Teachers should make every effort to include
all components of a balanced literacy program into their
language arts block.
• Reading and Writing workshop are only one part of a balanced
literacy program. The MAISA unit framework is based on a
workshop approach. Therefore, teachers will also need to include
the other components to support student learning.
• Mini-lesson – A short (5-10 minute) focused lesson where the
teacher directly instructs on a skill, strategy or habit students will
need to use in independent work. A mini-lesson has a set
architecture.
Additional Lesson Information
• Independent Reading and Conferring - Following the mini-lesson,
students will be sent off to read independently. During
independent reading time teachers will confer with individuals or
small groups of students.
• Mid-workshop Teaching Point - The purpose of a mid-workshop
teaching point is to speak to the whole class, often halfway into
the work time. Teachers may relay an observation from a
conference, extend or reinforce the teaching point, highlight a
particular example of good work, or steer children around a peer
problem. Add or modify mid-workshop teaching points based on
students’ needs.
Additional Lesson Information
• Partnership Work - Partnership work is an essential component of
the reading workshop structure. In addition to private reading,
partnerships allow time each day for students to read and talk
together, as well as provide support for stamina. Each session
includes suggestions for possible partnership work. Add or modify
based on students’ needs.
• Share Component - Each lesson includes a possible share option.
Teachers may modify based on students’ needs. Other share
options may include: follow-up on a mini-lesson to reinforce
and/or clarify the teaching point; problem solve to build
community; review to recall prior learning and build repertoire of
strategies; preview tomorrow’s mini lesson; or celebrate learning
via the work of a few students or partner/whole class share
(source: Teachers College Reading and Writing Project).
Architecture of a Mini-lesson
• Connection
• Teach
• Active engagement
• Link
• Share
Sessions
Overview of lesson components
• Read- Aloud with Accountable Talk vs.
Immersion
• Unit work will look and feel different- students
may need scaffolds at first.
Resource Material Packet
• All units will have resource packet with SAMPLE
anchor charts
• Class checklist/observational assessments
How to Access Scope Curriculum
• http://oaklandk12-public.rubiconatlas.org
• Click on Browse
• Click on By School- drop down to Elementary
Scope
• Click by Grade
• Click by Subject