Transcript Slide 1

Selma Unified School District
Department of Curriculum and Instruction
6th grade
Release Day # 2
Feb. 3, 2011
Welcome
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Norms
Goals for this session
 Selecting Essential Standards
 WTA: Persuasive Writing Review
 Monitoring Student Reading
 PLC: Planning & Collaboration
Selecting Essential Standards in
Selma Unified School District
“All Standards are not Created Equal”
2010-11
How Do Each of Us Choose What is
Essential to Teach?
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Who among you has ever been able to teach
and assess all the standards and indicators for
which you are responsible?
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So how do you decide which standards are the
important ones to teach and assess?
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Do we all use the same selection criteria?
“In absence of an agreed-upon set of
criteria for prioritizing the standards and
indicators, educators will, out of
necessity, make up their own.”
-Power Standards: Identifying the Standards that Matter the Most, Larry
Ainsworth, 2003
Goal - Moving From This Model…
State Standards
District Curriculum
Frantic Coverage of Every Test Objective
To This Model
State Standards
Potential Curriculum & Test Objectives
Focused Curriculum
& Assessments
What are Essential Standards?
Essential Standards are the agreed upon standards
that have endurance, leverage and develop readiness
for the next grade level.
Criteria for Selecting an
Essential Standard
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Endurance – Will this standard provide students with
knowledge and skills of value beyond a single test date?
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Leverage – Will proficiency in this standard help the student
in other areas of the curriculum and other academic
disciplines?
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Develop readiness for next level of learning – Is it essential
for success in the next unit, course or grade level?
Why Are Essential Standards Important?
“By focusing on essential skills, teachers
prepare students for 80% to 90% of the
content that will be addressed on state tests.”
(Doug Reeves, 2002)
How Many Essential Standards?
“We recommend that teams start by identifying 8 to
10 most essential outcomes students will be expected
to achieve in the subject area for that semester
(trimester).”
(DuFour, 2006)
Clarifying What Students Must Learn
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The essential learning must be aligned with
state and district curriculum guides.
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The essential learning must ensure students
are well-prepared to demonstrate proficiency
on state, district and national assessments.
DuFour, 2006
District Approach To Selecting
Essential Standards
“Ownership and commitment are directly
linked to the extent to which people are
engaged in the decision-making process
(Axelrod, 2002) and as a result there is a
direct correlation between participation and
improved results (Wheatley, 1999).”
Learning By Doing Handbook, Dufour, 2006
Directions for Activity
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Each group has been assigned a strand of the ELA content
standards.
Step One: Using the criteria of endurance, leverage and
developing readiness, classify each standard as either a
primary or secondary standard.
-Resources provided include:
Standards At A Glance
Grade level ELA standards
Individual standard cards
Group poster
Criteria for Selecting an
Essential Standard
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Endurance – will this standard provide students with
knowledge and skills of value beyond a single test date?
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Leverage – will proficiency in this standard help the student
in other areas of the curriculum and other academic
disciplines?
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Develop readiness for next level of learning – is it essential
for success in the next unit, course or grade level?
Directions for Activity
Step Two: With your group go to one of the other strand
posters to review and provide input. If you have questions or
think there should be a change, please use a sticky note to
record and post your ideas.
- Please don’t move the standards that have been
classified already by the group.
- You will be signaled when it is time to move to the
next poster.
- If your group agrees with something recorded on a
sticky note by another group, please place a check mark
on the same note.
Next Steps
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Each site will provide teacher representation for a districtwide
vertical articulation team.
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Team will meet after contract hours (supplemental pay) to look for
gaps, overlaps, and omissions in first draft of essential standards.
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Team will also look for the correlation to
CST/CELDT/CAHSEE/Common Core Standards and make any
revisions.
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Second draft for current grade, grade above, and grade below will
be shared at Day 3 of WTA.
Break: 15 minutes
Persuasive Writing:
Review
2nd Trimester Genre
Persuasive Writing Information
Writing pacing guide:
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Instruction:
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Persuasive Writing: November 15th-March 11th
Trimester 2 Benchmark Testing Dates:
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Writing Prompt: Mar. 3rd scanned by Mar. 22nd
Discussion Prompts…
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Please share an instructional strategy/tool that
has been effective in your teaching of
persuasive writing.
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Share any questions you may have regarding
persuasive writing.
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Be prepared to share.
Why Do Persuasive Writing?
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It provides a life skill.
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Students learn to use words to promote their ideas, rather than
force.
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Media Literacy -- helps students recognize when, how and by
whom they are being persuaded to do something so that they
can be discriminating in their decisions.
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It helps students organize their thoughts in a convincing way.
The Big Picture
In persuasive writing, students are
expected to…
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Take a position
Support their position with clear evidence
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Anticipate their audience’s reaction
Have counter arguments ready
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Summarize or restate their position
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Successful instruction should…
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Scaffold content learning and
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Scaffold language learning.
Expose Students to the
Forms of Persuasive Writing
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Advertisements or posters
Letters
Compositions / Essays
Speeches / Debate**
Using Printed Ads to Teach
Persuasion
Client Testimonial
Advertisements…
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Goal:
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To have students identify the position being taken and the
supporting evidence or examples.
To have students recognize the use of persuasive
language.
To have students transfer this information to a persuasive
writing note page.
Note: Ads generally do not present the opposing
viewpoint or rebuttal.
Next Step: Deconstructing Text**
Goal
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To have students identify the position being taken in text,
the reasons, and the supporting evidence or examples.
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To have students identify the counter argument and
rebuttal in text.
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To have students recognize the use of persuasive language
and language frames.
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To have students transfer this information to a persuasive
writing organizer.
Deconstructing Text
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Students May…
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Color code essay structures
(i.e. Introductory paragraph)
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Underline a key
components (i.e. position)
Underline persuasive language
Underline transitional sentences
Deconstructing Text Practice
Think about the Gradual Release Model
Process
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Locate the following & transfer
to organizer:
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Position
Counter argument
Rebuttal
Conclusion
Note: Subsequent practice can have
students locate persuasive
language.
NOTE: Model the process and
think aloud.
I do / You do
Ideas for Persuasive Writing Prompts
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Uniforms in school
Skateboards on campus
Junk food on campus
Pay for chores at home
Homework
Cafeteria food quality
Where to go on a fieldtrip
Length of school day
Children should not be able to eat sugary breakfast cereals
How to Write a Persuasive Composition
Pre-Write
 Identify the topic of the composition
 Choose your position on the topic
 List all of the reasons supporting your position
 From the list choose three of the strongest reasons
 Find and note evidence to support each reason
 Determine the counter argument and address these
concerns
How to Write a Persuasive Composition
Draft
1.
Write your composition in at least five paragraphs with the
following elements:
a.
b.
c.
d.
Introduction which states a clear position and reasons
Three supporting paragraphs which include evidence for each
reason
The counter argument and how you would address the reader’s
concerns
A strong conclusion that restates the position and reasons
Edit / Revise/Reflect
1.
Reread, revise, and edit your composition
2.
Reflect on your essay
English Language Development Through
***Persuasive Writing Instruction***
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Do not assume that they have the necessary language
structures or vocabulary to write a persuasive
letter/essay.
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Provide language frames along the way.
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Provide time for students to use the frames in
speaking and in writing.
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Model using the frames to redundancy!
Persuasive Language Frames
for stating your position:
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In my opinion
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I believe that…
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It seems obvious to me that…
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Although not everybody would agree, my position
is…
Persuasive Language Frames
for supporting your position:
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I have several reasons for arguing this point of
view.
My first reason is…Another reason is…
There are several points I want to make to
support my point of view.
A further point they make is…
Persuasive Language Frames
for considering the counter arguments:
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Some argue that…
They say (claim, hold, maintain) that…
On the other hand, there are many who
disagree with the idea that…
A further point they make is…
Persuasive Language Frames
for restating your position:
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After looking closely at both sides of the issue
and the evidence, I believe it is best to…
The advantages of…outweigh the
disadvantages of…
Even though the issue has two sides, I think I
have shown that…
Resources Available on the
SUSD Website
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Select the Curriculum Channel
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Select Writing, when drop down menu appears.
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You will find:
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Organizers, language frames, pacing guide, transition
words, and 6 persuasive letters to use when
deconstructing texts.
Don’t forget about the resources available to you from
2009-2010 trainings.
PLC: Revising and Editing
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Look over the Revising & Editing Lessons.
In your group discuss/brainstorm ideas for the
following:
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How might you scaffold these lessons?
What academic language would kids need to
know?
What would be the suggested pacing?
PLC: Revising and Editing
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Group Share
Lunch Break
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Please take a minute to add to your reflection
form.
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Enjoy your lunch!
The District Expectation Regarding
Individual Reading Assessments…
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Individual monitoring of student reading must occur on a
consistent basis.
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Information gathered should be used to create instruction
plans that will provide the necessary interventions for
students.
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All students below grade level, will need to be assessed using
an individualized reading inventory.
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A minimum of 1 assessment per trimester
Analysis of the
Running Record
Reader’s of text appear to make decisions about the quality of the
message they are getting. One theory is that they are recalling or
attacking words. Another theory is that the student is working to get
the best fit possible with the limited knowledge he has. It is the last
theory that guides teacher decision making. (Marie Clay, Running Records
For Classroom Teachers)
3 Cueing Systems
Meaning
Visual
Structure
Steps
1. Analyze errors for M,S,V.
2. Read up to and including the error.
Ask yourself: does that make sense?
3. Read up to and including the error.
Ask yourself: Does that sound right?
4. Read up to and including the error.
Ask yourself: Does it look like the word in the
text? Is there visual similarity?
Steps
5. Total the columns .
6. Decide which cues the child used and which he/she
neglected.
7. Determine what you would praise after the reading of
this text? What did the child do well? (limit 1-2
praise points)
8. Determine what you would focus on as a teaching
point. What’s next for this child?
(limit 1-2 teaching points)
Demonstration:
Analysis of the Running Record
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Decide on praise and teaching points.
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Note the areas of need.
Plan the next lesson.
Decide which prompt you will utilize with
your student(s).
Discussion/Questions
Talk at your table about your experiences.
Were there any surprises?
Questions/Comments
YOU DID IT!!
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Remember practice is the only way to become
proficient.
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Don’t over think any one error. You are looking for a
pattern.
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The goal of the district is that you will have 1
completely analyzed running records for every
FBB/BB student in your classroom by the end of
each Trimester.
PLC: Planning & Collaboration
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Station 1:
Station 2:
Station 3:
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Station 5:
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Station 5:
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Make It & Take It
Generating Prompts (1 per site)
Linking WTA Persuasive
Writing Model with MMH
Miscue Analysis &
Instructional Plan for FBB/BB
Lesson Planning
Thank You!
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Please turn in the following:
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Next Release Day
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Reflection Form
Persuasive Writing Prompts
Post questions on Parking Lot Poster
6th (Mar. 31st)
Think of more questions after training?
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Blanca’s Contact Information:
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Wilson 47827
Eric White 47034
Email