Transcript Document

Welcome!
• Please sit in grade level groups.
• Turn in your completed Plan-Do
Review in the basket.
• Pick up your Inventory of
Strengths from the brown folder.
• Complete R-Space registration;
stack your table’s forms.
Your Facilitators for Today
• Denise Amos
OVEC Content Specialist,
English/LA
• Carol Franks
KDE Effectiveness Coach
• Christy Rhodes
JCPS ECE Literacy Resource
teacher
• Pam Scudder
Gallatin Co. K-5 Literacy Coach
• Mikkaka Hardaway • Jean Wolph
KDE Literacy Consultant
Louisville Writing Project Director
2012-13 Learning Goal
I can use careful planning to improve
instruction,
in order to become an
effective teacher and leader.
Throughout the Day,
please complete these:
Evaluation
• Gather evidence
about what you
are learning
today.
Plan/Do/Review
Plan how you
could share what
you learned today
 in your school
 in your district
Connect with your grade level
colleagues
• Celebrate your modules.
• Share questions and ideas.
Coming up…MARCH expectations
• Develop and teach a module (your choice—
narrative, informational, argument/opinion)
• Bring copies of scored student work
– 2 samples for each of the four performance levels
– Remove students’ names and identifying
information
NOTE: A narrative template is
available for us to pilot…stay
tuned!
What are
PARCC and “Smarter Balanced”?
Partnership for Assessment of Readiness for College and Careers
Smarter Balanced Assessment Consortium
Three Key Shifts
in the ELA Standards
1.
Complexity: Regular
practice with complex text
and its academic language.
2.
Evidence: Reading and
writing grounded in evidence
from text, literary and
informational.
3.
Knowledge: Building
knowledge through content
rich nonfiction.
Research Simulation Task (Grade
7): Amelia Earhart’s Disappearance
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Grade 7 Technology-Enhanced
Constructed-Response Item
Below are three claims that one could make based on the article
“Earhart’s Final Resting Place Believed Found.”
Part A: Highlight the claim that is supported by the most relevant and sufficient
facts within “Earhart’s Final Resting Place Believed Found.”
Part B: Click on two facts within the article that best provide evidence to support
the claim selected in Part A.
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CCSS alignment to
– RI.7.1 (use of evidence).
– RI.7.8 (author’s claims and evidence).
– RI.7.10 (complex texts).
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Final Grade 7 Prose
Constructed-Response Item #2
You have read three texts describing Amelia Earhart. All three
include the claim that Earhart was a brave, courageous person.
The three texts are:
• “Biography of Amelia Earhart”
• “Earhart's Final Resting Place Believed Found”
• “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s
bravery.
Write an essay that analyzes the strength of the arguments about
Earhart’s bravery in at least two of the texts. Remember to use
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textual evidence to support your ideas.
CCSS alignment to
– RI.7.1 (use of evidence);
– RI.7.8 (evaluate claims in a text);
– RI.7.9 (comparison of authors’ presentation);
– RI.7.10 (complex texts).
– W.7.2 (writing to inform and explain);
– W.7.4 (writing coherently);
– W.7.7 (conduct short research projects);
– W.7.8 (gather relevant information from
multiple sources);
– W.7.9 (drawing evidence from texts).
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– L.7.1-3 (grammar and conventions).
Grade 7 Analytical Prose
Constructed-Response Item #1
Based on the information in the text “Biography of
Amelia Earhart,” write an essay that summarizes
and explains the challenges Earhart faced
throughout her life. Remember to use textual
evidence to support your ideas.
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CCSS alignment to:
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RI.7.1 (use of evidence);
RI.7.2 (summary of text);
RI.7.10 (complex texts).
W.7.2 (writing to explain or inform);
W.7.4 (writing coherently);
W.7.9 (drawing evidence from texts).
L.7.1-3 (grammar and conventions).
Directions
•
•
•
•
Read grade-level PARCC questions.
Identify the standards being assessed.
Notice the rigor of the questions.
Discuss how this knowledge
may be useful in your
planning (of both PD and
instruction).
Take a break!
Whole Group Reading
• Divide articles at your table.
• Read to find the big ideas
about close reading or textdependent questions.
• Synthesize and discuss as a
group: What is the
relationship between close
reading and text-dependent
questions?
Progression of
Text-dependent Questions
Whole
Across texts
Opinions, Arguments,
Inter-textual
Connections
Inferences
Entire text
Author’s Purpose
Segments
Vocab & Text Structure
Paragraph
Key Details
Sentence
Word
General Understandings
Part
Break Out Sessions
• Text Complexity
– Gym, Pam
• Text-Dependent Questions
– Room 227 , MK
• Close Reading
– Stay here, Denise
LUNCH!
Enjoy!
Mark your
calendars—
our next
meeting date
is
MARCH 26 at
East Oldham
MS
To be
announced
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Before we meet
in March
• Bring an artifact that represents what
you have learned through the ELA
Network
• Finalize one more LDC Module
o Teach it
o Score student work
o Bring module, ladder and student
work from all levels
• Try new reading and writing
strategies
• Share what you learned today with
your district colleagues.
• Optional: Invite Denise to visit your
classroom
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Review Assessment Questions:
Do my assessments prepare my
students for state and national
tests?
• Notice the rigor and value of the questions.
• How might they be improved, based on our new
learning today? Do you have ideas for any
“missing” standards?
• If you make changes, please give us a copy!
Kentucky Framework for
Teaching
Teacher Professional Growth and
Effectiveness System (TPGES)
Domain 3: Instruction
Domain 3 Instruction
3c Engaging Students in Learning
Domain 3: Instruction
Component 3c – Engaging Students in Learning
Domain 3: Instruction
3C - Engaging
Students in Learning

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
Activities and
Assignments
Grouping of Students
Instructional
Materials and
Resources
Structure and Pacing
Student engagement in learning is the centerpiece of the framework for teaching; all other components contribute to it. When students are engaged in learning, they are not merely
“busy,” nor are they “on task.” The critical distinction between a classroom in which students are compliant and busy and one in which they are engaged is that the latter students are
developing their understanding through what they do. That is, they are engaged in discussing, debating, answering “what if?” questions, discovering patterns, and the like. They may be
selecting their work from a range of (teacher-arranged) choices and making important contributions to the intellectual life of the class. Such activities don’t typically consume the
entire lesson, but they are essential components of engagement.
A lesson in which students are engaged usually has a discernible structure: a beginning, a middle, and an end, with scaffolding provided by the teacher or by the activities themselves.
The teacher organizes student tasks to provide cognitive challenge and then encourages students to reflect on what they have done and what they have learned. This is, the lesson has
closure, in which students derive the important learning from their own actions. A critical question for an observer in determining the degree of student engagement is “What are the
students being asked to do?” If the answer to that question is that they are filling in blanks on a worksheet or performing a rote procedure, they are unlikely to be cognitively engaged.
In observing a lesson it is essential no only to watch the teacher but also pay close attention to the students and what they are doing. The best evidence for student engagement is
what students are saying and doing as a consequence of what the teacher does, or has done, or has planned.
Ineffective
Developing
Accomplished
Exemplary
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

Critical Attributes

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
Critical Attributes
(cont.)

The learning tasks and activities, materials,
resources, instructional groups and
technology are poorly aligned with the
instructional outcomes or require only rote
responses.
The pace of the lesson is too slow or too
rushed.
Few students are intellectually engaged or
interested.

Few students are intellectually engaged in
the lesson.
Learning tasks require only recall or have a
single correct response or method.
The materials used ask students to perform
only rote tasks.
Only one type of instructional group is used
(whole group, small groups) when variety
would better serve the instructional
purpose.
Instructional materials used are unsuitable
to the lesson and/or students.
The lesson drags or is rushed.

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
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The learning tasks and activities are
partially aligned with the instructional
outcomes but require only minimal thinking
by students, allowing most to be passive or
merely compliant.
The pacing of the lesson may not provide
students the time needed to be
intellectually engaged.


The learning tasks and activities are
aligned with instructional outcomes and
designed to challenge student thinking,
the result being that most students display
active intellectual engagement with
important and challenging content and are
supported in that engagement by teacher
scaffolding.
The pacing of the lesson is appropriate,
providing most students the time needed
to be intellectually engaged.
Some students are intellectually engaged in  Most students are intellectually engaged in
the lesson.
the lesson.
Learning tasks are a mix of those requiring
 Learning tasks have multiple correct
thinking and recall.
responses or approaches and/or demand
higher-order thinking.
Students are in large part passively engaged
with the content, learning primarily facts or  Students have some choice in how they
procedures.
complete learning tasks.
Students have no choice in how they
 There is a mix of different types of
complete tasks.
groupings, suitable to the lesson objectives.
The teacher uses different instructional
 Materials and resources support the
Domain
groupings; these are partially successful
in 3: Instruction
learning goals and require intellectual
achieving the lesson objectives.
engagement, as appropriate.
The materials and resources are partially
 The pacing of the lesson provides students
aligned to the lesson objectives and only in
the time needed to be intellectually

Virtually all students are intellectually
engaged in challenging content through
well-designed learning tasks and suitable
scaffolding by the teacher and fully aligned
with the instructional outcomes.
 In addition, there is evidence of some
student initiation of inquiry and of student
contribution to the exploration of
important content.
 The pacing of the lesson provides students
the time needed to intellectually engage
with and reflect upon their learning and to
consolidate their understanding.
 Students may have some choice in how
they complete tasks and may serve as
resources for one another.
In addition to the characteristics of
“accomplished”:
 Virtually all students are highly engaged in
the lesson.
 Students take initiative to modify a learning
task to make it more meaningful or relevant
to their needs.
 Students suggest modifications to the
grouping patterns used.
 Students have extensive choice in how they
complete tasks.
 Students suggest modifications or additions
to materials being used.
 Students have the opportunity for both
Read the introduction and Accomplished
& Exemplary performance levels for 3c
Annotate the text, looking for ways you might
enhance student engagement in your modules.
One LDC Example
The British
Industrial
Revolution
Created through collaboration by
Sara Ballute, Candace Hurley, Timothy Lent
http://www.literacydesigncollaborative.org/about/videos/
The teaching task
in the video
Task 2:
Were the achievements and growth of
the Industrial Revolution Era worth the
cost to society? After reading secondary
and primary sources pertaining to the
British Industrial Revolution, write an
argumentation essay that addresses the
question and support your position with
evidence from the texts. L2 Be sure to
acknowledge competing views.
Turn and Talk
• How does quality implementation of LDC help
teachers meet exemplary level of engagement?
• What can you add to your modules that will
move you more into the exemplary level?
As you enter a classroom ask
yourself this question: "If there were
no students in the room, could I do
what I am planning to do?" If your
answer to the question is yes, don't
do it.
Gen. Ruben Cubero,
Dean of The Faculty,
United States Air Force Academy
Take another break….
and move to meet with your
district team.
Narrative
and
Read Like A Writer
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2012-13 Learning
Goal
I can use careful
planning to
improve instruction,
in order to become
an effective teacher
and leader.
District Planning Time
Create a visual
representation that
answers,
how could today’s Network
materials help our
district’s teachers become
more effective teachers?
Complete
• Evaluation
• Plan/Do/Review
Putting it All Together
Create a visual representation that
answers the question,
“How might today’s Network materials
help our district’s teachers become more
effective teachers?”
* Concept Map
* 4 Way Tie
* ???
* Web
* Metaphorical Graphic
* Other ideas????
You can
– use the underlined words on the agenda
– any of graphic organizers and reminder sheets on your
table.
Be ready to share during the District Shout Outs
With your district ,
please complete these:
Evaluation
• What evidence
will you provide?
Plan/Do/Review
Plan how you
could share what
you learned today
 in your school
 in your district
District
District
Shout
Outs
Shout Outs
Reminders
Next Meeting, March 26
at East Oldham Middle School, 8:30-3:30
• Finalize one more LDC Module
o
o
o
Teach it between now and March 26
Score student work
Bring module, ladder and student work from all levels
• Bring an artifact that represents what you have
learned through the ELA Network
• Try new reading and writing strategies
• Share what you learned today with your
district colleagues.
Optional: Invite Denise to visit your classroom
– Door Prizes!