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  • 8/2/2019 Instructional Seminar Writing April 25 Easy[2]

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    Writing Instruction as we

    Transition to Common Core

    Local District 4Instructional Seminar #6

    April 26, 2012

    Dale Vigil, Ed.D., Superintendent

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    Objectives

    Evaluate the LPA in relationship to the CA 3rd Gradewriting standards and the implications to the 3rd Grade

    Common Core writing standards

    Review the writing content and procedures in LPA #3 Analyze and evaluate lessons for instruction in the

    content and procedures

    Determine, for school site application, how to establishand sustain grade level proficiency in writing

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    Background

    With your elbow partner,recall your own fourth gradeexperience:

    Can you recall what you wereasked to write?

    Can you recall how you wereinstructed?

    At what point in your own lifedid you decidedly describe

    yourself as a proficient writer?

    What evidence did you have toprove your writing proficiency?

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    Reviewing the Prompt

    Lets review the fourth grade prompt. Using a T-chart, lets read through the prompt to

    determine what are the content and procedures studentsare asked to engage in.

    Now lets review the Administrator Guide. Lets record,using the same chart, the routines and content.

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    Where in the program can we

    practice the routines and content?

    Remember the prompt and unit are not necessarily aligned So, we need to review the guide to determine which lessons

    support students in writing to the prompt

    ( Weve taken the time to prepare some sample lessons.)

    Before we start discussing the sample lessons allow me tosuggest a think aloud

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    Reviewing Writing Lessons

    With the chart in mind, what is the purpose ofthe lesson? Is the lesson:

    an opportunity for me to practice a procedure thatsupports any type of writing?

    explicitly designed to teach the content? designed to do both?

    See

    Attend

    Instruction

    CALIFORNIA

    STANDARDS

    What is the factual, procedural, and/or conceptualknowledge you are attempting to teach? Whatopportunities develop metacognitive knowledge?

    Establish the PURPOSE and RATIONALE of the lesson

    SYNTAX - the method of your instructionHow do you explain and model the content of thelesson?How did you enable guided or independentpractice for the student to internalize the content? How

    do you activate prior knowledge throughout thelesson?

    OUTCOME students demonstrate evidence

    What evidence is there that demonstrates factual,procedural, and/or conceptual understanding of thelesson by the student? Can the students articulate how

    they acquired their understanding of the knowledge?

    G

    uidingPrinciples

    G

    uidingPrinciples

    New

    perspectives

    ininstruction

    Ourown

    perspective

    CRRE instruction is contextualized through our beliefs, values, experiences and language.

    Challengeourselvesininstructional

    conversations.

    Throughout the teaching of a lesson we build more comprehensive perspectives ofthe student, instruction and content.

    Structure for Effective Instruction

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    Literacy Constructed

    Response Time to practice the routine at your tables With your elbow partner review the third grade third LPA Fill in the graphic organizer with the writing procedures

    and content

    Share your graphic organizers at your tables to calibratewhat the prompt requires

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    Time for Treasures

    Reviewing lessons Is the lesson: an opportunity to practice procedures to improve

    writing in general?

    explicitly designed to teach the content?

    designed to do both? Recall purpose, syntax, and student outcomes in

    evaluating the lesson.

    See

    Attend

    Instruction

    CALIFORNIA

    STANDARDS

    What is the factual, procedural, and/or conceptual

    knowledge you are attempting to teach? Whatopportunities develop metacognitive knowledge?

    Establish the PURPOSE and RATIONALE of the lesson

    SYNTAX - the method of your instruction

    How do you explain and model the content of thelesson?How did you enable guided or independent

    practice for the student to internalize the content? How

    do you activate prior knowledge throughout the

    lesson?

    OUTCOME students demonstrate evidence

    What evidence is there that demonstrates factual,procedural, and/or conceptual understanding of the

    lesson by the student? Can the students articulate how

    they acquired their understanding of the knowledge?

    GuidingPrinciples

    GuidingPrinciples

    New

    perspectives

    ininstruction

    Ourown

    perspective

    CRRE instruction is contextualizedthrough our beliefs, values, experiences and language.

    Challengeourselvesininstructional

    conversations.

    Throughout the teaching of a lesson we build more comprehensive perspectives ofthe student, instruction and content.

    Structure for Effective Instruction

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    Journal

    Thinking of this current school year: What did you observe in the writing of your students? What evidence, do you recall, demonstrates they can

    independently write to the grade level standards?

    Preparing for next year: When would you schedule the review of the LPAs? How can you establish and sustain the writing content? Which instructional procedures would you intentionally

    observe for in writing?

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    Writing

    Common Core

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    Common Core Third

    Grade Writing Review the Common Core pages (total of three) for

    Writing Standards K-5

    Look at third grade, note the organization. Draw a bracket { on items 1-3, 4-6, and 7-9 Review and discuss with your elbow partner the

    following. If you had to name the clusters, which clusterwould you name the What, the How, and the

    Why cluster?

    Come to consensus as a table.11

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    So Now Lets Look at the College

    Career Readiness and Anchor

    Standards for Writing

    Review the Anchor standards Draw a bracket { on items 1-3, 4-6, and 7-9 Review and discuss with your elbow partner the

    following. If you had to name the clusters, which cluster

    would you name the What, How, and Why

    cluster?

    Come to consensus as a table12

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    Expository Text

    inCommon Core

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    What is not in the

    Common Core

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    Planning for Next Year

    With the reduction of budgets and personnelhow can you plan now to efficiently address

    writing instruction in your school?

    What would you like to achieve in writinginstruction next year ? What are the key events impacting your writing

    instruction?

    Where can you get additional support? Who can support your professional development

    on staff, from neighboring schools, or anyone

    else?

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    Table Group Share Out

    Share with your elbow partneryour individual responses to each

    of the questions

    Take note of your peers responsesand write down any ideas that may

    serve your school sites needs

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    Thank You

    Please fill out your evaluations

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