state standards professional learning cycle 1 october 13- november 8
TRANSCRIPT
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State Standards
Professional Learning
Cycle 1
October 13- November 8
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As you arrive…
Sign in at the back tables.
Sit as a Site.
Coaches and District Support Staff please join site teams where there is space available.
Pick up the handouts.
We will begin at 8:05 a.m.
Welcome Teachers! 2
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Video CelebrationsFUSD Teachers!
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Professional Learning Design for the 2014-2015 Year
Cycle 1: October/November 2014Classroom Teachers
Foundation Lead Teachers- December
Cycle 2:January/February 2015Classroom Teachers
Foundation Lead Teachers- February/March
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Instructional Commitments
Engage students in complex talk, complex tasks and complex text to address reading, writing, listening and speaking standards.
Engage students in Common Core grade level standards.
Engage students in higher levels of thinking reaching levels 2, 3, and 4 using Webb’s Depth of Knowledge (DOK).
Engage students in assessments that are standards-based and SBAC aligned.
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Outcomes for Cycle #1
By the end of the session, participants will…
Analyze student work to determine next steps in instructional planning through calibration
Identify specific needs of students through an analysis of student work
Identify specific strategies and actions for writing to text and be able to embed student writing in daily work
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Layers of Support
Students Read, write, and speak grounded in evidence
TeachersCommit to planning and implementing new learning that supports reading, writing, and speaking grounded in evidence
CoachesSupport teachers to plan and implement new learning
Leaders Support teachers to take risks with new learning
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Our Norms for Learning and Working Together
Be Present Arrive On Time Active Listener Active Participant—Smile! Enjoy our learning.
Minimize Distractions Technology at Break Focus on Topics
Be Aware of the Larger Group’s Needs Noise Levels Site Specific Issues
We can add/revise to
these as needed…
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Today’s Agenda
Welcome/Introduction Setting Context/Building
Background Scope & Sequence
Calibration Identifying Needs and Next Steps Strategies for Writing Support Digital Literacy Closure Planning
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Setting the Context10
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Aligned Instructional System
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Activator: Anticipation Guide
What are you anticipating learning today?
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H/OH/O
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Burning Questions
Take 1 Sticky Note or use your Anticipation Guide.Record any other questions that you
would like to be addressed through today’s professional learning.
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Locating Scope & Sequence
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H/OH/O
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Scope & Sequence ANCHOR MAP- Common
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Scope and Sequence Content MAP- Grade
Level
H/OH/O17
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Scope and Sequence- “Common”
Flexible Features Common Features (K-12)
Topics Focus Standards
Texts & Other Textual Resources
Some Text Types(Informational, Literature)
Instructional Strategies One Common Assignment Prompt
Tasks & Products- assignments, activities, classroom assessments
District (Quarter 1) Common Assessment
Number of Units
Pacing
Grading
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Why have focus & recursive standards?“These are the few standards involving content and skill you emphasize and teach explicitly and deeply. A single assignment taught with care and intensity cannot closely align with more than a few standards, perhaps no more than four or five. At the same time, one standard is probably not enough for an assignment.
-Eleanor Dougherty Table Talk
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Common Assignments20
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Scope and Sequence Vocabulary
Assignment- A task charging students to engage in content and skills distinguished by a PROMPT, A PRODUCT , AND A RUBRIC
an assignment is intentionally taught and focused on student achievement. (FUSD Common Assignment includes the above definition for K-12)
Previously known as the Culminating Task AC created using district provided frame
Assessment- A task given to students INDEPENDENT OF INSTRUCTION to MONITOR THEIR UNDERSTANDING of content or use of a skill set and scored AGAINST A RUBRIC.
(FUSD Common Assessment includes the above definition for K-12) The FUSD Common Assessment is District created and provided
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Quarterly DesignOne Example
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Anatomy of a Common Assignment Prompt
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Text
AC determines text types Text suggestions are on Page 3 of your supporting
materials. (Suggestions have been vetted)
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Products
Article Biography Critical review Editorial Essay Lab report Proposal Report Letter
Skits Speeches Scale Models Presentations Maps Recordings/Videos Power points Games
Common AssignmentWritten Products
Other AssignmentProducts
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Content
What content will you focus on during
planning?
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Sample Writing Prompts (same frame)
Text
Text Product Product
Product
Product
Content
Content
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Scope and Sequence Vocabulary
Assignment- A task charging students to engage in content and skills distinguished by a PROMPT, A PRODUCT , AND A RUBRIC
an assignment is intentionally taught and focused on student achievement. (FUSD Common Assignment includes the above definition for K-12)
Previously known as the Culminating Task AC created using district provided frame
Assessment- A task given to students INDEPENDENT OF INSTRUCTION to MONITOR THEIR UNDERSTANDING of content or use of a skill set and scored AGAINST A RUBRIC.
(FUSD Common Assessment includes the above definition for K-12) The FUSD Common Assessment is District created and provided
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District Common Assessments
ON HOLDThe district provided a first quarter assessment based on the focus standards. They provide formative feedback about student progress and the effectiveness of instruction. They help teachers and the district make more strategic decisions about what students need next and in the long term.
4 Selected Response4 Constructed Response
1 Extended Constructed Response
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Summarizer: Anticipation Guide
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H/OH/O
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Calibration31
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Standards Progression
Website for standards progression http://www.ncesd.org/Page/1059
Standards Progression Worksheet Read Reading Standard 3 RL (Focus Standard)& highlight
the changes in the standard from grade level to grade level.
What do you notice about how Reading Standard 3 progresses from Kindergarten through 12th grade?
How does the standard progression help us to understand the importance of Common Assignments, Common Assessments, and Focus standards?
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Calibrating Student Work
Kindergarten
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Calibrating Student Work34
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Analysis of Student Work- Tool
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Identifying Special Populations
When planning, how are you differentiating for Special Populations? English Learners? Special Education? Accelerated Learners?
Table Talk
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Charting Successes and Next Steps
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Closure- Gallery Walk
Walk around the room and take a look at the work of the others. Discuss what you observe as you walk.
Walk around the room and take a look at the work of the others. Discuss what you observe as you walk.
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A Planning Graphic Organizer
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60 Minutes
LUNCH
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Strategies to Support Writing
Writing to Think and Learn
Close Reading linked to writing- AnnotationQuick Bursts of WritingText Talk Time linked to writing- Text Talker
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Think-Write-Share
What does writing currently look like in your classroom?
What types of writing are your students currently producing?
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Writing! Writing! Writing!
High performing schools have writing as a priority
Critical correlation between reading and writing
Writing is a gap for secondary students
Common Core requires writing in a variety of ways
Career and college ready students are proficient writers
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Anchor Standards 1 & 10
1. Read closely to determine what the text says and to make logical inferences from it, site specific textual evidence when writing or speaking to support conclusions drawn from the text
10. Read and comprehend complex literary and informational texts independently and proficiently.
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Close Reading: It’s Not a Formula,
There are Many Recipes
Dish: Close ReadingServes: ALL Students
What are the connections to writing?
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Diagnosis Analogy
• Diagnosis
• What medicine?
• What dosage?
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Planning Close Reading ActivitiesPlanning Close Reading Activities
Short passage
Complex text- Productive StruggleRepeated ReadingsAnnotation
Text dependent questions
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Annotation is a note of any form made while reading text.
“Reading with a pencil.”
Annotation slows down the reader in order to deepen understanding.
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Close Reading- Annotation as the link to Better
Writing
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Annotation in PreK-2Annotation in PreK-2
• Language experience approach• Interactive writing and shared pen activities50
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Student’s annotation of connotative meanings in Charlotte’s Web
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Student annotation in 11th grade English
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K-6
Teach students a notation system for your school!
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Quick Bursts of Writing
Keeping Standards High Clearly communicate expectations
Model & Celebrate Appropriate Behaviors Remain Flexible
Respond to students’ CONTENT Quick Writes Thinking Boxes Quick Jots Quick Tries
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Expert Jigsaw
Number off 1-4 Go to your specific corner and read the strategy
Quick Writes- 1Thinking Boxes-2Quick Jots-3Quick Tries-4
Be ready to summarize the what, why, and how when you return to your home group
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Quick Bursts of Writing56
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Text Talker- Linked to Writing
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Text Talk Time58
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Digital Literacy- Quick Survey
How are you embedding digital literacy skills into your instruction? Keyboarding Skills? Linked to writing? Using classroom tablets?
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Closure
Talk with the colleagues at your table: What information will you use from your learning today? What can we start doing
NOW?
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Grade Level Planning Time
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“The plan is nothing. The planning is
everything.”
Dwight Eisenhower
Based on identified needs of your students and strategies discussed, how will you plan for quarter 2? Individually? As an Accountable Community?
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iACHIEVE Survey62