State Standards

Professional Learning

Cycle 1

October 13- November 8

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

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

Aligned Instructional System

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Activator: Anticipation Guide

What are you anticipating learning today?

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H/OH/O

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

Scope & Sequence ANCHOR MAP- Common

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Scope and Sequence Content MAP- Grade

Level

H/OH/O17

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

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

Calibration31

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

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

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

Text Talker- Linked to Writing

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Text Talk Time58

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?

iACHIEVE Survey62