Welcome!• Please sit in grade level

groups.• Turn in your completed Plan-

DoReview 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

•Christy Rhodes JCPS ECE Literacy Resource teacher •Pam Scudder Gallatin Co. K-5 Literacy Coach

•Jean Wolph Louisville Writing Project Director

• Denise Amos OVEC Content Specialist,

English/LA

• Carol Franks KDE Effectiveness Coach

• Mikkaka Hardaway KDE Literacy Consultant

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 schoolin 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 CareersSmarter 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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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.

Grade 7 Technology-Enhanced Constructed-Response Item

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– RI.7.1 (use of evidence).– RI.7.8 (author’s claims and evidence).– RI.7.10 (complex texts).

CCSS alignment to

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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 textual evidence to support your ideas.

Final Grade 7 Prose Constructed-Response Item #2

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– 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).

– L.7.1-3 (grammar and conventions).

CCSS alignment to

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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.

Grade 7 Analytical Prose Constructed-Response Item #1

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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).

CCSS alignment to:

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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 text-dependent questions.

• Synthesize and discuss as a group: What is the relationship between close reading and text-dependent questions?

Progression of Text-dependent Questions

Part

Sentence

Paragraph

Entire text

Across texts

Word

Whole

Segments

Break Out Sessions• Text Complexity

– Gym, Pam

• Text-Dependent Questions – Room 227 , MK

• Close Reading – Stay here, Denise

LUNCH!Enjoy!

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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 ito Score student worko 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!

Teacher Professional Growth and Effectiveness System (TPGES)

Domain 3: Instruction

Kentucky Framework for Teaching

Domain 3 Instruction

3c Engaging Students in Learning

Domain 3: InstructionComponent 3c – Engaging Students in Learning

3C - Engaging Students in Learning 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 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.

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.

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.

Critical Attributes

Critical Attributes (cont.)

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.

Some students are intellectually engaged in the lesson.

Learning tasks are a mix of those requiring thinking and recall.

Students are in large part passively engaged with the content, learning primarily facts or procedures.

Students have no choice in how they complete tasks.

The teacher uses different instructional groupings; these are partially successful in achieving the lesson objectives.

The materials and resources are partially aligned to the lesson objectives and only in

Most students are intellectually engaged in the lesson.

Learning tasks have multiple correct responses or approaches and/or demand higher-order thinking.

Students have some choice in how they complete learning tasks.

There is a mix of different types of groupings, suitable to the lesson objectives.

Materials and resources support the learning goals and require intellectual engagement, as appropriate.

The pacing of the lesson provides students the time needed to be intellectually

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

Domain 3: Instruction

Domain 3: Instruction

Read the introduction and Accomplished & Exemplary performance levels for 3c

Annotate the text, looking for ways

you might enhance student engagement in your modules.

The British Industrial Revolution

One LDC Example

http://www.literacydesigncollaborative.org/about/videos/

Created through collaboration bySara Ballute, Candace Hurley, Timothy Lent

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 TimeCreate 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 TogetherCreate a visual representation that

answers the question, “How might today’s Network materials help our district’s

teachers become more effective teachers?”

* Concept Map * Web* 4 Way Tie * 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 schoolin your district

District Shout Outs District Shout Outs

RemindersNext Meeting, March 26

at East Oldham Middle School, 8:30-3:30•Finalize one more LDC Module

o Teach it between now and March 26o Score student worko 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!