I3 Professional Development Laquey Public Schools March 18, 2014 Have a seat, but don’t make a nest! We will be moving around!

i3 Professional Development

Laquey Public SchoolsMarch 18, 2014

Have a seat, but don’t make a nest! We will be moving around!

Welcome Back!New Teams, New Ideas

Housekeeping

Please take care of your personal needs

Morning and Afternoon Breaks Lunch (11:30 – 12:30) Cell Phones Questions? Parking LotLeadership team meeting

Today’s Goals

We will. . .• Continue to Analyze characteristics of college-

ready writing• Differentiate learning to address specific

expressed needs of Laquey teachers.• Plan next steps for developing CRW skills in

Laquey students.

Purpose and Non-Purpose

Purpose: To provide additional tools and strategies to support improved student college-ready writing. To model coaching sessions we will utilize.

Non-Purpose: To provide professional learning with no follow-up support or leave you ill at ease about coaching sessions.

A Look at Mentoring for Spring

Today’s Goals

We will. . .• Continue to Analyze characteristics of college-

ready writing• Differentiate learning to address specific

expressed needs of Laquey teachers.• Plan next steps for developing CRW skills in

Laquey students.

Funds of Knowledge: Our Natural Resources

Goal: to appreciate personal and group resources• Use for back to school activity as a needs/strengths

assessment of your students• Use in PD to think about student strengths• Use in PD to learn what we teachers bring to the team—our

collective brain• Use in PD to plan for how to use each other as resources

Teambuilder--Funds of KnowledgeGoal: to appreciate personal and group resources

What do you bring to the table that your colleagues don’t know about? Freewrite about your talents, abilities, resources, hobbies, and life experiences.

Share with a partner; each has a minute to share Your partner chooses one resource to write on a leaf; share with the group and place on tree

FormativeAssessme

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What are some waysteachers can check

for understanding inthe classroom?

Jot Thoughts

A Practical Approach

to Formative Assessment:

Taking Their Temperature

"Informative assessment isn't an end in itself, but the beginning of better instruction." —Carol Ann Tomlinson

Goals: Clear

Learning Outcomes

Instruction: Students Engaged

Measuring: Taking Their Temperature

Feedback: Teacher

Plans Accordingly

Practice Makes Perfect

So how does it work?

It’s About Taking their Temperature

Whose hot??? Whose cold??

So when should formative assessment occur?

At the beginning of the lesson.

During the lesson.

At the end of the lesson.

Checks for

Understanding

Looking at Student Writing….

As a way to inform our teaching……..

Let’sPRACTICE

Together

As we read…

• Notice what the student is doing well– (avoid looking for errors)

• Underline/Star/Circle /Highlight– (what’s the evidence)

• Jot in the margins the skills you see – (check the rubric for “Meets Expectations”)

Class Tracker

Record the progress of each student

You may want to develop your own system…

Who’s Got it?

Got it!

Almost Got it!

Don’t Got it!

In Pairs As you read…

• Notice what the student is doing well– (avoid looking for errors)

• Underline/Star/Circle /Highlight– (what’s the evidence)

• Jot in the margins the skills you see – (check the rubric for “Meets Expectations”)

• Record student’s progress

FormativeAssessme

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form

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Improve

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Support

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Freewrite

How might you use or increase the use of

Formative Assessment

in your own classroom?

Break

Breakouts Explained

Re-Imagining the Essay:Genre and Structure

Writing Through the Day:Content Area Writing

Freewriting

What are your thoughts on the five paragraph essay?

What do you see as the benefits? Limitations?

Flaws of 5 Paragraph Essay• Students try to make evidence fit idea, rather than trying to

discover what the evidence tells them.

• Thesis statements are weak, crafted to include 3 points.

• Students organize facts from text rather than explore their own response to text.

• Essays end with bland conclusions.

• Teachers, directly or indirectly, guide students to write in a tidy, easy-to-grade structure.

Campbell, Kimberly and Kristi Latimer. Beyond the Five-Paragraph Essay.

“A student’s thought process should determine the form, and not the other way around.”

Campbell and Latimer

Examine Student Work

Do you see evidence of structure?Is there evidence of thinking?Do the students seem invested in the topic?Do these essays feel overly formulaic?

Genre, Structure, and Formula

• Genre: • 1. A text type, a kind of writing• 2. A kind of cultural knowledge; evolved

to serve particular purposes, by and for particular groups of people

• Modified from: Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Fort Collins, CO: The WAC Clearinghouse and Parlor Press.

A Theory of Genre

• Reflect particular values, perspectives

• Learning to write in various genres helps you learn these values, perspectives

• The structure of the genre reflects the purpose

Genre (and Structure) versus Formula

• Genres: • Structures are flexible, serve the purpose of the

genre• Structures help the writer think• Writing can be in mixed genres (e.g., creative

non-fiction)• Formulas:

• Inflexible structure• Structure can inhibit thinking

Genre and Scaffolding

• Does the scaffold help the student think?• Does the scaffold help the student practice in

the genre?

• Does the scaffold prioritize form(ula) over writing and thinking?

So what do we DO?

If we value thinking and structure—but don’t want formulaic writing—

what’s next??

The Structure: Evolution of a TermWhat the word meant to me when I was 4 What the word meant to me when I was __What the word means to me now What the word will probably mean when I am __What I have learned

Try It!

Choose a text structure and try writing a kernel essay.

Benefits to studentsSelf-made structureInstant paragraphing and organizingTopic was interesting, mature, and timelyPassionate writingPersonal anecdote Call to actionSmall bites: term, one sentence, personal story

What the students said• Text structures made me understand essays more. Shay

• I used to think essays were long and boring, but now they are fun because text structure gets me into the essay. Dalton

• I used to think I could write an okay essay. Now I believe I can write a great essay. Cody

• I now think I'm more advanced in writing. Danny

• I used to hate writing but when I learned about text structure I then started to LOVE writing. I'm proud of my piece. Garrett

• I liked my old structure better.

• I used to think essays were a monotonous assignment that I could never get right. Then I tried using text structures. Now essays don't take nearly as long to write, and they turn out better. Lane

Next steps

“A student’s [or teacher’s] thought process should determine the form, and not the other way around.”

Campbell and Latimer

Look at mentor text to see how other writers are structuring their ideas.

First step

“So the first step in writing an essay has to be for the writer to chew on the prompt, to read and reread it, to digest it to find the hard-won truth in it, or the paradox in it, or the human struggle within it.” Gretchen Bernabei in Reviving the Essay (1).

Find Your TruismTruism: a statement

about life that is true for almost everyone

Honesty is the best policy.

Hope keeps people moving forward.Living things can survive in difficult

environments

What do you see?

The Role of Writing in the Content Areas

Effective Write to Learn Strategies

Laquey Full-day PDTuesday, 3/18/14Break-out Session

Class is in Session…

Art1st Hour

Class is in Session…Art

1st Hour

Freewrite about the artwork. Should you need a prompt consider this…..

What is the significance of this artwork? How does it relate to you?

How do you feel about this artwork and why?What has the artist done to cause that feeling?

Addresses the CCSS

A text can exist in multiple forms…poetry

newspaperpainted art

sculptured artcarburetor

engine block

Teachers incorporate writing in art class to help students…

Develop Write To Learn StrategiesDescribe and Analyze

Make real-world connectionsCompare and Contrast

Class is in Session…

Math2nd Hour

Class is in Session…

Explain in your own words what subtraction means.

Explain what is most important to understand about fractions

Math2nd Hour

23-17 6

2/3

Reflect on their learning

Deepen their understanding

Make important connections

Teachers incorporate writing in math class to help students…

Class is in Session…

Music3rd Hour

Class is in Session…

Write the lyrics to your favorite song and then discuss what makes it a good song and why.

Music3rd Hour

Deepen their understandingMake important connections

Reflect on their learning

Teachers incorporate writing In music class to help students

Science4th Hour

Class is in Session…

Class is in Session…

Define in your own words what an ecosystem is.

Your book says, _______. Write what that really means to you. Provide examples in your response.

Science4th Hour

Teachers incorporate writing In science class to help students

Develop and improve research skillsDeepen their understandingMake important connections

Define and Summarize

Social Studies5th Hour

Class is in Session…

Class is in Session…

This Day in History….

Choose one of the posted events to research and write a brief paragraph describing the details of the day.

Social Studies5th Hour

Teachers incorporate writing In social studies class to help students

Develop and improve research skillsDeepen their understandingMake important connections

Class is in Session…

Spanish6th Hour

Class is in Session…

1. Use the following words to develop a sentence. 2. Write the sentence on a sticky note. 3. On another sticky note, write the translation. 4. Attach together with Spanish version on top.

Spanish6th Hour

Sentences that Stick!

Maravelloso Españolllamas?

Me

España

Es Un

PaísTengo

Un

Mes

Estudiando

Cómo

¿te

Español

El

GustaEspañol me

falta práctica

en

Teachers incorporate writing In Spanish class to help students

Develop and improve vocabulary skills Deepen their understandingMake important connections

The Role of Writing in the Content Areas

Effective Write to Learn Strategies

Laquey Full-day PDTuesday, 3/18/14Break-out Session

Lunch

“Refining Our Reading and Responses to

Arguments”

Writing Into the Lesson

Respond to the following quote by Donald Graves in a quick-write:“Argument writing helps writers become more thoughtful consumers of information.”

Another Quick-write

What are your thoughts about reality TV?

“And now I’m thinking…”

Using a transition, add a detail from the text (the image) and add to your free-write about reality TV.

We are messing around with how an idea might change.

• Read the article about the Girl Scout study.• Code the text with F for fact and E for

evidence or example.

Join the Conversation

• Using a transition, cite a fact or evidence from the text.

• Respond to the text by writing what you are thinking.

• “They Say, I Say”

Another Layer

• Read the article “Why Reality TV Is the New Family TV”

• Code the text with F for fact and E for evidence or example

What are you thinking now?

Add another layer to your thinking. Cite something from the text and reply to it with your own thoughts.

What are we thinking?

• Take two chips.• You each have two opportunities to speak.• When you have spoken, place a chip in the

center.• If you have no chips remaining, you must wait

until your group members have used all their chips to speak again.

• Topic: How did this work for you and how might it work in your classroom?

The Evolution of My Thinking

Concerning argument writing,• I used to think…• But then (this happened)…• And now…

Your Take-away

• Go to the wiki at ozarkscrwp.wikispaces.com• Go to Laquey presentations page• Click on Take-aways board• What will you commit to do before our next

session?

Next Steps

Options for you:1. Stay if you are on the Leadership Team. You will meet with Dr. English2. Would you like to try coaching? Meet with

Colleen and Heather3. If you are not involved with either of the

above, you are welcome to leave after our closing piece.

Exit Notes – the Plus/Delta board

• Use two Post-it notes.• On one, tell us what helped you learn today.

(a plus)• On the other, tell us what we should change to

help you learn better. (a delta)• Place them in the appropriate column when

you leave.