ELA: Focus on Collaborative Conversations & WritingFCUSD Instructional Focus MeetingSara ParenzinSeptember 20, 2012

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the Name Tag MixerWe will begin at

3:10PM!

“Fall” into the Common Core!

September 20: ELA – Collaborative Conversations & Writing

January 24: Math – Math Practice 3 & Math Discourse

March 21: ELA & Math - Best CCSS Practices

“Fall” into the Common Core!

Teacher as Learner Teacher as Professional  Teacher as Practitioner

Session OutcomesToday we will… Learn about Speaking & Listening

and Writing strands in California’s Common Core State Standards

Explore what collaborative conversations are and why they are important to students’ success

Explore the communicative purposes of writing applications – to persuade, to explain, and to convey experiences

Consider implications for teaching

Teacher as Learner

Why is collaborative discussion important in the classroom?

Review Structure of the CCSS Reading Writing Speaking & Listening Language

Teacher as Professional “Including but not limited to skills

necessary for formal presentations, the Speaking and Listening standards require students to develop a range of broadly useful oral communication and interpersonal skills. Students must learn to work together, express and listen carefully to ideas, integrate information from oral, visual, quantitative, and media sources, evaluate what they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.”

Council of Chief State School Officials and National Governor’s Association (2010)

Teacher as Practitioner Locate your handout of the CCSS for ELA

and turn to the speaking and listening standards.

How many are there? What are the subheadings within the

strand? Read the standards for your grade

level and the grades immediately before and after

What do you notice about the standards? Share one thing that stands out to you with

your table group In grade _____ something different is… In grade _____ something the same is…

Teacher as Practitioner

Trace the progression of Standard #1 College and Career Readiness Anchor

Standard #1 “Prepare for and participate

effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.”

Teacher as Practitioner Trace the progression of Standard #1

cont. Read Speaking and Listening Standard #1, K-

12 to explore the progression As you read through the standards, highlight

or underline the specific actions or tasks students are expected to perform at each grade level

Share your observations with your table partners

Discuss parts of the standards that you are currently including in your classroom and what you will begin to incorporate into your instructional practice as you transition to the CCSS.

Teacher as Practitioner Connect to the Curriculum How do the CCSS correspond to what

you already have in your curriculum? Take a look at your TE and focus on the

next 4-6 weeks of instruction Are opportunities provided frequently for

students to have collaborative conversations? Are they explicitly stated?

If not, use post-it notes to note opportunities for students to engage in collaborative conversations

Discuss what you need to do to ensure that you are providing opportunities for students to develop the skills necessary to engage in collaborative discussions

Putting it into Practice Establish norms for classroom

conversations Give students multiple opportunities for

discussions with their peers (whole class, small group, or with partners)

Explicitly teach discussion strategies and provide sentence frames, stems to scaffold discussion for ELLs or struggling learners

This is not exclusive to ELA; encourage collaborative conversations in H/SS, science, and math, too!

Teacher as Learner/Professional Writing is …

“The activity or skill of marking coherent words on paper and composing text.”

“Researchers, conscious of how social influences shape the composing process, define writing as an action shaped by its intended goal and by the expectations of a reader.”

“Moreover, writing is not merely a school-based practice but a lifelong skill used to accomplish specific goals and convey particular messages within community and workplace settings.”

Teacher as Professional To Persuade: Convince an audience to

take action or change a viewpoint on a variety of topics important to others (e.g., peers, school, the nation)

To Explain: Seek to present information and ideas to others in a manner that aids understanding of a topic

To Convey Experience, Real or Imagined: Bring real or imagined experience to life for readers using descriptive details, voice, style, reflection and evocation of emotional response

National Assessment Governing Board (2011)

adapted from Writing Framework for 2011 NAEP

Teacher as Practitioner Locate the writing standards in your

CCSS packet How many are there? What are the subheadings within the

strand? Text Types and Purposes Production and Distribution of Writing Research to Build and Present

Knowledge Range of Writing

Teacher as Practitioner Read the standards for your grade

level and the grades immediately before and after

What do you notice about the standards? Share one thing that stands out to you

with your table group (e.g. new, different, or same)

In grade _____ something new is… In grade _____ something different is… In grade _____ something the same is…

Teacher as Practitioner Trace the progression of a Writing

Standard Read Writing Standard #1, #2, or #3, K-12 to

explore the progression As you read through the standards, highlight

or underline the specific actions or tasks students are expected to perform at each grade level

Share your observations with your table partners

Discuss parts of the writing standards that you are currently including in your classroom and what you will begin to incorporate into your instructional practice as you transition to the CCSS

Teacher as Practitioner Connect to the Curriculum How do the CCSS correspond to what you

already have in your curriculum? Take a look at your TE and focus on the

next 4-6 weeks of instruction Identify opportunities for opinion,

informative explanatory, and narrative writing.

Use post-it notes to identify opportunities for “quickwrites” on the writing applications that are less evident in your upcoming lessons

Discuss what you need to do to ensure that you are addressing the CCSS in your writing instruction

Putting it into Practice Establish a community of writers in your

classroom, that includes you! Give students multiple opportunities to

write with their peers (whole class, small group, or with partners)

Explicitly teach writing genres/strategies and provide scaffolding for ELLs or struggling learners

This is not exclusive to ELA; think of opportunities to write in H/SS, science, and math, too!

Just write!

Thank you!

Exit Ticket I learned… I valued… I’d like more information about… Comments…*no need to write your name, but if you could

please write your grade level on your exit ticket, that will help us organize needs & concerns by grade level!

“Fall” into the Common Core!