i3 professional development monett public schools february 11, 2014
TRANSCRIPT
i3 Professional Development
Monett Public SchoolsFebruary 11, 2014
Welcome Back!
Housekeeping
Please take care of your personal needs
Morning and Afternoon Breaks Lunch (11:30 – 12:45) Cell Phones Questions? Parking Lot
Today’s Goals
We will. . .• Examine what college-ready writing looks like.• Analyze what knowledge, skills and abilities
our students need (at this point) to produce this level of writing.
• Plan next steps for developing CRW skills in our students.
Purpose and Non-Purpose
Purpose: To move forward in our work to improve student college-ready writing.
Non-Purpose: To overwhelm or frustrate
AgendaTeambuilderCelebrations!Metacognition: Essential QuestionTalk to the TextBreakPartner-Expert Jigsaw looking at exemplarsClosureLunchArgument Writing StrategiesMentoringPlanningClosure
Closure and Take-Aways
Teambuilder
• Pink - Favorite hobbies • Green - Favorite place on earth • Purple - Favorite memory • Yellow -Dream job • White – Best Gift ever• Orange - Wildcard (tell us anything about yourself!)
Celebration!
Metacognition
What do our students, at this point, need to know and be able to do in order to
produce college-ready writing?
Talk to the Text
Choose an article:“Not All Freshmen Are Ready for College
Writing”“Are You Ready for College Writing?”
First draft reading: skim the text
Talk to the Text
Second draft reading – answer the following
Summarize: What am I being told?Synthesize: How does this relate to other things
I know or have been told?Critique: Should I believe what I’m being told?
Talk to the Text
Third draft reading – answer the following
Analyze: How well is the author saying it?Argue: What is my stance on what I am being
told?
Writing at the Threshold by Larry Weinstein
Talk to the Text
Find a partner who read the same article.Use your comments to talk about the text.
Taylor Mali’s “Typography”
What does college ready writing look like?
What DOES College-Ready Writing look like?
Jot Thoughts – What are you thinking? What do our students need to know and be able to do to produce college ready writing?
Examine exemplars with Jigsaw
• In your group of four, decide which article you will read.
• Join the people reading the same essay.• What makes these pieces exemplary? What
are you noticing about student writing?• What can we learn? What do students need in
order to produce college ready writing?• Return to your original group to share
findings.
Metacognition
How has our learning in the last hour augmented, complimented, broadened, and/or changed the way you view the needs students at Monett have regarding their competence in producing College and Career Ready Writing?
Name It and Claim It
What strategies were used this morning and how can they be used in the classroom?
Morning Closure
Teachers have believed ________.The Writing Project demonstrates _________.
I wholeheartedly endorse _________.
Lunch
Metacognition:
“There is some work here that has the potential to take teachers as well as students to new places.” Calkins, Ehrenworth, and Lehman
Pathways to the Common Core
Morning Closure
Teachers have believed ________.The Writing Project demonstrates _________.
I wholeheartedly endorse _________.
Practice Arguments Based in Texts
Provide and practice strategies for practicing arguments based in text.
Argument Writing Skills
Make a claimRead an article and understand key pointsPull out lines that seem importantAdd source material to their writingUse sentence stems to introduce the work
In order to improve, Students need……
Writing Sprints
30 second freewritesBased on the Articles I will use later……
1. Should college be cheaper for science students?2. Should sales of bottled water be banned from schools?3. Do boys and girls learn better together or apart?4. Should computers grade student essays?
Practice throughOral Speech
Share your freewriting…..
Read the Article: Apply these text codes
UNDERLINE – lines or sections that describe the problem
STAR – sections that relate and support your current opinion
CIRCLE – sections that relate to the opposite position
Add to your thinking
Choose a line from the text to add to your thinking.
Use a post-it note to mark the quote, leave it blank.
Connecting Words……
Let’s practice!!
Share your argument with a partner, this time add the quote to extend your thinking.
Move to Written Practice
Let’s try again but with a new topic….
Considering your sugar intake….Are you healthy?
Read the Article: Apply these text codes
UNDERLINE – lines or sections that describe the problem
STAR – sections that relate and support your current opinion
CIRCLE – sections that relate to the opposite position
Powerful Words…
With a partner….Make a list of powerful or interesting words in
the article.
Let’s put it all together
1. Write your claim2. Extend your thinking with a quote
To support To counter
3. Incorporate a few key phrases or powerful words
Write Share Discuss
How might this be helpful in your classroom?
A Look at Mentoring for Spring
Make a PlanOzarks Writing Project
February 2014
Mon Tue Wed Thu Fri
3 4 5 6 7
10 11 Monett Full Day PD
12 13 14
17Presidents' Day
24 25Monett Mentor Lesson Week
26 27 28Thinking and Writing SeminarAvailable Days for Mentoring Write to Learn
Today’s Goals
We will. . .• Examine what college-ready writing looks like.• Analyze what knowledge, skills and abilities
our students need (at this point) to produce this level of writing.
• Plan next steps for developing CRW skills in our students.
Closure
You are a teacher participating in Professional Development.
Tweet a message to a colleague about one thing you will commit to trying in your classroom.
#wanttotry