january ela network 1/25/2012. welcome while you are waiting…. please sit in district teams enjoy...
TRANSCRIPT
January ELA Network
1/25/2012
WelcomeWhile you are waiting….
• Please sit in district teams• Enjoy Breakfast
• Take a handouts packet• Sign up for door prizes
• Place copy of your Action Plan in basket
• Complete “Rigor on Trial” debrief
GRREC ELA Facilitation Team
Betsy Madison, KDE ELA Content
Specialist
Lynn Sollmon, River Region
Donna Link, Caveland
Nancy Huston, GRREC
Sheila Thompson,
GRREC
Jackie Rogers, KDE ELA
Consultant
Peggy Otto, WKU
Today’s Learning Targets• I can articulate the goals and
purpose of the content leadership networks.
• I can engage in Productive Struggle.
• I can create an alignment of the KCAS standards and the LDC Argumentation Rubric.
• I can evaluate student work and provide descriptive feedback using the opinion/argumentation rubric.
Learning Targets • I can evaluate my Teaching Task 2 and
instructional plan through the lens of the scoring rubric.
• I can develop a working knowledge of the Publishers’ Criteria to understand the implications for teaching and learning.
• I can use CHETL to evaluate and develop effective questions.
• I can reflect on the impact my involvement in the Network has had on my PLC, school, and district.
• I can make intentional goals to impact my PLC, school, and district.
I can articulate the goals and purpose of the content leadership
networks.**We are half way through the year.**We are half way through the Network
Timeline.What IS the purpose?
What have you learned?How has your involvement impacted your
classroom, school, district?
• Discuss these questions.• As a district team come up with an “Our Three Words” to describe your experience in the Network.• Pose for your “team photo”!
KCAS and Task 2• All LDC tasks ask students to – Think– Read– Analyze– Comprehend–Write– APPLY standards
• What they are asked to do sets the framework for learning
KCAS in Task 2
LDC Argumentation Rubric
Rubric Deconstruction
• Divide the 7 elements of the Argumentation Rubric among your table-mates.
• Use the Rubric Deconstruction handouts to compare Rubric to CCR Anchor Standards embedded in Argumentation Task.
• Teach your table-mates about the elements you studied.
Scoring A Student Work Sample
• Read the student response “Video Games” • Using the front side of the Scoring Rubric
for Argumentative, score each element of the student response.
• Table Discussion: Review each element together.
• Come to consensus on a score for each element and an overall score for the student’s response.
• If time allows, use the back of the Rubric to offer feedback to this student.
LET’S TAKE A BREAK!
Move back to Elementary, Middle, and High School tables, please.
Scoring Your Student’s Work
Connection to KCASAnalyzing data for instructional planning
Self-Evaluating Teaching Task 2 and Instructional Plan
Now that some student work has been scored:
Which elements most consistently met expectation? What might explain that pattern?
Which elements most consistently were not there yet? What might explain that pattern?
How will you respond to difficulties students experienced?
What “next steps” will you take?
*Productive Struggle*
“I have not failed. I’ve just found 10,000 ways
that won’t work.”Thomas A. Edison
LUNCH TIME11:30 a.m. – 12:15 p.m.EST Teachers 11:30CST Teachers 11:45
Pick up your new book, Seven Strategies, and materials you requested at our last meeting.
Publishers’ CriteriaPurpose of the document: – Provide publishers and curriculum developers
guidance with creating materials that align with the Common Core State Standards
– The document articulates criteria for ELA materials as well as materials for history/social studies, science, and technical areas and offers suggested criteria for teachers and administrators selecting materials.
– The criteria have implications for teaching and learning.
Publishers’ Criteria ActivityStep 1:
K-2 – Assign Reading Tasks & Read• Introduction/Conclusion• Key Criteria for Reading Foundations• Key Criteria for Text Selections• Key Criteria for Questions and Tasks
3-12 – Assign Reading Tasks & Read• Introduction/Additional Key
Criteria/Conclusion• Text Selection• Questions and Tasks• Academic Vocabulary/Writing to Sources and Research
Step 2:“WRITE-AROUND”
After identifying points of instructional
implications, record your thoughts and/or comments on the paper covering your table.
Step 3:Walk around your table and read
your colleague’s comments. Respond to comments when
appropriate.
Step 4:Return to seat and read/discuss
colleagues responses.As a group, identify 2-3 implications
per category that impact classroom instruction .
Please take your Quick Break at the end of this activity.
How can you use and shareThe Publisher’s Criteria?
COMMENTARY
“Rigor on Trial”by Tony Wagner
At Your Table:
• Discuss your Reflection of the article.• Discuss the rigor in your Teaching Task 2 and
instructional plan as it now stands. – Was enough rigor embedded into your
instructional plan? – Was the content rigorous enough?– Refer back to the student work just scored and
determine where there might be a lack of rigor.
Is this lesson rigorous?
As a table: Discuss and answer the
questionsadapted from “Rigor on Trial.”
Discuss the role of Questioning in the rigor of the lesson.
Bloom’s taxonomy of Questions
6 Types of Questions3 Levels of Processing
Level 1-the lowest level of thinking
• Knowledge• Comprehension• Asks–Who?–What?–When?–Where?– Define….
Level 2-asks students to process information and make connections
• Application• Analysis• Students– Describe– Compare/Contrast– Identify the Main Idea
Level 3-requires a higher level of mental operation.
• Synthesis• Evaluation• Students– Think intuitively– Think creatively– Think hypothetically– Ask WHY?
“Quality questions create a quality life. Successful people ask better questions,
and as a result, they get better answers.”Anthony RobbinsClosed
Questions Open Questions• Imply that teacher
has a predetermined correct response in mind
• Recall of facts • Simple
comprehension where answer has been previously provided
• Allow for range of responses
• Encourage students to think beyond literal answers
• Help teacher to assess student’s understanding of content
Strategies for Redeeming Closed Questions
• A Range of Answers• A Statement• Right and Wrong• Starting From the
Answer/End• Opposing Standpoint
http://youtu.be/OstNuHetRG4
Reflection on the Connection• Use the “language of
CHETL” to write a “TWEET” (Maximum 140 characters, on a sticky note) that expresses the connection between questioning and rigor in your classroom.• Post on our TWEET BOARDS• Take a well deserved 10 min. break• Sit in District Teams when you
return.
Addressing 3 Modes of WritingKCAS in the 21st Century
Tips for understanding standards, instruction & assessment
Winter 2012Office of Next Generation Learners
The guidebook:
• includes information about the standards, instruction to support the teaching of the standards, and assessment.
• focuses on the 3 modes of writing and serves as a starting point for planning writing instruction.
• emphasizes information about the formative assessment process.
• embeds details that assist teachers to address how the new KCAS English/LA standards have impacted ODW.
On-Demand Writing Updates
• Student writing will be scored based on a holistic 4 point scoring rubric. Form is NOT part of the rubric.
• Although forms will not be scored in ODW, they will be mentioned in the prompt to provide context for writing.
On-Demand Writing Updates
• Students will be evaluated on their ability to communicate effectively with an audience by supporting complex ideas in a coherent structure (using the requested mode).
• All student writing for the assessment will be scored with the understanding that they are FIRST DRAFTS (because of time and space).
On-Demand Writing Updates
All pre-writing will happen within the student test booklet: – Students will have 1-2 pgs to brainstorm and pre-
write (teachers will NOT provide scrap paper).– For the 30/40 minute situational prompt, students
will have 2 pages to write their response.– For the 90 minute passage-based prompt, students
will have 4 pages to write their response.– Pre-writing will NOT be scored.
Kentucky Writer’s Reference Sheet
New KY writer’s reference sheet to be released soon
Grades 5 & 6 Grades 8, 10, & 11
Homework for • Complete scoring of student work.• Bring 2 samples of scored student work
aligned to each of the argumentative rubric performance levels.
• Read Chapter 3: “Seven Strategies of Assessment for Learning”.
• Read article “Rigor Redefined” and complete
the 3-2-1 reading guide.
Parking LotDoor Prizes
Evaluations
Travel Home Safely
Happy Valentine’s Day
See you February 29th! If Warren County is closed for snow, we will NOT meet. A makeup day will be scheduled ASAP.