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FCOE SUMMER ACADEMY
DAY 1
Elaine Sotiropulos , ELA/HS Consultant
Sandra Alvarez, ELA Consultant
Grades 3rd – 5th
Table Tent
• Fold lengthwise (hotdog style)
• In the center, please list your Name,
Grade, and School
My Name
My Grade
My School
Logistics
• RR locations
• Lunch Time: M/T 12:00, W/Th 12:15
• Afternoon Break Out Sessions & Planning
Room (Cafeteria)
• Gmail Accounts (you need one!) &
Electronic Devices (you need one!)
Parking Lot
•We have a Parking Lot on the wall.
•At any time, please feel free to use
a post-it-note to post a question that
you may not want to ask aloud at
this moment, but which you may
need the answer to today or next
time.
Objectives
In this series, participants will…
• Be able to articulate the relationship between
the DOK and the CCSS instructional shifts.
• Begin to build lessons that are CaCCSS-
aligned.
• Learn about and model effective teaching
strategies and classroom structures.
Instructional Shifts in Literacy
• Building knowledge through content-
rich nonfiction and informational texts
• Reading and writing grounded in
evidence from text
• Regular practice with complex text and
its academic vocabulary
Agenda, Day 1
• Norms
• Icebreaker- People Bingo
• Beginning with the End in Mind:
Assessments
• Overview-Interactive Notebook
• Model CCSS Lesson
• Literary Text (RL) & Notetaking
• Processing & Planning
Group Norms
A= Ask Questions
E=Engage fully in the learning process
I=Integrate new information
O= Open your mind to diverse views
U=Utilize what you learn
Icebreaker- People Bingo
• You will need your People Bingo Card and a writing
instrument.
• You will stand-up, meet and greet “someone who” and ask
them to sign their name on the blank line.
• Each person may only sign your card ONCE.
• Continue to circulate around the room to meet a new
“someone who”.
• Repeat the process of meeting and greeting people.
• Once your people bingo card is full, then you may shout
out, “ BINGO.”
Starting with the End in Mind
• How will students demonstrate their
learning?
• How will I use student products to measure
students’ understanding of concepts
learned?
• What tools will I use to measure student
learning?
DOK Chart
Interactive Notebook (INB)
•Right Side Input
•Left Side Output
•INB Samples
Model Lesson
• Lesson Objective: After completing
“ Water Water Anywhere” and a Close Read
of “ A Long Walk To Water,” participants
will complete observations, reflections, and
graphic organizers in their INB.
• Essential Question: Is there enough water
in the world?
Water Water Anywhere
• Bring a clipboard, writing instrument, and your INB.
• See the blue or green dot with the number inside your table
tents.
• Groups will rotate through all 3 stations.
• Each station will be labeled with directions and all group
members will work together to accomplish the task.
• You will have 5 minutes for each station, then you will have 2
minutes to record your observations in your INB.
• * You must return the water to original “Resource” container
to re-set the station for the next group.
Observations
INB Timed Round Robin
• Teammates take
turns talking about
their observations.
• Each teammate talks
for a given amount
of time.
• You may add to your
written observations
Media Stimuli
• http://www.waterforsouthsudan.org/
Water for South Sudan
* Complete cloze notes in INB
Reflection (left side)
• 3 Things that were interesting
• 2 Interesting data points
• 1 Question you still have
CCSS Addressed Today
• Anchor Standard 1:
Read closely to determine what the text says
explicitly and to make logical inferences from
it; cite specific textual evidence when writing
or speaking to support conclusions drawn from
the text.
• Anchor Standard 10:
Read and comprehend complex literary and
informational texts independently and
proficiently.
• RL.1, RL.3, RL.5, RL.6, W.8, SL.1
FCOE Lesson/Unit Template
To Do List
• Gmail account
• Brokers of Expertise account
• Please download a QR code scanner for
either Android or iPhone to your camera-
enabled device
Processing & Planning
Think about…
1. Essential Questions
2. Learning Objective
3. Common Core Skills & Standards Being Addressed
4. Vocabulary
5. Technology
6. Materials
7. 4 C’s
8. HOT Questions
9. Assessments
10. Student Products
FCOE Website
http://ela.fcoe.org/
Lunch
FCOE SUMMER ACADEMY
DAY 2 – DID YOU SIGN IN?
Elaine Sotiropulos , ELA/HS Consultant
Sandra Alvarez, ELA Consultant
Grades 3rd – 5th
Agenda, Day 2
• Norms
• Icebreaker- Vocabulary Safari
• Model CCSS Lesson – RL & Ri
• Close Read with Sticky Notes
• Gathering Information-Water is Life
• QR Codes & Google Doc.
• Processing & Planning
Vocabulary Safari
• You will need the manila envelope labeled
“Vocabulary Safari” sitting on your table.
• Together with your table groups, you will
connect words to their correct definition by
laying the cards upside down on the table
and searching for the correct match.
Set a purpose for Reading
1. Independent student reading
2. Student discussion
a) Partner turn and talk
b) Group discussion
3. Teacher Read Aloud
4. Student discussion tasks and response to
text-dependent questions
5. Written Response
A Long Walk To Water
Close Read
• 1st : Teacher Reads Aloud
• 2nd: Choral Read the text
together
• 3rd: Reread to yourself and
closely stop and record what
you see, hear, or feel on a
sticky note.
• After recording one of your
thoughts, transfer your
sticky notes to the graphic
organizer in your INB.
Sticky Notes / INB
• What do you see, hear, or
feel?
Model Lesson
• Learning Objective: Participants will closely read
“Much Too Dry” by marking the text with sticky
notes, identifying text features, and summarizing
their thoughts in a paragraph frame.
• Essential Question: How do we support students
to critically read and explicitly draw meaning of a
complex text?
Standards say we must …
teach students to
“read like detectives.”
In each reading…
• students should be provided with a purpose
and a question(s) that influence their
reading experience.
• students’ background knowledge, depth of
understanding and richness of conversation
should grow.
“Much Too Dry”
Teach students a format:
• Underline major points in a text
• Circle key words or phrases that are
confusing or unknown.
•! for things that surprise you. Write single
word comments.
•? for questions you have during the
reading.
Discussing the Text
Partner Talk Purposeful Talk
• Use of academic
vocabulary
• Thinking deeply about
what is being said
• Ensure talk is relevant
and accountable
Paragraph Frame (left side)
CCSS Addressed Today
• Anchor Standard RL.5:
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text relate to each other and the
whole.
• Anchor Standard RL.10:
Read and comprehend complex literary and informational texts
independently and proficiently.
• Anchor Standard W.8:
Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
• Anchor Standard SL.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.
• RI.5, RI.7,W.8 & W.10,W.3.2, W.4.2 SL.3.1d,SL.3.2,SL.3.6, L.3.4d
Processing & Planning
Think about…
1. Essential Questions
2. Learning Objective
3. Common Core Skills
4. Standards Being Addressed
5. Vocabulary
6. Materials
7. 4 C’s
8. HOT Questions
9. Assessments
10. Student Products
Lunch
FCOE SUMMER ACADEMY
DAY 3 * DID YOU SIGN IN?
Elaine Sotiropulos , ELA/HS Consultant
Kristi Knevelbaard, Caruthers Elem.
Grades 3rd – 5th
Agenda, Day 3
• Norms
• Icebreaker- Would you rather..?
• Water is Life websearch
• Media Stimuli- Time is Running Out
• Rubrics & Guidelines for Development
• Citing Sources
• Processing & Planning
•** FPU Units paperwork coming today!
WOULD YOU RATHER . . . ?
Be
Batman
Be
Superman
OR
WOULD YOU RATHER . . . ?
Have a
light saber
Have a
helper
monkey
OR
WOULD YOU RATHER . . . ?
Be a
contestant
on Wheel
of Fortune
Be a
contestant
on
Jeopardy
OR
WOULD YOU RATHER . . . ?
Be able to
fast
forward
time
Be able to
rewind
time
OR
WOULD YOU RATHER . . . ?
Never read
another
book
Never hear
another
song
OR
WOULD YOU RATHER . . . ?
Be famous
in this
lifetime
Go down in
the history
books
forever
OR
Debrief
How could you use this
activity in your classroom?
What are some other
possible choices?
http://yourather.com/
Gathering Information
• Learning Objective: Participants will browse the
internet to search for answers to the global water
crisis by recording the website links they use to
locate the answers to a set of questions, and post
a list of ideas on a google form.
• Essential Question: How does water impact our
lives?
Water is Life
• You will search for information on the Web by using the following link:
https://www.listango.com/esotiropulos/
water-is-life
• You will work with an elbow partner.
• You will use “Water is Life” handout to search for answers about the global water crisis
and consider if the websites are credible sources.
• “Rally Coach” with your partner to take turns answering Questions 1-4 in your INB.
• Respond to Question 10 and record your answers on the left side of your INB.
• Post one original idea on google form
http://tinyurl.com/kymnkhb
• You may not repeat an idea that has already been posted.
Rally Coach
Partners take turns, one solving a problem while
the other coaches:
• Partner A solves or answers 1st problem.
• Partner B watches, listens, coaches, and praises.
• Partner B solves next problem.
• Partner A watches, listens, coaches, and praises.
• Repeat starting with Step 1.
Resources
Menu QR Codes
Lesson Debrief
• I learned…
• I valued…
• I’d like more information on…
Close Read
1. View the video
2. List ways water is being used
3. Share you list with an elbow partner
4. Reverse elbow partner
5. Underline which uses of water were wasteful
Why did we show this video?
•PSA – Real World Product
•“Close Read of Video”
•Develop Writing text-types
Model Lesson
• Learning Objective: Participants will develop a
rubric with the key elements to measure the
content learning of their lesson and/or unit of
study.
• Essential Question: How do we increase
student responsibility for their work and enable
them to take ownership?
Guidelines for Rubric Development
• Learning Outcomes
oWhat will students do and be able to do at
the end of the lesson and/or unit of study?
• Focus on different skills being taught
• Focus on how students develop and
express their learning.
• Evaluate only measurable criteria
• Keep the rubric short and simple!
Rubrics
1. Define your assignment or project
2. Decide on a scale of performance (listed
on the top of grid)
3. Identify the criteria of the task (listed on
the left-hand column)
4. Describe the performance of each
criterion (determine quality of work)
5. See QR code for online ideas!
Rubric Template
Student Products
• With your table groups, brainstorm a list of student
products on a sheet of lined paper.
• You will have 3 minutes to come up with possible student
products.
• You will delegate one person from your group to stand-n-
share your list with the whole group.
• We will listen to novel ideas and record new ideas in your
notes.
• We will use our hang loose sign to signal that we have
those ideas in our notes.
INB
• Record possible student products in your
INB.
• Consider three possible products to be
developed as you think about a lesson
and/or unit of study.
Resources
Webb’s Depth of Knowledge Guide
Citing Resources
Special Guest:
• Library Media Specialist; Brigeen Radoicich
Lesson Debrief
• 3 Things I Learned
• 2 Things I will Do
• 1 Question I still Have
CCSS Addressed Today
• Anchor Standard W.6:
Use technology, including the internet, to produce
and publish writing and to interact and collaborate
with others.
• Anchor Standard W.8:
Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of
each source, and integrate the information while
avoiding plagiarism.
Processing and Planning
Think about…
1. Essential Questions
2. Learning Objective
3. Common Core Skills & Standards Being Addressed
4. Vocabulary
5. Technology
6. Materials
7. 4 C’s
8. HOT Questions
9. Assessments
10. Student Products
Lunch
FCOE SUMMER ACADEMY
DAY 4
Elaine Sotiropulos, FCOE ELA/HS Consultant
Kristi Knevelbaard, Caruthers Elementary
Brigeen Radoicich, FCOE Library Coordinator
Paul Turner, FCOE ELA Consultant
Grades 3rd – 5th
Agenda, Day 4
• FPU – Units paperwork due this morning
• Icebreaker- Quiz, Quiz, Trade
• Text Types- Narrative, Opinion, &
Informational/Explanatory
• Real World writing
• Media Stimuli and PSAs
• Processing & Planning
• 10-Day Forecast at 12 noon
Quiz, Quiz, Trade!
1.Stand Up, Hand Up, Pair Up.
2.Partner A quizzes.
3.Partner B answers.
4.Partner A coaches and/or praises.
5.Switch roles.
6.Partners trade cards.
7.Repeat steps 1-6 until the teacher
calls time.
Text-Types
1. What are the three text-types
students must write as part of
CCSS?
2. Where do we find these text-types in
real life (ex: Newspapers)?
3. How will students use these three
types in authentic writing they do for
school? life?
CCSS Text-Types
• Within each text-type the writing can take many forms:
• Narrative- autobiography, biography, historical narrative,
fiction, anecdote, graphic novel, memoir, incident report,
blog, etc.
• Opinion- review (book, film, restaurant, hotel); compare-
contrast; editorial or letters to editor ; political or financial
analysis; e-forum; evaluations, etc.
• Informational- reports, manuals, surveys, articles, academic
research, blogs, websites, journals, etc.
Most authentic writing tasks ask students to BLEND the
three text-types.
Model Lesson
• Learning Objective: After viewing and
interacting with “Time is Running Out,”
participants will consider how to
incorporate video stimuli as informational
text and real-world student products.
• Essential Question: How do we critically
engage students in video stimuli to
promote higher level thinking skills?
Media Stimuli
• https://www.youtube.com/watch?v=uodlwT6MZFY
Time is Running Out
Real Kid PSAs
•What thinking, learning,
and preparation needed to
happen before students
could produce these PSA?
Marking the Text: PTML
“Holmen students weigh in on Badger
Coulee”
• Real-World Writing with a purpose
• Brainstorm real-world issues in your
community, school, and world that students
could address
• Use the graphic organizer to list your ideas
•
3rd 5th summeracademyupdated
Media Stimuli
• https://www.teachingchannel.org/videos/ell-essay-
structure-lesson
The Writing Recipe: Essay Structure for ELLs
Group Discussion
Writing Process
• What steps did you see?
• How was the learning activated for students?
• What prewriting activities were used to scaffold
the learning?
• What strategies and structures did you see?
Closer Look at CCSS
•How do we incorporate
multiple standards as we
plan our lessons and
units?
Brokers of Expertise
`
Lunch
FCOE SUMMER ACADEMY
DAY 5
Elaine Sotiropulos , ELA/HS Consultant
Paul Turner, ELA Consultant
Brigeen Radoicich, Library Coordinator
Grades 3rd – 5th
Agenda, Day 5
•Teaching Channel- Lesson Planner
•Final planning/organizing 8:45-10:30
•Uploading to BOE- ZIP IT!: 10:00-10:30
•Sharing of student products:Lesson/Unit
Showcase 10:30 – 11:40
•ONLINE Evaluation: 11:40 – 11:50
•Clean-Up AND Prize Drawing: 11:50 –
12:00 Noon (yay!)
Teaching Channel
• How often do we gather teacher resources
and don’t know where we stored them?
• https://www.teachingchannel.org/videos/lesson-
planner?utm_campaign=digest&utm_medium=email&utm
_source=digest
Lesson/Unit Showcase
SCCA Evaluation
•Find on bit.ly/SCCA2014
•Or
•www.listango.com/esotiropul
os/water-is-life
Stack-Up and Clean-Up!
PLEASE…
•Pack up toolkits
•Throw out all trash
•Take all belongings and
materials
•Fold up chairs
THANK YOU!
Elaine Sotiropulos , ELA/HS Consultant
esotiropulos@fcoe.org
Sandra Alvarez, ELA Consultant
salvarez@fcoe.org
Brigeen Radoicich, Library Coordinator
bradoicich@fcoe.org
Paul Turner, ELA Consultant
pturner@fcoe.org
Kristi Knevelbaard, Caruthers Elementary

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3rd 5th summeracademyupdated

  • 1. FCOE SUMMER ACADEMY DAY 1 Elaine Sotiropulos , ELA/HS Consultant Sandra Alvarez, ELA Consultant Grades 3rd – 5th
  • 2. Table Tent • Fold lengthwise (hotdog style) • In the center, please list your Name, Grade, and School My Name My Grade My School
  • 3. Logistics • RR locations • Lunch Time: M/T 12:00, W/Th 12:15 • Afternoon Break Out Sessions & Planning Room (Cafeteria) • Gmail Accounts (you need one!) & Electronic Devices (you need one!)
  • 4. Parking Lot •We have a Parking Lot on the wall. •At any time, please feel free to use a post-it-note to post a question that you may not want to ask aloud at this moment, but which you may need the answer to today or next time.
  • 5. Objectives In this series, participants will… • Be able to articulate the relationship between the DOK and the CCSS instructional shifts. • Begin to build lessons that are CaCCSS- aligned. • Learn about and model effective teaching strategies and classroom structures.
  • 6. Instructional Shifts in Literacy • Building knowledge through content- rich nonfiction and informational texts • Reading and writing grounded in evidence from text • Regular practice with complex text and its academic vocabulary
  • 7. Agenda, Day 1 • Norms • Icebreaker- People Bingo • Beginning with the End in Mind: Assessments • Overview-Interactive Notebook • Model CCSS Lesson • Literary Text (RL) & Notetaking • Processing & Planning
  • 8. Group Norms A= Ask Questions E=Engage fully in the learning process I=Integrate new information O= Open your mind to diverse views U=Utilize what you learn
  • 9. Icebreaker- People Bingo • You will need your People Bingo Card and a writing instrument. • You will stand-up, meet and greet “someone who” and ask them to sign their name on the blank line. • Each person may only sign your card ONCE. • Continue to circulate around the room to meet a new “someone who”. • Repeat the process of meeting and greeting people. • Once your people bingo card is full, then you may shout out, “ BINGO.”
  • 10. Starting with the End in Mind • How will students demonstrate their learning? • How will I use student products to measure students’ understanding of concepts learned? • What tools will I use to measure student learning?
  • 12. Interactive Notebook (INB) •Right Side Input •Left Side Output •INB Samples
  • 13. Model Lesson • Lesson Objective: After completing “ Water Water Anywhere” and a Close Read of “ A Long Walk To Water,” participants will complete observations, reflections, and graphic organizers in their INB. • Essential Question: Is there enough water in the world?
  • 14. Water Water Anywhere • Bring a clipboard, writing instrument, and your INB. • See the blue or green dot with the number inside your table tents. • Groups will rotate through all 3 stations. • Each station will be labeled with directions and all group members will work together to accomplish the task. • You will have 5 minutes for each station, then you will have 2 minutes to record your observations in your INB. • * You must return the water to original “Resource” container to re-set the station for the next group.
  • 15. Observations INB Timed Round Robin • Teammates take turns talking about their observations. • Each teammate talks for a given amount of time. • You may add to your written observations
  • 16. Media Stimuli • http://www.waterforsouthsudan.org/ Water for South Sudan * Complete cloze notes in INB
  • 17. Reflection (left side) • 3 Things that were interesting • 2 Interesting data points • 1 Question you still have
  • 18. CCSS Addressed Today • Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. • RL.1, RL.3, RL.5, RL.6, W.8, SL.1
  • 20. To Do List • Gmail account • Brokers of Expertise account • Please download a QR code scanner for either Android or iPhone to your camera- enabled device
  • 21. Processing & Planning Think about… 1. Essential Questions 2. Learning Objective 3. Common Core Skills & Standards Being Addressed 4. Vocabulary 5. Technology 6. Materials 7. 4 C’s 8. HOT Questions 9. Assessments 10. Student Products
  • 23. Lunch
  • 24. FCOE SUMMER ACADEMY DAY 2 – DID YOU SIGN IN? Elaine Sotiropulos , ELA/HS Consultant Sandra Alvarez, ELA Consultant Grades 3rd – 5th
  • 25. Agenda, Day 2 • Norms • Icebreaker- Vocabulary Safari • Model CCSS Lesson – RL & Ri • Close Read with Sticky Notes • Gathering Information-Water is Life • QR Codes & Google Doc. • Processing & Planning
  • 26. Vocabulary Safari • You will need the manila envelope labeled “Vocabulary Safari” sitting on your table. • Together with your table groups, you will connect words to their correct definition by laying the cards upside down on the table and searching for the correct match.
  • 27. Set a purpose for Reading 1. Independent student reading 2. Student discussion a) Partner turn and talk b) Group discussion 3. Teacher Read Aloud 4. Student discussion tasks and response to text-dependent questions 5. Written Response
  • 28. A Long Walk To Water Close Read • 1st : Teacher Reads Aloud • 2nd: Choral Read the text together • 3rd: Reread to yourself and closely stop and record what you see, hear, or feel on a sticky note. • After recording one of your thoughts, transfer your sticky notes to the graphic organizer in your INB. Sticky Notes / INB • What do you see, hear, or feel?
  • 29. Model Lesson • Learning Objective: Participants will closely read “Much Too Dry” by marking the text with sticky notes, identifying text features, and summarizing their thoughts in a paragraph frame. • Essential Question: How do we support students to critically read and explicitly draw meaning of a complex text?
  • 30. Standards say we must … teach students to “read like detectives.”
  • 31. In each reading… • students should be provided with a purpose and a question(s) that influence their reading experience. • students’ background knowledge, depth of understanding and richness of conversation should grow.
  • 32. “Much Too Dry” Teach students a format: • Underline major points in a text • Circle key words or phrases that are confusing or unknown. •! for things that surprise you. Write single word comments. •? for questions you have during the reading.
  • 33. Discussing the Text Partner Talk Purposeful Talk • Use of academic vocabulary • Thinking deeply about what is being said • Ensure talk is relevant and accountable
  • 35. CCSS Addressed Today • Anchor Standard RL.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. • Anchor Standard RL.10: Read and comprehend complex literary and informational texts independently and proficiently. • Anchor Standard W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. • Anchor Standard SL.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. • RI.5, RI.7,W.8 & W.10,W.3.2, W.4.2 SL.3.1d,SL.3.2,SL.3.6, L.3.4d
  • 36. Processing & Planning Think about… 1. Essential Questions 2. Learning Objective 3. Common Core Skills 4. Standards Being Addressed 5. Vocabulary 6. Materials 7. 4 C’s 8. HOT Questions 9. Assessments 10. Student Products
  • 37. Lunch
  • 38. FCOE SUMMER ACADEMY DAY 3 * DID YOU SIGN IN? Elaine Sotiropulos , ELA/HS Consultant Kristi Knevelbaard, Caruthers Elem. Grades 3rd – 5th
  • 39. Agenda, Day 3 • Norms • Icebreaker- Would you rather..? • Water is Life websearch • Media Stimuli- Time is Running Out • Rubrics & Guidelines for Development • Citing Sources • Processing & Planning •** FPU Units paperwork coming today!
  • 40. WOULD YOU RATHER . . . ? Be Batman Be Superman OR
  • 41. WOULD YOU RATHER . . . ? Have a light saber Have a helper monkey OR
  • 42. WOULD YOU RATHER . . . ? Be a contestant on Wheel of Fortune Be a contestant on Jeopardy OR
  • 43. WOULD YOU RATHER . . . ? Be able to fast forward time Be able to rewind time OR
  • 44. WOULD YOU RATHER . . . ? Never read another book Never hear another song OR
  • 45. WOULD YOU RATHER . . . ? Be famous in this lifetime Go down in the history books forever OR
  • 46. Debrief How could you use this activity in your classroom? What are some other possible choices? http://yourather.com/
  • 47. Gathering Information • Learning Objective: Participants will browse the internet to search for answers to the global water crisis by recording the website links they use to locate the answers to a set of questions, and post a list of ideas on a google form. • Essential Question: How does water impact our lives?
  • 48. Water is Life • You will search for information on the Web by using the following link: https://www.listango.com/esotiropulos/ water-is-life • You will work with an elbow partner. • You will use “Water is Life” handout to search for answers about the global water crisis and consider if the websites are credible sources. • “Rally Coach” with your partner to take turns answering Questions 1-4 in your INB. • Respond to Question 10 and record your answers on the left side of your INB. • Post one original idea on google form http://tinyurl.com/kymnkhb • You may not repeat an idea that has already been posted.
  • 49. Rally Coach Partners take turns, one solving a problem while the other coaches: • Partner A solves or answers 1st problem. • Partner B watches, listens, coaches, and praises. • Partner B solves next problem. • Partner A watches, listens, coaches, and praises. • Repeat starting with Step 1.
  • 51. Lesson Debrief • I learned… • I valued… • I’d like more information on…
  • 52. Close Read 1. View the video 2. List ways water is being used 3. Share you list with an elbow partner 4. Reverse elbow partner 5. Underline which uses of water were wasteful
  • 53. Why did we show this video? •PSA – Real World Product •“Close Read of Video” •Develop Writing text-types
  • 54. Model Lesson • Learning Objective: Participants will develop a rubric with the key elements to measure the content learning of their lesson and/or unit of study. • Essential Question: How do we increase student responsibility for their work and enable them to take ownership?
  • 55. Guidelines for Rubric Development • Learning Outcomes oWhat will students do and be able to do at the end of the lesson and/or unit of study? • Focus on different skills being taught • Focus on how students develop and express their learning. • Evaluate only measurable criteria • Keep the rubric short and simple!
  • 56. Rubrics 1. Define your assignment or project 2. Decide on a scale of performance (listed on the top of grid) 3. Identify the criteria of the task (listed on the left-hand column) 4. Describe the performance of each criterion (determine quality of work) 5. See QR code for online ideas!
  • 58. Student Products • With your table groups, brainstorm a list of student products on a sheet of lined paper. • You will have 3 minutes to come up with possible student products. • You will delegate one person from your group to stand-n- share your list with the whole group. • We will listen to novel ideas and record new ideas in your notes. • We will use our hang loose sign to signal that we have those ideas in our notes.
  • 59. INB • Record possible student products in your INB. • Consider three possible products to be developed as you think about a lesson and/or unit of study.
  • 60. Resources Webb’s Depth of Knowledge Guide
  • 61. Citing Resources Special Guest: • Library Media Specialist; Brigeen Radoicich
  • 62. Lesson Debrief • 3 Things I Learned • 2 Things I will Do • 1 Question I still Have
  • 63. CCSS Addressed Today • Anchor Standard W.6: Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. • Anchor Standard W.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
  • 64. Processing and Planning Think about… 1. Essential Questions 2. Learning Objective 3. Common Core Skills & Standards Being Addressed 4. Vocabulary 5. Technology 6. Materials 7. 4 C’s 8. HOT Questions 9. Assessments 10. Student Products
  • 65. Lunch
  • 66. FCOE SUMMER ACADEMY DAY 4 Elaine Sotiropulos, FCOE ELA/HS Consultant Kristi Knevelbaard, Caruthers Elementary Brigeen Radoicich, FCOE Library Coordinator Paul Turner, FCOE ELA Consultant Grades 3rd – 5th
  • 67. Agenda, Day 4 • FPU – Units paperwork due this morning • Icebreaker- Quiz, Quiz, Trade • Text Types- Narrative, Opinion, & Informational/Explanatory • Real World writing • Media Stimuli and PSAs • Processing & Planning • 10-Day Forecast at 12 noon
  • 68. Quiz, Quiz, Trade! 1.Stand Up, Hand Up, Pair Up. 2.Partner A quizzes. 3.Partner B answers. 4.Partner A coaches and/or praises. 5.Switch roles. 6.Partners trade cards. 7.Repeat steps 1-6 until the teacher calls time.
  • 69. Text-Types 1. What are the three text-types students must write as part of CCSS? 2. Where do we find these text-types in real life (ex: Newspapers)? 3. How will students use these three types in authentic writing they do for school? life?
  • 70. CCSS Text-Types • Within each text-type the writing can take many forms: • Narrative- autobiography, biography, historical narrative, fiction, anecdote, graphic novel, memoir, incident report, blog, etc. • Opinion- review (book, film, restaurant, hotel); compare- contrast; editorial or letters to editor ; political or financial analysis; e-forum; evaluations, etc. • Informational- reports, manuals, surveys, articles, academic research, blogs, websites, journals, etc. Most authentic writing tasks ask students to BLEND the three text-types.
  • 71. Model Lesson • Learning Objective: After viewing and interacting with “Time is Running Out,” participants will consider how to incorporate video stimuli as informational text and real-world student products. • Essential Question: How do we critically engage students in video stimuli to promote higher level thinking skills?
  • 73. Real Kid PSAs •What thinking, learning, and preparation needed to happen before students could produce these PSA?
  • 74. Marking the Text: PTML “Holmen students weigh in on Badger Coulee” • Real-World Writing with a purpose • Brainstorm real-world issues in your community, school, and world that students could address • Use the graphic organizer to list your ideas •
  • 77. Group Discussion Writing Process • What steps did you see? • How was the learning activated for students? • What prewriting activities were used to scaffold the learning? • What strategies and structures did you see?
  • 78. Closer Look at CCSS •How do we incorporate multiple standards as we plan our lessons and units?
  • 80. Lunch
  • 81. FCOE SUMMER ACADEMY DAY 5 Elaine Sotiropulos , ELA/HS Consultant Paul Turner, ELA Consultant Brigeen Radoicich, Library Coordinator Grades 3rd – 5th
  • 82. Agenda, Day 5 •Teaching Channel- Lesson Planner •Final planning/organizing 8:45-10:30 •Uploading to BOE- ZIP IT!: 10:00-10:30 •Sharing of student products:Lesson/Unit Showcase 10:30 – 11:40 •ONLINE Evaluation: 11:40 – 11:50 •Clean-Up AND Prize Drawing: 11:50 – 12:00 Noon (yay!)
  • 83. Teaching Channel • How often do we gather teacher resources and don’t know where we stored them? • https://www.teachingchannel.org/videos/lesson- planner?utm_campaign=digest&utm_medium=email&utm _source=digest
  • 85. SCCA Evaluation •Find on bit.ly/SCCA2014 •Or •www.listango.com/esotiropul os/water-is-life
  • 86. Stack-Up and Clean-Up! PLEASE… •Pack up toolkits •Throw out all trash •Take all belongings and materials •Fold up chairs
  • 87. THANK YOU! Elaine Sotiropulos , ELA/HS Consultant esotiropulos@fcoe.org Sandra Alvarez, ELA Consultant salvarez@fcoe.org Brigeen Radoicich, Library Coordinator bradoicich@fcoe.org Paul Turner, ELA Consultant pturner@fcoe.org Kristi Knevelbaard, Caruthers Elementary