1. 1
Please find your assigned seat
and get comfortable!

2. Cell phones….Yeah, you know…
Bathroom breaks / breaks
Parking Lot
Lights?
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3.  My high school students call me Ms HB; PLEASE call me Kate
 Degrees
 BA, English, SienaCollege, MagnaCum Laude;Teacher Certification
Concentration
 MS, Reading & LanguageArts, CCSU, awarded faculty recognition award
 Teaching Experience:
 Naylor Elementary School, Hartford, grades 7 & 8 English (Jan-June)
 Fox Middle School, Hartford, grades 7 & 8 English (2 years)
 Portland Middle School, Portland,CT, grades 6-8 Spanish (1 year)
 Parker Junior High School,Arizona, grade 7Writing (2 years)
 Weaver High School, Hartford, grades 9-11 English, Ramp-Up to
Advanced Literacy (4 years)
 Classical Magnet School, Hartford, grade 10 English (5 years); grade 11
English (1 year)
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4.  Other ProfessionalTrappings
 TEAM (Teacher Education and Mentoring) Program Mentor
 Served as cooperating teacher for 8 student teachers
 GirlsTennis Coach, Facilitator for Dragonboat teams
 CurriculumWriting at District-level & School-level
 10th GradeTeam Leader
 Co-Leader of English Department
 Presented at NEASC Conference on Differentiation
 Initiated 10th- & 11th- grade AP Literature “Study Group”
 Personal Info
 Married, 2 children: Indigo (6) & Genevieve (3)
 Musician (singer, guitarist, keyboardist)
 Tennis Player (USTA)
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5. Introduction
Seminar
Syllabus Review
Pre-Assessment
Model Lesson: An Island LikeYou
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6. HandoutsYou Need:
Individual Participation Goals
SeminarText: ELA Standards Grade 8 Reading:
Literature & Reading: InformationalText
Sentence Starters
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7.  Pre-Seminar
 Content (background information, controlling ideas &
values)
 Process (goals, guidelines)
 Map (Seminar Facilitator’s Responsibility)
 Seminar
 Opening
 Core Questions
 Closing
 Post Seminar
 Process (reflect upon individual and group goals)
 Content (“real-world” application)
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8.  Listen
 Speak loudly
 Think deeply
 Refer to text
 Address others respectfully
 Look at and address the speaker
 Class Goal? Let’s decide on one & record
it on the back of your seminar text…
 Individual Goals? Choose 2 & record them
on the back of your seminar text…

9.  Ideas &Values: Education, Equality, Same and
Other
 Content (Background Information):
 Excerpted from the Common Core State Standards
(CCSS)
 Left side is from the “Reading: Literature” Standards
 Right side is from the “Reading: InformationalText”
Standards
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10. 10
Core
Questions

11. On an individual basis, please respond to the
following:
 Process (Assess individual and group participation):
1. How did the group do in terms of achieving its common
goal? Explain.
2. How did you do in terms of achieving your individual
goals? Explain.
 Content (application of textual and discussion ideas):
1. Choose one of the standards (either column) and
“squeeze” it down to a 7-word “chunk”—a fragment
sentence is okay. (Only the most essential words remain!)
2. Choose one of the standards, and come up with a basic
idea for an assessment that would SHOW you that the
student had mastered the standard. 11

12.  Handouts
 Collective brainstorm: how did I facilitate the
seminar? You might consider:
 Preparation
 Discussion facilitation
 Closure
 How could you apply this to your future
classroom? THINK-PAIR-SHARE
 Lingering Questions
 Oh, and here are some resources for the Paideia
Seminar…
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13. StartTime:
EndTime:
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14. Five minutes to review packet individually
“Mark it up!” Highlight/underline/make notes to
yourself
Create 3 questions you have about the packet,
and write them legibly on the li’l sticky-notes
Please replace page 5 with the separate copy…
sorry!
(Let me know if 5 minutes is insufficient…)
Shared Review/Clarification
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15.  Directions:
 Write your name at the top
 Self-assess your current
knowledge level by “X”-ing
or checking off the
appropriate box for each
item
 Please be honest about
your familiarity with the
items, knowing that this is
a safe learning
environment
 Time: 7 minutes
 Stuff you might be
wondering:
YES, you will turn this in.
NO, you will not be graded
on it.
WHY AREYOU DOING
THIS?
 GUESS! Please list some
possible reasons why I
might be asking you to do
this activity on the back
(FUN!)
 We’ll answer this question
together…
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16.  RIGHT NOW!
 Organize yourselves into three groups
 Determine your role for this activity:
▪ Reporter: responsible to accurately report his/her group’s
findings
▪ Idea Collector: documents the group’s ideas & organizes them
for the Reporter
▪ Borrower: Subtly or overtly thieves ideas from other groups
(your choice)
▪ Contributor: EVERYONE has this role!
 Make sure you get the handout: “ThinkingAbout Pre-
Assessment: Note Sheet”
 Time: 45 seconds
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17.  DiscussionTask:
 Discuss the questions on the handout, completing
your role to the best of your ability
 Time: 10 minutes
 Report-OutTask
 Actively Listen andThink during other groups’
“Report-Outs”
 HAND INYOUR PRE-ASSESSMENTS
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18.  What is a pre-assessment?
 Knowledge-check
 Check for understanding before instruction
 Gives the teacher the ability to adapt the lesson to student needs
 Formative assessment
 Preview of lesson (give kids idea of lesson topic)
 Introduction to lesson
 How can pre-assessments be used?
 To prepare future lessons
 To determine areas of focus
 Avoid repetition
 Inform students about their own understanding/ knowledge base
 Reintegrate students into a learning mindset
 Strengthen areas of weakness
 Generate questions about the lesson
 Inform instructors about where to begin, where to end, what content can be “skipped”
 Give information for effective grouping (interest levels, skill set, etc etc etc)
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19.  Reflective
 Could be intimidating
 Self-critical
 Confident about strengths
 Role of Self-efficacy
 Motivation
 Doesn’t take it seriously, is dishonest, could
defeat the purpose
 How the assessment/pre-test is
FRAMED/presented to students
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20. StartTime:
EndTime:
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21. (Please take a seat on the INNER CIRCLE* or
the OUTER CIRCLE)
An Island LikeYou: Model Lessons!
My expectations for you:
Be active participants throughout the simulation
Take notes, write questions, make connections
Try to wear the hats of “student” and “teacher”
simultaneously
 (*Reminder: the band that recorded “Bad Boys” from Cops  )
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22. Etapas Primeras (First Steps)
Read the poem silently to yourself as many times
as you feel necessary (please, a minimum of 3
times!)
Freewrite in silence on the back of the sheet about
the impact the poem has on you
Allotted time for reading & first response: 10
minutes +/-
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23.  Select “chunks” of text from the poem that
particularly resonated with you (inspired/
aggravated/ pleased/ displeased (etc.) you) &
highlight or underline them
 Group 1: Form a circle, bringing your poem with you
 Group 1: Rotating in a circle, read your chunks aloud
 Wait for the “silence”
 It’s okay to repeat
 (Let’s practice a bit)
 Group 2: Allow the chunks to “wash over” you,
listening primarily, referring back to your text on an
as-needed basis, taking notes as you see fit
 SWITCH Roles & REPEAT
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24. Open a new document, or go to a fresh sheet in
your notebook
Without looking at your first reactions, record any
new understandings or realizations that you’ve
come upon as a result of this activity
Your choice of mode: list, freewrite, paragraph,
etc.
Think-Pair-Share 
 New realizations about the poem?
 New realizations about a teaching strategy?
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25. What were students expected to do?
What did the teacher do?
What worked? Why?
What didn’t work? Why?
What could happen “next”?
Limitations of this set-up?
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26.  Pair up with a NEW partner
 Review the word slips together—any words
that you DON’T know, as a team??
 Sort the words into categories on a piece of
colored paper—you decide on the categories!
 Time: 7 minutes!
 STRATEGY: OPENWORD SORT
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27.  BEFOREYOU READ, SET A PERSONAL GOAL FORYOUR
READING. Write it down in your notes
 Partner-Read the story aloud
 feel free to ask your partner to pause as necessary
 You may move to another location if you would like to-it’s your
responsibility to manage time & stay on task!
 While reading, in aWord Document or in your notebook:
Take active notes as you read
Record questions as you read
 When you finish the story, answer each others’ questions (if
possible)
 Let the teacher know when you’re done with a “thumbs-up”
 Time: 15 minutes +/-
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28.  Factual: Why was Abuela in New Jersey?
 Factual/Inferential: How did Constance feel
about her grandmother at the start of the story?
 Inferential: What expectations did Connie’s
mother have for Connie with regard to Connie’s
grandmother?
 Evaluative: Is Connie an insensitive clod, or is
she a typical teen? Why? Refer back to the text.
 Residual questions of your own?
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29.  Roles (Choose):
 YouthAdvocate:
responsible for
collecting evidence
 PR Staffer: in charge of
Abuela’s “image”
 Requisitos (Requirements)
 Copy 3 revealing quotations
from the text, and artfully write
them on the silhouette (In-text
MLA citation, please)
 “Dress” Abuela in appropriate,
respectful clothing, jewelry, etc.
as you “see” her from the story
(Use the art supplies!)
 Find a spot forAbuela in the
room and HANG HER UP for all
to enjoy
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30. Inspect,View, Engage with, Consider the
other “Abuelas”:
Note (to yourself)
similarities & differences among the abuelas
new understandings/different perspectives
detectable biases
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31. PR Staffer: Write a evidence-based paragraph
about how Abuela’s behavior is justified in the
story, explaining the gravity of Connie’s
mistreatment of Abuela.
Youth Advocate: Write a evidence-based
paragraph explaining how Connie’s behavior is
developmentally appropriate and should not be
condemned by Abuela.
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32. What were students expected to do?
What did the teacher do?
What worked? Why?
What didn’t work? Why?
What could happen “next”?
Limitations of this set-up?
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33. 33
Session 2
July 24, 2013
“Bad Influence”
“Arturo’s Flight”
Cassi
Matt
Session 3
July 31, 2013
“Beauty Lessons”
“Catch the Moon”
“An Hour with Abuelo”
Peter
Mirelinda
Brian
Session 4
August 7, 2013
“The One Who Watches”
“Matoa’s Mirror”
“Don José of La Mancha”
Marc
Ryan
Heather
Session 5
August 14, 2013
“A Job for Valentín”
“Home to El Building”
Casey
Sheena

34.  Think-Pair, please…
 Take notes…
 The group with the MOST CORRECT
responses wins a fabulous prize!
 Time: 3 minutes
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35.  Timed us!
 Think-pair-share
 Modeling
 Fishbowl
 Read-aloud (paired reading)
 Gather info about students’ prior
knowledge
 Open sort vocab activity
 Parking lot
 Popcorn reading
 Work in a group with ASSIGNED ROLES
 Competition! (sorta)
 Paideia seminar
 Round robin / whip-around
 Differentiation for MI 
 Active reading of the syllabus
 Rewards
 Thumbs-up, thumbs-down (NONVERBAL
cues)
 Initial icebreaker
 Snapping /Affirming participation
 Muzak
 Visualization Activity
 Self-selection AND student selected groups
 Lighting
 Agenda on board
 Gradual release of responsibility
 Moving around…
 Constant evaluation of strategies / check-
ins
 Pre-determined seats
 MINIMAL Direct Instruction
 PostAssessment/ Reflection
 Closure
 Room set-up
 Monitoring
 Student-Centered Learning
 Extension
 SharingWork! PEER FEEDBACK
 Adjusting
 Stay focused on task
 Incorporating technology
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36.  Review Agenda—any lingering questions?
 For next session:
 Burke: Chapter 10 ( 266-286), 11(292-311) & 16 (381-384)
 Brandvik Chapter 3 & Appendices A, B, & C
 SIOP Chapter 2
 Complete Blog Post #1
 Actively Read AILY: “Bad Influence” & “Arturo’s Flight”
 Work on AILY Lesson
 Work on Short Story Unit
 Exit Slip: On a sheet of paper, please write:
 Name
 Something you learned from today’s class
 Something you’d like to know about today’s class
 Something that surprised you today
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37.  Assignments
 Intro 438-439
 Parker School 439-440
 Arbor School 440-441
 Challenges… 441-end
 Procedure
 Silently read assigned
portion of text
 Take note of:
▪ Main idea
▪ Supporting evidence
▪ Classroom applications
 Share your notes with the
class/Actively listen to
others
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