Arrange room in small groups and ask participants to sit in grade bands. Have tents on tables to facilitate. Introduce ourselves
Direct participants to the Wiki Site
Ask participants to open the Participant Notes and save to the desktop. You will not need PPT until you do your own training. Everything you need is on the Participant Notes and we will walk you through PPT. On page 2 you will see today ’s agenda. (display Agenda on LCD projector)
Everyone has a copy of the CC. You also have a folder with handouts we will use today.
Everyone has a copy. Provide some background on the book. ELA received Character Education grant money to design a project that would promote character education in all schools across North Carolina. High school writers, artists and teachers from each region in the state came together for a 3 day residency with writer Susie Wilde and Peg Gignoux to write and illustrate a book for elementary and middle school students on the 8 Character Educations traits. Books have been distributed to each elementary and middle school all across the state.
Before we get started, it is important for you to get to know your table partners. We are going to do an activity to get to know one another.
Opening Activity – use sticky notes at your tables Share out sample words and definitions
Our overarching goals for the day are to provide you with time to collaborate with colleagues on implementation of the Common Core State Standards, how the Instructional Shifts align to the Standards, as well as, what they look like in classroom practice. Throughout the day, we will engage in activities on key components of an effective lesson.
Other icons you will see today are: pieces of lesson design, NC Educator Evaluation System, and data literacy.
Tomorrow, you will have an opportunity to design a lesson using the pieces of the puzzle.
Throughout the day you will see this icon on a number of slides which will mean that the content addresses these standards in the NC Educator Evaluation System.
You will see this icon on a number of slides which will mean that the content addresses the need for data gathering and analysis.
Introductory information – Educating the Whole Child – IV will get the most updated one. Introductory information . (Overarching Philosophy for SI 2012): The theme for this Summer Institute is “Addressing Student Needs in an Era of New Content Standards.” Teaching the whole child allows us to address student needs in the context of new standards. By thinking about the purpose and role of each content area, how it connects to other areas of learning, and how students’ needs are met, we are able to ensure that students receive the appropriate instruction to allow them to be successful.
https://tricider.com/en/admin/PU3m/xQk7M?wicket:pageMapName=wicket-0 Maiden https://tricider.com/en/admin/PU9H/xQxBT?wicket:pageMapName=wicket-0 West Stokes https://tricider.com/en/admin/PUEk/xRCFa?wicket:pageMapName=wicket-0 Croatan https://tricider.com/en/admin/PUKF/xRPJh?wicket:pageMapName=wicket-0 JH Rose https://tricider.com/en/admin/PUPi/xRcNo?wicket:pageMapName=wicket-0 San Lee Maiden: https://tricider.com/en/admin/PU3m/xQk7M?wicket:pageMapName=wicket-0 West Stokes: Shared understanding What do you already do in your daily planning, unit planning, etc. to promote learning environments that meet the needs of all learners? Best ideas…
Preparing for Facilitative Team Time – Create Linoit link to share at end of the day. Linoit to post responses – 3 different stickies As you participate in the workshop over these two days, please keep these questions in mind to help address the overall theme of the institute: “Addressing Student Needs in an Era of New Content Standards.” Your answers to the questions will be shared with your team and used to complete a poster for Gallery Walk. Posters for Gallery Walk (Puzzle Pieces) We Accomplished Our Next Steps Are We Need Strengths Discuss with your colleagues how your LEA or Charter School is making sure that students receive all areas of the Standard Course of Study. Where are the gaps? How are teachers integrating instruction across the curriculum to help students learn content and make connections? What support is needed? How are we differentiating to meet the needs of all learners? What strategies and infrastructure is in place to support meeting students’ needs?
We want to draw your attention to the posters around the room as a reminder when we ask you to annotate, this is what we mean.
Sample annotation Notice the notes and circles…the reader is engaged with the writer through annotation.
When sharing include how you would use this information to orient your teachers to the document. What did you learn? Could you see yourself doing this in a PLC?
Summer Institute 2012 Part 1English Language Arts Section NCDPI
Summer Institute Wikihttp://si2012ela.ncdpi.wikispaces.net
What’s Next?Upcoming PD located on wiki:http://si2012ela.ncdpi.wikispaces.net/What%27s
Participant notes are on the wiki.Please copy these (download) toyour desktop.Each time you see this icon, openthe Participant Notes. You will findadditional information and a placeto document your work.
What Can a Small Bird Be?by the Character Education Teen Residency Project Participants
NC Department of PublicInstructionPublication Sales Section6306 Mail Service CenterRaleigh, NC 27699-6306Phone: 919.807.3470Fax: 919.807.3481Item #: IS174Title: “What Can A Small BirdBe?” (Booklet)$5.00 (approximate)
Orientation Participants will learn “Who is in the room?” and look for information they may have missed in the ELA Common Core State Standards document.
1. Find a partner.2. Write one word on a sticky note that starts with the first letter of your last name.3. Put the two words together and define the new compound word.
A Piece of Lesson NC Educator Data LiteracyDesign Evaluation System
Culminating Activity Choose a lesson to review on the Wiki. Begin planning the alignment process with your lessons using the pieces of the puzzle.
North Carolina Educator Evaluation System• Standard II: Teachers establish a respectful environment for a diverse population of students.• Standard III: Teachers know the content they teach.• Standard IV: Teachers facilitate learning for their students.• Standard V: Teachers reflect on their practice.
Types of Data:•Achievement data are used to determine the level of studentachievement in a particular content area (e.g., performance-basedassessments, written exams, quizzes).•Demographic Data are descriptive information about the schoolcommunity such as enrollment, gender, ethnicity, economicstatus, student attendance, grade levels, school suspensions andbehavioral problems.•Program Data define the programs, instructional strategies andclassroom practices of the teachers. Program data collected maybe useful in making informed decisions about future program andcurriculum choices.•Perception Data tell us what students, parents, staff and othersthink about the learning environment. They includequestionnaires, interviews, surveys and observations. Collectingand evaluating perception data allows educations to pay attentionto the opinions and ideas of the community.
“The digital tools used duringthis presentation have beenhelpful to some educatorsacross the state. However,due to the rapidly changingdigital environment, NCDPIdoes not represent norendorse that these tools arethe exclusive digital tools forthe purposes outlined duringthis presentation.”
Addressing Student Needs in an Era Of New Content Standards
• How does this content area prepare students to be future ready?• How does this area connect to other content areas?• What are the implications for meeting the needs of all learners as related to this content area?
How to Annotate a Text•Underline and highlight key words andphrases.•Think with the author.•Take notes about patterns, repetitions,contradictions, similarities.•Ask questions about the patterns you’venoticed, How? Why?
Getting to know the CCSS document• Chose a question card from the box. (index cards)• Find the answer in the CCSS document.• Share with your table.