Ccss planning schedule


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Ccss planning schedule

  1. 1. March 14th pd/ scoring day detailsThe staff will meet in same location – 6 per table. English, Social Studies, and Science CC committee members,will run the training along with principal support.The day will be divided into three parts:• Writing across the content levels (7:45- 9:00)• Introduce and read through the BV Writing Assessment (9:00- 11:00)• Calibrate and Score BVSW Essays (12:30- 3:00)PROFESSIONAL DEVELOPMENT SCHEDULESLIDES 1-3: Intro/ Learning Targets/ Chalk Talk7:45-8:00Facilitators Talking Points Handout/ MaterialsLisa WilsonScott RobertsChalk Talk (strategy)What are we doing in writing already? What does it look like in the various contents?Need construction paper on each table – you can color code the content areas toreview and maybe summarize for your buildingOn the piece of construction paper at your table, record your content area and whatwriting looks like in your classroom. Each person can write in a space on the paper,but there should be no talking. This gives all students a chance to comment or respondto another student but keeps the noise level down and makes them process a little onpaper. After you give tables about 3 minutes to “talk” (write) have them share outwith just their table any ideas or take away. Expand on something someone wrote, aska question about a comment, etc. Process the activity.MarkersBig Post-it Writing Pad
  2. 2. SLIDES 4 &5: CCR Writing Anchor Standards (Close Reading Strategy)8:00-8:20Facilitators Talking Points Materials NeededMorganScanlonKat Buchanan• Close reading – read once just to familiarize yourself again/or for the first time• Second read – mark those places (annotate) where what you are doing in writing fits orsupports the skill found in the standard• Third Read – highlight the evidence pieces/products that common core students to produceo talk through what this might look like in your building with ELA writing all 3types, and the other content areas balancing out the three essays between eachother not to load students up and end up writing all 3 argument pieces at the sametime or in the same year.o What types do elective classes already produce and at what grade level?o What can we learn from them? – ex. debate and how they approach argument• Partner Share – share aloud the evidence found in the building and how everyone canwork together vertically to make sure students get the skills they need to master eachwriting piece by the end of each grade band, 9-10 and 11-12 – this is a shared effortthroughout the building.College and CareerReadiness AnchorStandards Handout(just the first page)HighlightersSLIDE 6: WHST Standards8:20-8:30Facilitators Talking Points Materials NeededJoel White• Talk through each WHST standard and highlight the vocabulary that is new to you or yourcontent area• Record vocabulary on the chart paper at your table• Define words how they are used in content areas as a tableRest of the CCR WritingStandards
  3. 3. SLIDES 7-9: What is a DBQ?8:30-8:45Facilitators Talking Points Materials NeededMike OrtmannKathryn PintoLindsey HoganYou could share a sample DBQ here or share how you have used them in your classroom.The point here is to share what students have been doing in SS that is so aligned with commoncore, even before common core came about.The next slide 9 shares a DBQ question – maybe talk them through what sources you might pullto have students use in order to respond to this question.You could walk through the steps you teach students to take when answering this type ofquestion.This type of essay would fall under standard 2, informational or explanatory.Can you think of what skills students would need in order to respond to this?Could we change the wording slightly and create an argument type prompt?YES – you could make it a statement and then have students find evidence for and evidenceagainst, then write the essay. This makes it more an argumentative piece. – common core focusis around argument and how everything is an argument or can be an argument – different thanpersuading people to go along with you – let’s look.It supports the text based question – based on primary and secondary sourcesCould lead into a possible performance writing task – using multiple texts or single textsConnection to synthesizing text and what evidence they gather from the textSample DBQ (ifnecessary)
  4. 4. SLIDES 10-11: Argument v. Persuasive Text/ Reading for Meaning8:45-9:00Facilitators Talking Points Materials NeededTysonOstroskiMorganScanlonDon’t share the definitions – make them think first!!What is the difference between persuasive text and an argumentative text? Turn to your neighborand share.How close were you? How often are we asking students to share their opinion or even better to statea claim and then support the claim with valid and sufficient evidence? We have had lots of workaround persuasion in the past. We have spent time on propaganda techniques used to persuade ourreaders or viewers, but with common core we are stepping it up a notch, making them think beyondjust persuasion. Finding the logical support and backing up your argument is a much richer type ofwriting task.What is the difference? How does this change what we have done in HS for so long?• Instructional shift to evidence – supports this shift• Use the reading for meaning one page handout – share what the strategy is and how easyit is to use• MODEL strategy with sample article written in persuasive format and then again inargument format – animal testing article• Have ELA share how they have used it since training in PLC – replaces answering questionsafter chapters, used for AFL, replace final test over reading or chapter readingELA share how finding evidence is one of the shifts with common core so, how do we get studentsto find evidence?“Reading for Meaning”page 1 handout9:00-9:15 BreakALL staff should now have assessment packet of directions and texts for the rest of training
  5. 5. Writing Assessment Performance Read-Through9:15-10:159:15-9:30Facilitators Talking Points Materials NeededTyson Give time for teachers to read the given WHITE directions for the students. You will walkthem through the texts along with providing some more strategies, but let them see entireprocess students were asked to follow. (8 minutes)Explain that we chose to keep same in all levels to see where we are at now and what we can learnfrom students’ performance, not only on their writing, but processing the text, note-taking, citingevidence, etc.• Watch video clip – share discussion question (6 min video and 3 min discuss)Link the video to thePowerPointSynthesis EssayPrompt9:30- 9:40 Analyzing Visual SourcesFacilitators Talking Points Materials NeededKat • Read Source A – quick read to review timeline• Look at source C – how would students interact with this? What evidence does it provide? –partner share what students would pull from this type of text pieceSynthesis Essay SourceA and C9:40- 10:15 Reading the Sources/ Annotating and Using the Textual Evidence Box StrategyFacilitators Talking Points Materials NeededMorgan • Reading for Meaning strategy – use for source B, E, and F –o statement: Daylight Savings Time should continue in the United States• Table talk - what evidence did you find for keeping or removing daylight savings time so farin the texts you have read?• NEW STRATEGY – Train Marking the Text – handout on strategyo Read source D – apply Marking the Text (avid) strategyo How are teachers using this strategy now or could use the strategy?• Collaboration - Table talk around texts and all gathered evidence – supports the speakingand listening skills necessary for college readinessTextual Evidence willbe written on the backof the PowerPointSynthesis EssaySources B, E, and F
  6. 6. *** All materials up to this point should be put away – only keep colored rubric, highlighter, pen or pencilRubric Review10:15-10:30Facilitators Talking Points Materials NeededTyson Review Rubric for assessment – what is it our students need to be able to do? (20 minutes)• Share the 3 categories of rubric – notice how each one is really looking at TWO areas• How to read conventions area – only out of 2 points due to supports on computer• Key vocabulary of rubric – identify – highlight key phrases – read through together andhighlight all the same key words – this is based on our discussion in meetingReview scoring process and protocol for score sheetRubricScoring SheetPRACTICE SCORING WITH SAMPLE ESSAY10:30-11:00Facilitators Talking Points Materials NeededTysonMorganKatUse rubric with sample essay – examples provided – (25 minutes)• practice scoring and talking through details and reasons for score – table talk – thenshare out with large groupHighMiddleLow LUNCH must be an hour and half
  7. 7. Calibrate scoring with actual essay from table packets – trade and second read to compare score(20 minutes)Score papers - mix all levels together among tables so no one knows what level they are scoring – better data collection – only oneread!!! As each packet is completely graded, hand off to someone to record scores on excel sheet. Move to another set of papers as each table finishes – a runner should make sure packets are placed at tables sograding can continue without too much delay Score until all complete – make sure all scores are saved in excel sheet!! Ideally all scoring would be completed by 2:30, 3:00 at the latest - ***ALL EXCEL SCORES DUE TO SHELLI DUPREE BY NOON FRIDAY***PLC or building follow-up ideasDiscuss findings within essays – citing evidence? Organization of piece? Grammar needs? What differences were found withingrade-level and between grade levels?Review text packets - look for note-taking, annotations, etc. to see needs for next school yearWhat do you notice about each text provided and what student did to engage in the text?What skills do we need to work on in content areas and/or as a building to help students have the tools to take notes and processmultiple pieces of text?