Selma Unified School District

Department of Curriculum and Instruction

4th grade Release Day # 2Feb. 9, 2011

Welcome

Norms Goals for this session

Follow Up: Monitoring Student Reading PLC: Sharing Best Practices

Summary Fictional Narrative Response to Literature

Selecting Essential Standards Planning & Collaboration

The District Expectation Regarding Individual Reading Assessments… Individual monitoring of student reading must occur on a

consistent basis.

Information gathered should be used to create instruction plans that will provide the necessary interventions for students.

All students below grade level, will need to be assessed using an individualized reading inventory.

A minimum of 1 assessment per trimester

Analysis of the Running Record

Reader’s of text appear to make decisions about the quality of the message they are getting. One theory is that they are recalling or attacking words. Another theory is that the student is working to get the best fit possible with the limited knowledge he has. It is the last theory that guides teacher decision making. (Marie Clay, Running Records For Classroom Teachers)

3 Cueing Systems

Meaning

StructureVisual

Steps

1. Analyze errors for M,S,V.

2. Read up to and including the error.

Ask yourself: does that make sense?

3. Read up to and including the error.

Ask yourself: Does that sound right?

4. Read up to and including the error.

Ask yourself: Does it look like the word in the text? Is there visual similarity?

Steps

5. Total the columns .

6. Decide which cues the child used and which he/she neglected.

7. Determine what you would praise after the reading of this text? What did the child do well? (limit 1-2 praise points)

8. Determine what you would focus on as a teaching point. What’s next for this child?

(limit 1-2 teaching points)

Demonstration:

Analysis of the Running Record

Decide on praise and teaching points. Note the areas of need.

Plan the next lesson.

Select prompting language you will utilize with your student(s).

Application Partner Up.

Select a Silvaroli assessment.

Analyze the assessment together. Decide on praise (strength) and teaching points (areas of need). Prioritize the needs & decide on an instructional time frame. Select prompting language you will utilize with your student(s).

Switch

Discussion/Questions

Talk at your table about your experiences.

Were there any surprises?

YOU DID IT!!

Remember practice is the only way to become proficient.

Don’t over think any one error. You are looking for a pattern.

Break: 15 minutes

PLC: Sharing Best PracticesSummary, Response to Literature & Fictional Narrative Review

District Writing InformationWriting pacing guide:

Instruction: Summary/Fictional Narrative Writing:

November 15th-March 11th

Trimester 2 Writing Prompt: N/A for 4th Grade

State Writing Test: March 1st

Purpose: To collaborate and share effective

instructional practices in writing.

Provide ideas for state writing test review.

Provide a safe environment for inquiry.

PLC: Building a Shared Knowledge Base

Share a “WIN” for Response to Literature

What are your students learning/understanding?

What resources have been useful?

What instructional strategies have been effective?

PLC: Building a Shared Knowledge Base

Share a “NEED” for Response to Literature

What is your need?

PLC: Brainstorm ideas for optimal student learning!!!!

PLC: Building a Shared Knowledge Base

Share a “WIN” for Summary Writing

What are your students learning/understanding?

What resources have been useful?

What instructional strategies have been effective

PLC: Building a Shared Knowledge Base

Share a “NEED” for Summary Writing

What is your need?

PLC: Brainstorm ideas for optimal student learning!!!!

PLC: Building a Shared Knowledge Base

Share a “WIN” - Fictional Narrative Writing

What are your students learning/understanding?

What resources have been useful?

What instructional strategies have been effective

PLC: Building a Shared Knowledge Base

Share a “NEED”- Fictional Narrative Writing

What is your need?

PLC: Brainstorm ideas for optimal student learning!!!!

Q & A Was that useful?

Take a moment and add to your reflection form

Why Teach Summary Writing? “It is one of the two most powerful

skills students can cultivate. It provides students with tools for identifying and understanding the most important aspects of what they are learning.”

Robert J. Marzano

Marzano adds that… “In order to effectively summarize,

students must learn how to delete some information, substitute some information, and keep some information.”

The standards state that… Good summary writing “is

characterized by paraphrasing of the main ideas and significant details.”

Paraphrasing simply means… To put the author’s thoughts into

your own words.

The main ideas of the passage mean… You need to tell your reader simply and

clearly why the passage was written.

Basically, you need to answer the question, “What is this article about?” in a sentence or two at the beginning of your essay.

The significant details mean… That you need to tell the reader only the

important facts about the passage. Every detail in the article is not equally

important. Report only the facts that are needed to

understand the author’s point and leave out small details.

How to Write a Summary: Step 1 Read the title of the article. Think about what

you know about the topic. Skim: read the first and last lines of each

paragraph in the article to get an idea about what it’s about.

Ask yourself, “Does this tell a story or does it provide information on a topic?”

How to Write a Summary: Step 2 Write a word or phrase in the margin for

each paragraph to remind you what it was about (main idea).

Ask yourself, “What is the paragraph mostly about?”

How to Write a Summary: Step 3

Read the paragraphs carefully and underline key words related to the main idea of the paragraph.

Ask yourself, “Does this give me more information about the main idea of this paragraph?”

How to Write a Summary: Step 4 List the “main ideas” of the article as the

headings on a matrix.

Write key words and/or a couple of details (phrases) under each idea.

MatrixOther

How to Write a Summary: Step 5 Oral practice

Have students practice using the key words and main idea to summarize each section.

This needs to be done with a partner. Providing oral practice, allows the students to

rehearse what they will be writing; but also provide support for language development.

How to Write a Summary: Step 6 Write a simple sentence that tells the reader what

the article was about. For example:

The article, _________, tells how ________________________________

The article, _________, is mainly about ________________________________

In the article, _______, we learn that ________________________________

How to Write a Summary: Step 8 Conclude the summary with a sentence

that repeats the main idea of the article in a new way.

How to Write a Summary: Step 7 Write your summary by using the key

words or synonyms for the key words to explain what it was about, in a shorter way.

Successful instruction should…

Scaffold content learning and

Scaffold language learning.

English Language Development Through ***Writing Instruction***

Do not assume that they have the necessary language structures or vocabulary to write a summary, fictional narrative, or RTL.

Provide language frames along the way.

Provide time for students to use the frames in speaking and in writing.

Model using the frames to redundancy!

Resources Available on the SUSD Website Select the Curriculum Channel

Select Writing, when drop down menu appears.

You will find: Organizers, language frames, transition words, etc. Don’t forget about the resources available to you from

2009-2010 trainings.

Lunch Break Please take a minute to add to your reflection

form.

Enjoy your lunch!

Selecting Essential Standards in Selma Unified School District

“All Standards are not Created Equal”

2010-11

How Do Each of Us Choose What is Essential to Teach? Who among you has ever been able to teach

and assess all the standards and indicators for which you are responsible?

So how do you decide which standards are the important ones to teach and assess?

Do we all use the same selection criteria?

“In absence of an agreed-upon set of criteria for prioritizing the standards and indicators, educators will, out of necessity, make up their own.”

-Power Standards: Identifying the Standards that Matter the Most, Larry Ainsworth, 2003

Goal - Moving From This Model…

State Standards

District Curriculum

Frantic Coverage of Every Test Objective

To This Model

State Standards

Potential Curriculum & Test Objectives

Focused Curriculum & Assessments

Essential Standards

What are Essential Standards?

Essential Standards are the agreed upon standards that have endurance, leverage and develop readiness

for the next grade level.

Criteria for Selecting an Essential Standard Endurance – Will this standard provide students with

knowledge and skills of value beyond a single test date?

Leverage – Will proficiency in this standard help the student in other areas of the curriculum and other academic disciplines?

Develop readiness for next level of learning – Is it essential for success in the next unit, course or grade level?

Why Are Essential Standards Important?

“By focusing on essential skills, teachers prepare students for 80% to 90% of the

content that will be addressed on state tests.”

(Doug Reeves, 2002)

How Many Essential Standards?

“We recommend that teams start by identifying 8 to 10 most essential outcomes students will be expected

to achieve in the subject area for that semester (trimester).”

(DuFour, 2006)

Clarifying What Students Must Learn The essential learning must be aligned with

state and district curriculum guides.

The essential learning must ensure students are well-prepared to demonstrate proficiency on state, district and national assessments.

DuFour, 2006

District Approach To Selecting Essential Standards

“Ownership and commitment are directly linked to the extent to which people are engaged in the decision-making process (Axelrod, 2002) and as a result there is a direct correlation between participation and improved results (Wheatley, 1999).”

Learning By Doing Handbook, Dufour, 2006

Directions for Activity Each group has been assigned a strand of the ELA content

standards.

Step One: Using the criteria of endurance, leverage and developing readiness, classify each standard as either a primary or secondary standard.

-Resources provided include:Standards At A Glance

Grade level ELA standards Individual standard cards

Group poster

Criteria for Selecting an Essential Standard Endurance – will this standard provide students with

knowledge and skills of value beyond a single test date?

Leverage – will proficiency in this standard help the student in other areas of the curriculum and other academic disciplines?

Develop readiness for next level of learning – is it essential for success in the next unit, course or grade level?

Directions for ActivityStep Two: With your group go to one of the other strand posters to review and provide input. If you have questions or think there should be a change, please use a sticky note to record and post your ideas.

- Please don’t move the standards that have been classified

already by the group.

- You will be signaled when it is time to move to the next poster.

- If your group agrees with something recorded on a sticky note by another group, please place a check mark on the same note.

Next Steps Each site will provide teacher representation for a districtwide

vertical articulation team.

Team will meet after contract hours (supplemental pay) to look for gaps, overlaps, and omissions in first draft of essential standards.

Team will also look for the correlation to CST/CELDT/CAHSEE/Common Core Standards and make any revisions.

Second draft for current grade, grade above, and grade below will be shared at Day 3 of WTA.

PLC: Planning & Collaboration

Station 1: Linking WTA Genres with MMH Resources

Station 2: Miscue Analysis & Instructional Plan for FBB/BB

Station 3: Lesson Planning: Pacing →Mar. 1st

Planning & Collaboration Share

Station 1: Linking WTA Genres with MMH Resources What did you find? How will you use these resources?

Station 2: Miscue Analysis & Instructional Plan for FBB/BB

What were you able to accomplish? What did you learn about your readers?

Station 3: Lesson Planning How did you pace the weeks leading up to the writing test?

Needs?

Thank You! Please turn in the following:

Reflection Form Writing Prompts Post questions on Parking Lot Poster

Next Release Day 4th (April 8th)

Think of more questions after training? Blanca’s Contact Information:

Wilson 47827 Eric White 47034 Email