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i3 Professional Development
Laquey Public SchoolsMarch 18, 2014
Have a seat, but don’t make a nest! We will be moving around!
Housekeeping
Please take care of your personal needs
Morning and Afternoon Breaks Lunch (11:30 – 12:30) Cell Phones Questions? Parking LotLeadership team meeting
Today’s Goals
We will. . .• Continue to Analyze characteristics of college-
ready writing• Differentiate learning to address specific
expressed needs of Laquey teachers.• Plan next steps for developing CRW skills in
Laquey students.
Purpose and Non-Purpose
Purpose: To provide additional tools and strategies to support improved student college-ready writing. To model coaching sessions we will utilize.
Non-Purpose: To provide professional learning with no follow-up support or leave you ill at ease about coaching sessions.
A Look at Mentoring for Spring
Today’s Goals
We will. . .• Continue to Analyze characteristics of college-
ready writing• Differentiate learning to address specific
expressed needs of Laquey teachers.• Plan next steps for developing CRW skills in
Laquey students.
Funds of Knowledge: Our Natural Resources
Goal: to appreciate personal and group resources• Use for back to school activity as a needs/strengths
assessment of your students• Use in PD to think about student strengths• Use in PD to learn what we teachers bring to the team—our
collective brain• Use in PD to plan for how to use each other as resources
Teambuilder--Funds of KnowledgeGoal: to appreciate personal and group resources
What do you bring to the table that your colleagues don’t know about? Freewrite about your talents, abilities, resources, hobbies, and life experiences.
Share with a partner; each has a minute to share Your partner chooses one resource to write on a leaf; share with the group and place on tree
FormativeAssessme
nt
ReflectIn
form
Inst
ruct
ion
Improve
Mea
ning
ful
UnderstandA
uthe
ntic
Support
Rel
evan
t Progress
Mod
ify
Purp
osef
ul
A Practical Approach
to Formative Assessment:
Taking Their Temperature
"Informative assessment isn't an end in itself, but the beginning of better instruction." —Carol Ann Tomlinson
Goals: Clear
Learning Outcomes
Instruction: Students Engaged
Measuring: Taking Their Temperature
Feedback: Teacher
Plans Accordingly
Practice Makes Perfect
So how does it work?
So when should formative assessment occur?
At the beginning of the lesson.
During the lesson.
At the end of the lesson.
Together
As we read…
• Notice what the student is doing well– (avoid looking for errors)
• Underline/Star/Circle /Highlight– (what’s the evidence)
• Jot in the margins the skills you see – (check the rubric for “Meets Expectations”)
In Pairs As you read…
• Notice what the student is doing well– (avoid looking for errors)
• Underline/Star/Circle /Highlight– (what’s the evidence)
• Jot in the margins the skills you see – (check the rubric for “Meets Expectations”)
• Record student’s progress
FormativeAssessme
nt
ReflectIn
form
Inst
ruct
ion
Improve
Mea
ning
ful
UnderstandA
uthe
ntic
Support
Rel
evan
t Progress
Mod
ify
Purp
osef
ul
Break
Breakouts Explained
Re-Imagining the Essay:Genre and Structure
Writing Through the Day:Content Area Writing
Freewriting
What are your thoughts on the five paragraph essay?
What do you see as the benefits? Limitations?
Flaws of 5 Paragraph Essay• Students try to make evidence fit idea, rather than trying to
discover what the evidence tells them.
• Thesis statements are weak, crafted to include 3 points.
• Students organize facts from text rather than explore their own response to text.
• Essays end with bland conclusions.
• Teachers, directly or indirectly, guide students to write in a tidy, easy-to-grade structure.
Campbell, Kimberly and Kristi Latimer. Beyond the Five-Paragraph Essay.
“A student’s thought process should determine the form, and not the other way around.”
Campbell and Latimer
Examine Student Work
Do you see evidence of structure?Is there evidence of thinking?Do the students seem invested in the topic?Do these essays feel overly formulaic?
Genre, Structure, and Formula
• Genre: • 1. A text type, a kind of writing• 2. A kind of cultural knowledge; evolved
to serve particular purposes, by and for particular groups of people
• Modified from: Bawarshi, A. S., & Reiff, M. J. (2010). Genre: An introduction to history, theory, research, and pedagogy. Fort Collins, CO: The WAC Clearinghouse and Parlor Press.
A Theory of Genre
• Reflect particular values, perspectives
• Learning to write in various genres helps you learn these values, perspectives
• The structure of the genre reflects the purpose
Genre (and Structure) versus Formula
• Genres: • Structures are flexible, serve the purpose of the
genre• Structures help the writer think• Writing can be in mixed genres (e.g., creative
non-fiction)• Formulas:
• Inflexible structure• Structure can inhibit thinking
Genre and Scaffolding
• Does the scaffold help the student think?• Does the scaffold help the student practice in
the genre?
• Does the scaffold prioritize form(ula) over writing and thinking?
So what do we DO?
If we value thinking and structure—but don’t want formulaic writing—
what’s next??
The Structure: Evolution of a TermWhat the word meant to me when I was 4 What the word meant to me when I was __What the word means to me now What the word will probably mean when I am __What I have learned
Benefits to studentsSelf-made structureInstant paragraphing and organizingTopic was interesting, mature, and timelyPassionate writingPersonal anecdote Call to actionSmall bites: term, one sentence, personal story
What the students said• Text structures made me understand essays more. Shay
• I used to think essays were long and boring, but now they are fun because text structure gets me into the essay. Dalton
• I used to think I could write an okay essay. Now I believe I can write a great essay. Cody
• I now think I'm more advanced in writing. Danny
• I used to hate writing but when I learned about text structure I then started to LOVE writing. I'm proud of my piece. Garrett
• I liked my old structure better.
• I used to think essays were a monotonous assignment that I could never get right. Then I tried using text structures. Now essays don't take nearly as long to write, and they turn out better. Lane
Next steps
“A student’s [or teacher’s] thought process should determine the form, and not the other way around.”
Campbell and Latimer
Look at mentor text to see how other writers are structuring their ideas.
First step
“So the first step in writing an essay has to be for the writer to chew on the prompt, to read and reread it, to digest it to find the hard-won truth in it, or the paradox in it, or the human struggle within it.” Gretchen Bernabei in Reviving the Essay (1).
Find Your TruismTruism: a statement
about life that is true for almost everyone
Honesty is the best policy.
Hope keeps people moving forward.Living things can survive in difficult
environments
What do you see?
The Role of Writing in the Content Areas
Effective Write to Learn Strategies
Laquey Full-day PDTuesday, 3/18/14Break-out Session
Class is in Session…Art
1st Hour
Freewrite about the artwork. Should you need a prompt consider this…..
What is the significance of this artwork? How does it relate to you?
How do you feel about this artwork and why?What has the artist done to cause that feeling?
Addresses the CCSS
A text can exist in multiple forms…poetry
newspaperpainted art
sculptured artcarburetor
engine block
Teachers incorporate writing in art class to help students…
Develop Write To Learn StrategiesDescribe and Analyze
Make real-world connectionsCompare and Contrast
Class is in Session…
Explain in your own words what subtraction means.
Explain what is most important to understand about fractions
Math2nd Hour
23-17 6
2/3
Reflect on their learning
Deepen their understanding
Make important connections
Teachers incorporate writing in math class to help students…
Class is in Session…
Write the lyrics to your favorite song and then discuss what makes it a good song and why.
Music3rd Hour
Deepen their understandingMake important connections
Reflect on their learning
Teachers incorporate writing In music class to help students
Class is in Session…
Define in your own words what an ecosystem is.
Your book says, _______. Write what that really means to you. Provide examples in your response.
Science4th Hour
Teachers incorporate writing In science class to help students
Develop and improve research skillsDeepen their understandingMake important connections
Define and Summarize
Class is in Session…
This Day in History….
Choose one of the posted events to research and write a brief paragraph describing the details of the day.
Social Studies5th Hour
Teachers incorporate writing In social studies class to help students
Develop and improve research skillsDeepen their understandingMake important connections
Class is in Session…
1. Use the following words to develop a sentence. 2. Write the sentence on a sticky note. 3. On another sticky note, write the translation. 4. Attach together with Spanish version on top.
Spanish6th Hour
Sentences that Stick!
Maravelloso Españolllamas?
Me
España
Es Un
PaísTengo
Un
Mes
Estudiando
Cómo
¿te
Español
El
GustaEspañol me
falta práctica
en
Teachers incorporate writing In Spanish class to help students
Develop and improve vocabulary skills Deepen their understandingMake important connections
The Role of Writing in the Content Areas
Effective Write to Learn Strategies
Laquey Full-day PDTuesday, 3/18/14Break-out Session
Writing Into the Lesson
Respond to the following quote by Donald Graves in a quick-write:“Argument writing helps writers become more thoughtful consumers of information.”
“And now I’m thinking…”
Using a transition, add a detail from the text (the image) and add to your free-write about reality TV.
We are messing around with how an idea might change.
• Read the article about the Girl Scout study.• Code the text with F for fact and E for
evidence or example.
Join the Conversation
• Using a transition, cite a fact or evidence from the text.
• Respond to the text by writing what you are thinking.
• “They Say, I Say”
Another Layer
• Read the article “Why Reality TV Is the New Family TV”
• Code the text with F for fact and E for evidence or example
What are you thinking now?
Add another layer to your thinking. Cite something from the text and reply to it with your own thoughts.
What are we thinking?
• Take two chips.• You each have two opportunities to speak.• When you have spoken, place a chip in the
center.• If you have no chips remaining, you must wait
until your group members have used all their chips to speak again.
• Topic: How did this work for you and how might it work in your classroom?
The Evolution of My Thinking
Concerning argument writing,• I used to think…• But then (this happened)…• And now…
Your Take-away
• Go to the wiki at ozarkscrwp.wikispaces.com• Go to Laquey presentations page• Click on Take-aways board• What will you commit to do before our next
session?
Next Steps
Options for you:1. Stay if you are on the Leadership Team. You will meet with Dr. English2. Would you like to try coaching? Meet with
Colleen and Heather3. If you are not involved with either of the
above, you are welcome to leave after our closing piece.