Our Norms Delay distractions Problems come with solutions Presume positive intentions Take responsibility for your own learning & growth One Big Red, one mic

Today’s Objectives September 8, 2014 Understand how ILCs and PLCs relate to one another Explain how pre-assessment process will work for ILCs Start talking about Depth of Knowledge, the CCSS, and our ILCs

ILCs – “the work” PLCs – is “the work” working for students? Collegial discussions Reflection Set performance/ proficiency targets (goal setting) ANALYZE STUDENT WORK Collect data Instructional practices Modify instructional practices Formative & summative assessments Differentiate & enrich

Part 1 – Rationale & Pre-Assessment write to learn write for fun write on!

Writing develops higher-order thinking Writing is “the skill most directly related to improved test scores in reading, social studies, science, and even mathematics” (Reeves, 2002) Essential skill for college and career readiness Can bring engagement, interest, and fun to your classroom

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12 Common Core State Standards Our Focus for

Write informative/explanatory texts, including the narration of historical events, scientific procedures /experiments, or technical processes. Students will be able to … “Anchor Standard” Share with students!

What effects did the events of 9/11/2001 have on people who lived through them?

Pre-Assessment Week of Sept During 2 nd hour May take more than one class period Decide how to approach texts Encourage students to use strategies like “talking to the text,” among others Present this as a starting point, not as a “thing we have to do”

Pre-Assessment, continued… Score essays by Sept. 26 You’ll be paid for 1.5 hours Future assessments may be designed within departments during PLCs

The Bottom Line: We want students to become better writers. To do this, they must write and write and write, in all content area classes.

Part 2 – Expectations & The Rubric Student writing sample (Grade 9) Rubric based on CCSS

Part 3 - Breaking Down the Standard We will take the big standard (“anchor standard”) and break it into smaller parts to work on throughout the year Formative assessments – as part of the ILCs – will be used to adjust instruction along the way

Grade-Specific Standards (9-10) #1 - Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

“I Can” Statements Measureable skills – a student’s “checklist” I can introduce a topic clearly and preview what is to follow. I can organize ideas, concepts, and information to make important connections and distinctions. I can use formatting (e.g. headings), graphics (e.g. charts, tables), and multimedia in and with my writing to help readers better understand what I’m explaining.

CCSS, SIOP Objectives & You Expectation is still here that content & language objectives are posted and discussed daily in class. We should be consistent. The Common Core is coming. Continue to write content & language objectives in SIOP fashion. Change “SWBAT” to “I can….”

Possible Writing Prompts? By content area Choices Fun / interesting / relevant

Fun Stuff NaNoWriMo Poetry slams Literary magazine Careers in writing that you might never have even considered ???