1. Invitational Summer Institute
July 7, 2016

3. Agenda Time Event 9:00-9:15 Daily Log, Author’s Chair 9:15-10:30
Demo Lesson #12 Lonée Lona
10:30-10:45
BREAK
10:45-11:15
Demonstration Response
11:15-12:00
Writing Across Texts: Smarter Balanced Performance Tasks
12:00-1:00
Lunch and Group Photo
1:00-2:15
Demo Lesson #13 Megan Benton
2:15-2:45
2:45-3:25
Writing Groups
3:25-3:30
Wrap–up

4. Logger

6. T-shirt orders today by 1 (payment in cash if possible)
Group photo at noon.
Shrink Lit books

7. Your Comments: What You Learned
New ways to write in math
Appreciated demo reflection time/ feedback
Pi is cool! 
I leaned how to use writing during the math process.
Al is a genius.
How to write through the lens of someone else.
How diameter and circumference are related.

8. Your Comments: What You Learned
Subtext and thinking through other lenses about text.
Theory. I gotta imbed the theory!
Discovery = learning; gotta imbed that more too.
Using cube for writing ideas/ quick writes
The importance of using data in student and my writing
Literary theory with short text

9. Your Comments: What You Learned
Writing is important in math to solidify thinking
How to apply lit theory to high school level material and incorporate it in the classroom.
Presenting is harder than it looks! Phew!
Cubing is a great strategy for developing ideas.
Ways to make argument writing in math.
Looking through the lens of a philosopher in critiquing an artist.
Too much to list!

10. What Surprised You? What Questions Do You Have?
My strong (negative) reaction to Family Guy, but then my high engagement with the discussion.
Using a cube to start writing on a topic really helps stimulate ideas.
That I was actually correct in the math lesson—the circumference equaled (almost) the length of the can of tennis balls.
Reminder of how much I love math!

11. What Surprised You? What Questions Do You Have?
Very challenging to think about subtext and other critical lenses.
discovery writing
I remembered some of the math I did over 20 years ago.
Math can be made comprehensible by a great teacher.
The current secondary classes have way too many kids!

12. What Surprised You? What Questions Do You Have?
What do we need for the anthology/
How easily different medium are incorporated into a lesson and how effective the variety of the medium is.

13. What Do You Want To Know More About?
Presenting in October
Will our inquiry groups have a tangible element yo give to class (a.k.a. the group!)?
Inquiry groups are producing a…?
How did Al know about the critical role tennis balls play!?! HOW !?!
When are we ordering shirts?
I wish I could think of some but i feel a little brain dead.

14. What Do You Want To Know More About?
When using a portfolio for writing, are pieces graded when they are first published o is grading only done on the portfolio?
After short conversation with Sheridan Blau, I’m curious about writing workshop and Writing Project—they are in sync right? (I detected some ambivalence about Lucy’s work.)
What happened to my missing comment about seating plans?

15. Demo Lesson 12

17. Demonstration Lesson Response

18. Smarter Balanced performance Tasks

19. Standardized Tests: KNOW the Differences!
Norm-referenced tests: tests developed to demonstrate how a student compares with other students. These tests are designed to produce scores that fall on a bell curve.
Examples: the SAT, the GRE

20. Standardized Tests: KNOW the Differences!
Criterion-referenced tests (MASTERY TESTS): tests with clear, articulated standards that a test taker must meet to pass (e.g. a driver’s license test).
Sometimes has a “cut score” (the pass/fail score)
Examples: CAHSEE, ACT, SBAC, most teacher designed tests

22. Classroom Activity

23. Classroom Activity

24. Scan Your Grade Level Prompt and at Least One Other Grade
What are students being asked to do?
Argumentative essay
Informational article
narrative
What do they need to know in order to do that?
-stance, counter claim, coherent,
Audience
genres

25. Scan Your Grade Level Prompt and at Least One Other Grade
Review the rubric for the particular prompt
Grade level
Text type

26. Performance Task Rubrics
What elements of the writing are being scored?
What are the levels of importance?
How do you know?
Primary, Secondary, Tertiary

27. This is a LITERACY TEST! Content and content support provided
Reading in Part 1
Writing assessed via an essay

28. Key Question:
What do students need to know, and know how to do, in order to score well on a SBAC Performance Task?
Make a list

29. Lunch!

30. How to Create a Smarter Balanced Style Performance Tasks

31. Close Reading with Depth and Complexity
Megan K. Benton

32. Background

33. Learning Goal
I can analyze songs using close reading skills and thinking prompts. Using my new thinking skills, I can write a song or poem about myself.

34. Define the Prompts Prompt Relate to Prior Knowledge
Relate to New Knowledge
Integrate into the Real World
Language of the Discipline
Patterns
Multiple Perspectives

35. Listening with a Purpose!
I Hear….
I Think….
I Wonder…..

36. First song….

37. Second song

38. Create
Create your own poem or song about yourself, basing it on an adjective.

39. Demonstration Lesson Response

40. Writing Response Groups

41. Wrap-up: Bring student work to share if you can.