1. SUMMER ACADEMY Grades 3-5 English Language Arts Summer 2013

2. Outcomes:
As a result of the summer teaching academy, participants will
Gain an understanding of the Tri-State Quality Rubric for lessons and units.
Conduct quality reviews with groups of teachers to determine the quality of lessons and provide specific feedback for revisions.
Use the rubric to determine the alignment and quality of instructional materials in order to identify how they might need to be modified to better address the College-and Career-Ready Standards (CCRS).
Develop new lessons or revise existing lessons to better align with CCRS.

3. Three Key Shifts in ELA/Literacy
Building knowledge through content-rich
nonfiction and informational texts
2. Reading, writing and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
Quick review of QM #1:

4. Insight Tool Connection
Insert screenshot of 3rd R1.
√ You can easily find the standards for your lesson using the Insight Tool. Notice we’re in K-12 English Language Arts.
√ We have filtered for Reading: Informational Text and √ 3rd grade.
√ You’ll recognize the 1st standard listed on the previous slide is listed right here.

5. EQuIP Tri-State Quality Review Rubric
You Tube Video “The Value of the Tri-State Rubric”
The Tri-State Quality Review was created by a collaborative 3-state initiative.
Educators Evaluating Quality Instructional Products (EQuIP)

6. The Rubric Organizes Criteria That Describe Quality Lessons/Units
Criteria that define the rubric are organized to describe quality in four dimensions.
Pass out legal size rubric. (NOTE: ARROWS ON DIAGRAM ARE SET TO COME IN AS DOWN ARROW KEY IS PRESSED.) Review layout briefly. (Participants will have time later to review more.)
Dimension 1: Alignment to rigor/expectations of CCRS. (Identify objectives and compare to CCRS)
Dimension 2: Key areas of focus; key materials relate to alignment.
Dimension 3: Instructional supports.
Dimension 4: Assessments: pre-assessment, self-assessment, formative, summative
The descriptive criteria listed in each Dimension/column represent a high standard of quality which describe the characteristics one would find in an exemplary CCRS lesson or unit. A criterion is checked when the lesson or unit contains substantial evidence of the criterion’s descriptor.
**The most critical criteria are considered to be “must have’s” for a quality CCSS lesson/unit.
Slide taken from Tri-State Quality Review Rubric & Process (Achieve)

7. Your turn…
Scan Dimensions/Columns I and II of the rubric to see what information it contains and how it’s organized.
Underline key components.
Share with your small group.
Share with the whole group.
Repeat with Dimensions/Columns III and IV
60 minutes
Participants will scan the first 2 columns of the rubric for the key components and to identify similarities.

8. Essential Planning Questions
What standard am I teaching?
What are my daily measurable objectives for this standard?
What strategies will help me focus and pace my lesson appropriately?
What strategies will require ALL (100%) of my students to engage in content through reading, writing, talking, listening, and investigating?
What actions will I take to assess throughout the lesson?
Remind participants that the new CCRS is standards based. An effective lesson will have clearly identified standards, measureable objectives, strategies that provide the rigor and engagement, and formative assessment measures through the lesson.

9. Important Terms to Know
Text Complexity
Use of multiple sources
Text dependent questions
Citing specific textual evidence
Ask table groups to come up with a user-friendly definition for each of these terms. Discuss whole group.
Chart the definitions???

10. Session 2:
Literary Text
Because of Winn Dixie

11. Lesson Analysis Read the lesson plan and accompanying text.
Using the rubric, determine if the lesson meets the criteria of the three bulleted items in Dimension 1.
In the blank beneath Dimension 1, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric.
Check to the left of the bulleted item if the lesson plan meets the criteria listed.
Now repeat the first four items above for Dimension II.
Handouts: Tri-state rubric with blank columns for writing notes, Winn Dixie Lesson plans A and B
Facilitators: Divide the participants into two groups. Group A will read lesson plan A and complete the directions listed on the slide. Group B will read lesson plan B and complete the directions listed on the slide.

12. Group Discussion at Your Table
Were there missing Dimension I components?
Which item(s)?
What would need to be updated about the lesson to meet the rubric criteria?
Were there missing Dimension II components?
What would need to be updated about the lesson to meet the criteria?
Facilitators will each sit with a group and guide the group discussion.

13. Lesson Analysis Look at the lesson plan again.
Using the rubric, determine if the lesson meets the criteria of the four bulleted items in Dimension III.
In the blank column beneath Dimension III, make notes of concerns/issues; list items needed for improvement to meet rubric criteria.
Check to the left of the bulleted item if the lesson plan meets the criteria listed.
Now repeat the first four items above for Dimension IV.

14. Group Discussion at Your Table
Were there missing Dimension III components?
Which item(s)?
What would need to be updated about the lesson to meet the rubric criteria?
Were there missing Dimension IV components?
What would need to be updated about the lesson to meet the rubric criteria?
Ask for one volunteer at each table to report out.

15. Session 3 Partner Share/Gallery Walk
With a partner, look at both lesson plans to determine what changes are needed to make each lesson an exemplary one.
Chart the changes.
Display the chart, then walk to see what changes other groups made.
Remind participants that an exemplary lesson is one that meets most of the criteria on the rubric.

16. Wrap-Up
15 minutes

17. Summer Academy Day 2

18. Outcomes:
As a result of the summer teaching academy, participants will
Gain an understanding of the Tri-State Quality Rubric for lessons and units.
Conduct quality reviews with groups of teachers to determine the quality of lessons and provide specific feedback for revisions.
Use the rubric to determine the alignment and quality of instructional materials in order to identify how they might need to be modified to better address the College- and Career-Ready Standards (CCRS).
Develop new lessons or revise existing lessons to better align with CCRS.

19. Review
Ask participants to review yesterday’s lesson plans and the charts they made.
Then ask them to discuss the main parts of the lesson and chart their answers.

20. Important Terms to Know
Text Complexity
Use of multiple sources
Text dependent questions
Citing specific textual evidence
Let’s review some of the important terms we came across yesterday. Did anyone find any other terms that could be important?

21. I Spy Informational Text Session 1:
Today we are going to use the rubric to look at a lesson plan using informational text. We are going to do this a little differently than we did yesterday. This is a one day lesson. It follows the Instructional strategies format.

22. Essential Planning Questions
What standard am I teaching?
What are my daily measurable objectives for this standard?
What strategies will help me focus and pace my lesson appropriately?
What strategies will require ALL (100%) of my students to engage in content through reading, writing, talking, listening, and investigating?
What actions will I take to assess throughout the lesson?
Review the planning questions. You found these questions in the rubric. It is important to note that the Instructional Strategies Format is based upon these questions.

23. Lesson Analysis Read the lesson plan and accompanying text.
Using the rubric, determine if the lesson meets the criteria of the three bulleted items in Dimension 1.
In the blank beneath Dimension 1, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric.
Check to the left of the bulleted item if the lesson plan meets the criteria listed.
Now repeat the first four items above for Dimension II.
Handout: Tri-state rubric with blank columns for writing notes
Facilitators: participants will independently read the lesson plan and use the rubric to determine its effectiveness. They will then partner up with another person to answer the questions on the next slide. (choose a different partner than you had yesterday)

24. Partner Discussion Were there missing Dimension I components?
Which item(s)?
What would need to be updated about the lesson to meet the rubric criteria?
Were there missing Dimension II components?
What would need to be updated about the lesson to meet the criteria?
Participants will get with a partner and go over the dimensions I and II, discussing their thoughts.

25. Lesson Analysis Review the lesson plan.
Using the rubric, determine if the lesson meets the criteria of the four bulleted items in Dimension III.
In the blank column beneath Dimension III, make notes of concerns/issues; list items needed for improvement to meet rubric criteria.
Check to the left of the bulleted item if the lesson plan meets the criteria listed.
Now repeat the first four items above for Dimension IV.
Handout: Tri-state rubric with blank columns for writing notes
Facilitators: participants will independently read the lesson plan and use the rubric to determine its effectiveness.

26. Partner Discussion Were there missing Dimension III components?
Which item(s)?
What would need to be updated about the lesson to meet the rubric criteria?
Were there missing Dimension IV components?
What would need to be updated about the lesson to meet the rubric criteria?
Participants will get with a partner and go over the dimensions III and IV, discussing their thoughts

27. Session 2 Double Up/Gallery Walk
Double up with another pair to make adjustments to the lesson.
Chart the adjustments.
Display the chart, then walk to see what changes other groups made.
Facilitators: put the partners into groups of four. They will discuss and come up with changes they feel are necessary to make this an exemplary lesson (meets most of the criteria on the rubric).
Participants will chart their adjustments (changes). Groups will walk to see what other groups changed.

28. Session 3 Lesson Planning
With a partner, plan an informational text lesson!
60 Minutes
Teachers will need to bring TE.
Will be given a template to use.

29. Summer Academy Day 3

30. Outcomes:
As a result of the summer teaching academy, participants will
Gain an understanding of the Tri-State Quality Rubric for lessons and units.
Conduct quality reviews with groups of teachers to determine the quality of lessons and provide specific feedback for revisions.
Use the rubric to determine the alignment and quality of instructional materials in order to identify how they might need to be modified to better address the College- and Career-Ready Standards (CCRS).
Develop new lessons or revise existing lessons to better align with CCRS.

31. Lesson Analysis
Participants will swap Informational Text lessons and review using the rubric as a guide.

32. With a partner, plan a literary text lesson!
Lesson Planning
With a partner, plan a literary text lesson!

33. Lesson Analysis
Participants will swap Informational Text lessons and review using the rubric as a guide.

34. Planning Next Steps
Talk to participants about teaching the lessons in their classrooms, revising as needed. The group will meet again to review and polish the lesson plans.

35. TRAVEL

36. WARNING!!!!!
Please make sure that you follow along with me and the directions that are given.
If your form is not completed PERFECTLY it will be returned and it will delay reimbursement for your travel. If you make a mistake please let us know ASAP.
Please do not work ahead…even though it might look easy and self explanatory.

37. A great working blue or black pen.
What do I need?
A great working blue or black pen.
Try your pen on a scratch sheet of paper and make sure that it works well.

38. If you live in Wetumpka, turn in your form now.
Take your pen and fill out the box at the top right hand corner. Make sure that you print legibly. It must be able to be read. (Check the person beside you.)
If you live in Wetumpka, turn in your form now.
Now:
Look at #2B. Write in the first blank the time you left your house. Then, circle a.m.
Time of departure to meeting from home base: ____________a.m./p.m.
Estimated time of return to home base : ____________a.m./p.m.

39. Back Page (Check your partner.)
Find the box in the top right hand corner. Print your name legibly as it is on your legal documents and STOP.
Next, print your physical address legibly. This is the actual address where you live. (This is not a P. O. Box.) Write your street address, city, state, and zip code and STOP.
Then, write your SS# legibly and STOP. This must be on your form if you are to receive reimbursement.
(Check your partner.)

40. Back Page
Everyone put your pen down.
Find the box in the bottom right hand corner. Put your finger on the blank above where it says Signature of Traveler.
In a minute you will sign your name EXACTLY as it is written in the top right hand corner.
Before you sign your name, take your pen and make sure that it still writes well. If it does you may sign your name on this blank.
(Check your partner to see if the signature the same as the name at the printed in the top right hand box.)

41. Back Page
Raise your hand if you receive your mail at a P. O. Box.
If your hand is not raised, put your form back into the folder.
If your hand is raised, find the box in the bottom left hand corner. Under where you see “Summer Academy” and the month, you will print legibly your mailing address.
(Partners check to see if the information is filled out correctly and legible.)
All forms should be back in the folders.

42. the State Department of Education
Reimbursement
Expect reimbursement to come from
the State Department of Education
in several months.