1. State Standards Professional Learning Cycle 1 October 13- November 8

2. As you arrive …  Sign in at the back tables.  Sit as a Site.  Coaches and District Support Staff please join site teams where there is space available.  Pick up the handouts.  We will begin at 8:05 a.m. Welcome Teachers! 2

3. Video Celebrations FUSD Teachers! 3

4. Professional Learning Design for the 2014-2015 Year  Cycle 1: October/November 2014  Classroom Teachers Foundation Lead Teachers- December  Cycle 2: January/February 2015  Classroom Teachers Foundation Lead Teachers- February/March 4

5. Instructional Commitments  Engage students in complex talk, complex tasks and complex text to address reading, writing, listening and speaking standards.  Engage students in Common Core grade level standards.  Engage students in higher levels of thinking reaching levels 2, 3, and 4 using Webb’s Depth of Knowledge (DOK).  Engage students in assessments that are standards- based and SBAC aligned. 5

6. Outcomes for Cycle #1 By the end of the session, participants will…  Analyze student work to determine next steps in instructional planning through calibration  Identify specific needs of students through an analysis of student work  Identify specific strategies and actions for writing to text and be able to embed student writing in daily work 6

7. Layers of Support Students Read, write, and speak grounded in evidence Teachers Commit to planning and implementing new learning that supports reading, writing, and speaking grounded in evidence Coaches Support teachers to plan and implement new learning Leaders Support teachers to take risks with new learning 7

8. Our Norms for Learning and Working Together  Be Present  Arrive On Time  Active Listener  Active Participant—Smile! Enjoy our learning.  Minimize Distractions  Technology at Break  Focus on Topics  Be Aware of the Larger Group’s Needs  Noise Levels  Site Specific Issues We can add/revise to these as needed… 8

9. Today’s Agenda  Welcome/Introduction  Setting Context/Building Background  Scope & Sequence  Calibration  Identifying Needs and Next Steps  Strategies for Writing Support  Digital Literacy  Closure  Planning 9

10. Setting the Context 10

12. Aligned Instructional System 12

13. Activator: Anticipation Guide What are you anticipating learning today? 13 H/O

14. Burning Questions  Take 1 Sticky Note or use your Anticipation Guide.  Record any other questions that you would like to be addressed through today’s professional learning. 14

15. Locating Scope & Sequence 15 H/O

16. Scope & Sequence ANCHOR MAP- Common 16

17. Scope and Sequence Content MAP- Grade Level H/O 17

18. Scope and Sequence- “Common” Flexible FeaturesCommon Features (K-12) TopicsFocus Standards Texts & Other Textual ResourcesSome Text Types (Informational, Literature) Instructional StrategiesOne Common Assignment Prompt Tasks & Products- assignments, activities, classroom assessments District (Quarter 1) Common Assessment Number of Units Pacing Grading 18

19. Why have focus & recursive standards? “These are the few standards involving content and skill you emphasize and teach explicitly and deeply. A single assignment taught with care and intensity cannot closely align with more than a few standards, perhaps no more than four or five. At the same time, one standard is probably not enough for an assignment. - Eleanor Dougherty Table Talk 19

20. Common Assignments 20

21. Scope and Sequence Vocabulary  Assignment- A task charging students to engage in content and skills distinguished by a PROMPT, A PRODUCT, AND A RUBRIC  an assignment is intentionally taught and focused on student achievement. (FUSD Common Assignment includes the above definition for K-12)  Previously known as the Culminating Task  AC created using district provided frame  Assessment- A task given to students INDEPENDENT OF INSTRUCTION to MONITOR THEIR UNDERSTANDING of content or use of a skill set and scored AGAINST A RUBRIC.  (FUSD Common Assessment includes the above definition for K-12 )  The FUSD Common Assessment is District created and provided 21

22. Quarterly Design One Example Quarterly Focus Themes – Projects - Units Common Assignment Mini-Tasks Lessons Activities Assessments Mini-Tasks Lessons Activities Assessments Assignment Mini-Tasks Lessons Activities Assessments Assignment 22

23. Anatomy of a Common Assignment Prompt 23

24. Text  AC determines text types  Text suggestions are on Page 3 of your supporting materials. (Suggestions have been vetted) 24

25. Products  Article  Biography  Critical review  Editorial  Essay  Lab report  Proposal  Report  Letter  Skits  Speeches  Scale Models  Presentations  Maps  Recordings/Videos  Power points  Games Common Assignment Written Products Other Assignment Products 25

26. Content What content will you focus on during planning? 26

27. Sample Writing Prompts (same frame) Text Product Content 27

28. Scope and Sequence Vocabulary  Assignment- A task charging students to engage in content and skills distinguished by a PROMPT, A PRODUCT, AND A RUBRIC  an assignment is intentionally taught and focused on student achievement. (FUSD Common Assignment includes the above definition for K-12)  Previously known as the Culminating Task  AC created using district provided frame  Assessment- A task given to students INDEPENDENT OF INSTRUCTION to MONITOR THEIR UNDERSTANDING of content or use of a skill set and scored AGAINST A RUBRIC.  (FUSD Common Assessment includes the above definition for K-12 )  The FUSD Common Assessment is District created and provided 28

29. District Common Assessments ON HOLD The district provided a first quarter assessment based on the focus standards.  They provide formative feedback about student progress and the effectiveness of instruction.  They help teachers and the district make more strategic decisions about what students need next and in the long term. 4 Selected Response 4 Constructed Response 1 Extended Constructed Response 29

30. Summarizer: Anticipation Guide 30 H/O

31. Calibration 31

32. Standards Progression  Website for standards progression  http://www.ncesd.org/Page/1059 http://www.ncesd.org/Page/1059  Standards Progression Worksheet  Read Reading Standard 3 RL (Focus Standard)& highlight the changes in the standard from grade level to grade level.  What do you notice about how Reading Standard 3 progresses from Kindergarten through 12 th grade?  How does the standard progression help us to understand the importance of Common Assignments, Common Assessments, and Focus standards? 32

33. Calibrating Student Work Kindergarten 33

34. Calibrating Student Work 34

35. Analysis of Student Work- Tool 35

36. Identifying Special Populations  When planning, how are you differentiating for Special Populations?  English Learners?  Special Education?  Accelerated Learners? Table Talk 36

37. Charting Successes and Next Steps 37

38. Closure- Gallery Walk Walk around the room and take a look at the work of the others. Discuss what you observe as you walk. 38

39. A Planning Graphic Organizer 39

40. 60 Minutes LUNCH 40

41. Strategies to Support Writing Writing to Think and Learn  Close Reading linked to writing- Annotation  Quick Bursts of Writing  Text Talk Time linked to writing- Text Talker 41

42. Think-Write-Share  What does writing currently look like in your classroom?  What types of writing are your students currently producing? 42

43. Writing! Writing! Writing!  High performing schools have writing as a priority  Critical correlation between reading and writing  Writing is a gap for secondary students  Common Core requires writing in a variety of ways  Career and college ready students are proficient writers 43

44. Anchor Standards 1 & 10 1. Read closely to determine what the text says and to make logical inferences from it, site specific textual evidence when writing or speaking to support conclusions drawn from the text 10. Read and comprehend complex literary and informational texts independently and proficiently. 44

45. Close Reading: It’s Not a Formula, There are Many Recipes Dish: Close Reading Serves: ALL Students What are the connections to writing? 45

46. Diagnosis Analogy Diagnosis What medicine? What dosage? 46

47. Planning Close Reading Activities Short passage Complex text- Productive Struggle Repeated Readings Annotation Text dependent questions 47

48. Annotation is a note of any form made while reading text. “Reading with a pencil.” Annotation slows down the reader in order to deepen understanding. 48

49. Close Reading- Annotation as the link to Better Writing 49

50. Annotation in PreK-2 Language experience approach Interactive writing and shared pen activities 50

51. Student’s annotation of connotative meanings in Charlotte’s Web 51

52. Student annotation in 11 th grade English 52

53. K-6 Teach students a notation system for your school! 53

54. Quick Bursts of Writing  Keeping Standards High  Clearly communicate expectations  Model & Celebrate Appropriate Behaviors  Remain Flexible  Respond to students’ CONTENT Quick Writes Thinking Boxes Quick Jots Quick Tries 54

55. Expert Jigsaw  Number off 1-4  Go to your specific corner and read the strategy Quick Writes- 1 Thinking Boxes-2 Quick Jots-3 Quick Tries-4  Be ready to summarize the what, why, and how when you return to your home group 55

56. Quick Bursts of Writing 56

57. Text Talker- Linked to Writing 57

58. Text Talk Time 58

59. Digital Literacy- Quick Survey  How are you embedding digital literacy skills into your instruction?  Keyboarding Skills?  Linked to writing?  Using classroom tablets? 59

60. Closure  Talk with the colleagues at your table: What information will you use from your learning today?  What can we start doing NOW? 60

61. Grade Level Planning Time 61 “The plan is nothing. The planning is everything.” Dwight Eisenhower Based on identified needs of your students and strategies discussed, how will you plan for quarter 2? Individually? As an Accountable Community?

62. iACHIEVE Survey 62