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

2. As you arrive …  Sign in at the back tables.  Sit as an AC.  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 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  Planning  Closure 9

10. Setting the Context 10

12. Aligned Instructional System 12

13. Activator: Anticipation Guide What are you anticipating learning today? 13 All subjects are required to focus primarily on ELA CCSS standards

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 H/SS Scope & Sequence 15

16. Scope & Sequence ANCHOR MAP 16

17. Scope and Sequence Content MAP 17

18. Scope and Sequence- “Common” Flexible FeaturesCommon Features (K-12) TopicsFocus Standards Texts & Other Textual ResourcesSome Text Types 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 skills 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 “Assignments Matter,” page 40 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. How Assignments, Assessments, and Activities Differ and Relate 22

23. Quarterly Design One Example 23 Quarterly Focus: Themes Projects Units Common Assignment Assignment Lessons Activities Assessments Lessons Activities Assessments Assignment

24. Anatomy of a Common Assignment Prompt 24

25. Text  AC determines text types:  Primary  Secondary  Tertiary 25

26. Products  Article  Biography  Critical review  Editorial  Essay  Lab report  Proposal  Report  Letter  Etc. Common Assignment Written Products 26

27. Content 27 What content will you focus on during planning?

28. 28 Anchor Standard R3 RL3 RI3 RHSS3RST3

29. RHSS3 Prompt Frame 6-8. [Insert optional question]. After reading ____ (text), write ____ (product) in which you identify key steps in the text’s description of a process related to ____. 9-10. [Insert optional question]. After reading ____ (text), write ____ (product) in which you analyze in detail a series of events described in the text and determine whether earlier events caused later ones or simply preceded them. 11-12. [Insert optional question]. After reading ____ (text), write ____ (product) in which you evaluate various explanations for ____ (actions, events) and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. 29

30. Sample Writing Prompts (same frame) Text Product Content 30

31. 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 31

32. 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 32

33. Summarizer: Anticipation Guide 33

34. Promoting collaboration Calibration 34

35. 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 (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?  Use the same process for the C3: D2.His.2 Indicator.  How does the standard progression help us to understand the importance of Common Assignments, Common Assessments, and Focus standards? 35

36. Calibrating Student Work 36

37. Analysis of Student Work- Tool 37

38. Identifying Special Populations  When planning, how are you differentiating for Special Populations?  English Learners?  Special Education?  Accelerated Learners? Table Talk 38

39. Charting Student Trends 39 SuccessGaps

40. A Planning Graphic Organizer 40

41. 60 Minutes LUNCH 41

42. Strategies to Support Writing Writing to Think and Learn 42

43. Think-Write-Share  What does writing currently look like in your classroom?  What types of writing are your students currently producing? 43

44. 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 44

45. 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. 45

46. Close Reading: It’s Not a Formula, There are Many Recipes Dish: Close Reading Serves: ALL Students What are the connections to writing? 46

47. Diagnosis Analogy Diagnosis What medicine? What dosage? 47

48. Planning Close Reading Activities Short passage Complex text- Productive Struggle Repeated Readings Annotation Text dependent questions 48

49. 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. 49

50. Close Reading- Annotation as the link to Better Writing 50

51. Student annotation in 11 th grade English 51

52. Quarter 1 Scope and Sequence Feedback 52

53. Disciplinary Literacy “Disciplinary literacy refers to the shared ways of reading, writing, thinking, and reasoning within academic fields. Each discipline has unique ways of asking questions and solving problems. Similarly, each discipline has unique expectations for the types of claims that are made and the way those claims are supported. These differences play out in the ways that texts are written and in the demands those texts place on the readers. For these reasons, we can say that each discipline has its own discourse community, a shared way of using language and constructing knowledge.” (Rainey & Moje, 2012)

54. Disciplinary Literacy cont. “Disciplinary literacy practices are cultural constructions, and many of those practices are not learned simply by observation. Thus, middle school and high school teachers, who are already part of the disciplinary culture by virtue of their disciplinary preparation, need to help students into the culture by making explicit the discipline-specific literacy practices of their areas. Such disciplinary literacy instruction does not seek to make experts of teenage students. Rather, disciplinary literacy instruction begins to help students read, write, and think in ways that are aligned with experts in the field. Disciplinary literacy teaching helps students set appropriate purposes for reading in each field, recognize and use the norms of a given discipline or field, communicate their ideas following those norms, and evaluate and critique claims made by others in the discipline or field.” (Rainey & Moje, 2012)

55. “Perhaps this is the difference between conceptions of content area reading and disciplinary literacy. Often, content area reading seems to impose generic reading strategies on content-specific text whereas disciplinary literacy considers content first and asks, ‘How would a scientists (or historian, mathematician, or writer) approach the task?’” (Gillis, 2014)

56. Digital Literacy- Quick Survey How are you embedding digital literacy skills into your instruction? 56

57. Grade Level Planning Time 57 “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?

58. Closure  Talk with the colleagues at your table: What information will you use from your learning today?  What can we start doing NOW? 58

59. iACHIEVE Survey 59