Consulting Team Meeting December 15, 2013 What’s New, What’s Up and Gearing up for 2014!

1. Consulting Team MeetingDecember 15, 2013What’s New, What’s Up and Gearing up for 2014!

2. Agenda for Our Call This Evening! • Hi and Welcome! • What We’ve Been Up To – New Development and Developments! • Presentation Polishing • Expert Team Updates • Looking at 2014 • Client newsletter • Modules and Modules+ • Summer Series • Regional Events • New Book • New Coaching Class and Advanced Coaching Class • Next Steps

3. Connecting SL.2 to Close Reading • 1st Read: Ask questions that ensure that the students understand and think about the major ideas in the story or article. That means you limit questions to big ideas or query information that you think the students might be confused by. • 2nd Read: Ask questions that require students to analyze how the text works: Why the author made certain choices and what the implications of those decisions would be in terms of meaning or tone. • 3rd Read: Ask how does this text connect to your life and your views, critical analysis of quality and value, and how the text connects to other texts.  -Shanahan

4. This is How We Translate into Action • ____Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). • ____Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. • ____Ask questions to clear up any confusion about the topics and texts under discussion. • Seek to understand and communicate with individuals from different cultural backgrounds. • ____Ask and answer questions about key details in a text read aloud or information presented orally or through other media. • ____Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.

5. Sample Teaching Plan

6. Give SL.4-5 Structure 1 2 3 4 Introduction (title, motivation, objective, forecasting) Closing (summary statement, recommendation, other materials Q & A (interact with the group, collaborate with audience, gauge effectiveness, go into detail about particular points, present new information in response to questions Body (elaboration of background, use of media, development of content, media

7. This is How We Translate into Action • Write opinion pieces on topics or texts, supporting a point of view with reasons and information. • ____Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. • ____Provide logically ordered reasons that are supported by facts and details. • ____Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). • ____Provide a concluding statement or section related to the opinion presented.

8. Sample Teaching Plan

9. L.1: Grammar • Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • ____Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). • ____Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. • ____Use modal auxiliaries (e.g., can, may, must) to convey various conditions. • ____Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

10. L.5: Figurative Language #1 Rule: Practice this every single opportunity you have – there are opportunities in virtually every piece of text you might be using during class Common sense rules Context is critical Connotation matters

11. Explicitly Teach Argument Writing The general argument made by author X in her/his work, _______________, is that _______________. More specifically, X argues that _______________. She/he writes, “ _______________.” In this passage, X is suggesting that _______________. In conclusion, X’s belief is that _______________. Inspired by Clueless in Academe

12. Explicitly Teach Argument Writing In my view, X is wrong/right, because _______________. More specifically, I believe that _______________. For example, ___________. Although X might object that __________, I maintain that _______________. Therefore, I conclude that _______________. Inspired by Clueless in Academe

15. Change Course, Paragraph 1 The general argument made by Weinberg in his work, Change Course, is that the things that you think you’ll experience in college, you really don’t. More specifically, Weinberg argues that he went to Cornell, based upon a catalog and thought that he would be the wisest physicist, mathematician and space scientist. He writes, “ The…departments had classes that I was sure would make me wise.” In this passage, Weinberg is suggesting that hew would leave Cornell with wisdom on the departments’ content. In conclusion, Weinberg’s belief is that he learned more about himself and what he didn’t know or like.

16. Change Course, Paragraph 2 In my view, Weinberg is wrong, because students these days are coming out of college with actual skills that they went to college to learn, not just ideas or thoughts to the contrary, as Weinberg asserts. More specifically, I believe that my college education gave me very important, tangible skills – and I chose to go to college to get these skills from the beginning. For example, I learned through my student teaching, how to manage a classroom of students at 1st grade and 7th grade. Although Weinberg might object that I learned actual skills that I set out to learn, I maintain that had I not had my college education, I would not have been prepared, skill-wise, for my career in teaching. Therefore, I conclude that Weinberg’s assertion that what you go into college to learn is not what you come out knowing is incorrect.

17. What Does They Say/I Say Really Do? • Ensures that kids actually understand what is being argued/the claim • Ties them right to the text and, even more specifically, to the vocabulary of the text which holds so much meaning • This format does not allow kids to gloss over the author’s argument and jump right to their own • The form requires kids to think ahead and ask themselves, “Gee, I wonder what the other person is going to say,” and then incorporate the response succinctly • The form allows kids to learn the language of debate…and even requires it in order to be successful • When you use the structure in your SL and W work, your kids will be practiced, feedbacked and mastered…the routine drives the mastery

18. Teaching Kids to Research (W.7-9) • Research cannot be assumed, it must be taught • Explicitly teaching each component is the pathway for mastery • Start in Kindergarten using the technique (with nearly 100% modeling) and gradually release the control to the students throughout the grades • Streamline the process of research across the grade, department, school and district • Focus on one component at a time, until near-mastered and then move onto the next (this will require you to move beyond “finishing” the research as the primary focus in the beginning) • Be patient • Model, model, model

19. Teaching Kids to Research (W Standards) Open Open – Introduce a topic to your students. You can do this with videos, non-fiction articles, objects, photographs, charts, or paintings. The purpose is to stimulate curiosity and open their minds to different ways of looking at the topic. Use evidence from the “texts” (does not have to be written words) and have your students write in their journals: “How does this connect to me?” Immerse – Build background knowledge; make sure the students are connecting to the content; help them discover interesting ideas. Go on a field trip or bring in a guest speaker; get involved in the local community. Have students read some more detailed information about the topic (more Common Core connections – deep reading of challenging texts). Introduce academic vocabulary about the topic. Again, have them think – and journal some more – about that Third Space. Immerse Carol Kuhlthau

20. Teaching Kids to Research (W Standards) Explore Explore – The students should now begin to take charge of their exploring. They are simply trying to get a broader understanding of the topic, and begin to think about what they would like to research.  They should first jot down as many questions as they can think of that might drive their research. Then as they explore, they can begin to narrow down the possibilities. Identify – Students should stop at this point and select a question to drive their research. Don’t let them research a “topic” (e.g., “the ethics of using performance-enhancing drugs”). They must write down a question – of extreme interest to THEM – that they plan to answer (e.g., “Under what conditions – if any – is the use of performance-enhancing drugs acceptable?”). Once they have selected their research question, based both on their initial research and on its relevance to themselves, their confidence level almost always increases. Identify Carol Kuhlthau

21. Teaching Kids to Research (W Standards) Gather Gather – Students gather information that specifically answers their question. They should be cross-checking information from different resources, and they will be more willing and able to read challenging non-fiction texts because they are trying to answer a question of personal interest. This is when they actively take notes from complex texts. Create – Students reflect on what they have been learning and develop their own opinion about it. They go beyond the facts to make meaning of different ideas and synthesize those ideas into something they can call their own. Create Carol Kuhlthau

22. Teaching Kids to Research (W Standards) Share Share – Students learn from each other. They have the opportunity to explain what they have learned and describe the process that brought them to their own opinion. They can tell this story using digital media and visual displays, or in performances of varying types. This step reinforces the Common Core requirements of speaking and listening. Evaluate – No learning would be complete without an evaluation of both the process and the product. They should determine if they reached their learning goals, and be able to tell if they understand the new content. Evaluate Carol Kuhlthau

23. Polishing our Consulting Skills http://www.duarte.com/blog/

24. Looking FORWARD to 2014!!! • Client newsletter • Modules and Modules+ • Summer Series • Regional Events • New Book • Plain Talk 2014 • New Coaching Class and Advanced Coaching Class

25. Expert Team Updates!

26. Happy New Year! Another fresh new year is here . . .Another year to live!To banish worry, doubt, and fear,To love and laugh and give! This bright new year is given meTo live each day with zest . . .To daily grow and try to beMy highest and my best! I have the opportunityOnce more to right some wrongs,To pray for peace, to plant a tree,And sing more joyful songs! - William Arthur Ward