Des Moines Public Schools Summer Professional Development Sessions

Des Moines Public SchoolsSummer Professional Development Sessions 5th Grade June 17th-18th

Agenda for the Two Days Together… Day 1: • Welcome and Introductions • Elementary Literacy Instructional Framework • Comprehension Instruction: Whole Group & Small Group Day 2: • Grammar and Writing Instruction • Word Study Instruction • Fluency Instruction • Health / Science & Social Studies • Wrap-Up and Course Credit

But First… A Pep Talk http://www.youtube.com/watch?v=l-gQLqv9f4o

Introductions! Let’s get to know each other!!

Get Up and Move  • Photo Scavenger Hunt • Using your phone or other device find someone who has a picture matching one of the choices on the list • Initial the paper and find someone else! • 10 minutes to complete

Balancing our Priorities Journeys, The Common Core Standards and Data Teams

Implement the Data Teams process using district assessment and design instruction without core materials Become familiar with what works for kids in the Journeys Materials Use assessments from the Journeys Materials and implement a modified Data Teams Cycle Work to create CFAs aligned to the CC Standards to build a deeper understanding of these standards Goal: Implement the CC Standards with teacher created assessment to use during the Data Teams process. Deepen our Data Teams process by using student data around the standards to plan for instruction using Journeys as a starting point.

Deepening our Understanding… The Common Core Ate My Baby and Other Urban Legendsby Timothy Shanahan. (Educational Leadership – January 2013) As you’re reading… • 2 ideas that clarified something for you ? 1 idea that brings up a question

Goals for Moving Forward with Data Teams • Ensure that teams have assessments that support instructional decision making in both literacy & math. • “This teacher-created assessment may consist of entirely original items, or of items available through sources like online databases and ancillary materials, or of a combination of original and non-original items. However, it's critical that the team agrees that the items on the assessment accurately measure the "unwrapped" standards.” ~ Peery, pg. 22 • Implement a data analysis process to ensure that we are modifying instructional practices based on student needs.

Curriculum Guides 2013 – 2014

Based on your feedback…Our goals for the 2013-2014 Literacy Guides • Simplicity • Connected to and supportive of the Data Teams process (Focusing our Instruction) • Refine the alignment with the Journeys materials & further support the instruction of the CC Standards • Provide additional clarity on Writing • Articulate the Speaking & Listening standards

Frequently Asked Questions • Why can’t the district provide the “team I Can statements”? • If consistency is our goal, why aren’t we providing common assessments for each unit?

Question #1: Why can’t the district provide the “team I Can statements”? The purpose of the “team I Can statements”: • Build a deeper understanding of the grade-level standards • Promote teacher conversation regarding what this standard looks like through instruction and assessment • Team and teacher ownership of the “I Can” statements, common formative assessments, and instructional practices

Question #2: If consistency is our goal, why aren’t we providing common assessments? The Purpose of team created CFAs: • To drive daily instruction in the classroom (…it's critical that the team agrees that the items on the assessment accurately measure the standards ~ Peery) • Team and teacher ownership of what we want our students to know and be able to do regarding the ICC standards The purpose of our CFAs is not to compare schools or student progress. (**The Balanced Assessment System)

Literacy Data Teams Model Grade 4 Unit 5

Step #1: Focusing our Instruction

Goal for Step #1: Focusing our Instruction Promote teacher conversation & understanding of the grade-level standards: • What does the standard expect of students? • How do the different standards fit together? • What does this standard look like at previous or future grade levels? Great resource to promote this conversation:

Step #2: Create the Pre/Post Common Formative Assessment

Goals for Step 2: Create the Pre/Post Common Formative Assessment • Assessment items directly aligned to prioritized I Can Statements. • Assessment items are designed to highlight the strengths and needs of students. • Assessment passages are grade level text. • Assessment length is reasonable. Resources to Support: • Journeys passages (practice book, projectable, unit assessments) • Read Works Website • District provided options

Step #3: Set the SMART Goal The percentage of students scoring proficient or higher on our prioritized I Can Statements will increase from ________% to ________% measured by the posttest administered on ___________________________.

Step #4: Identify Strengths and Needs

Goals for Step #4: Identify Strengths and Needs • The group analyzes the pre-assessment data to determine student strengths and areas of need, in reference to the team “I Can” statements. • Direct analysis of student work is necessary to complete this step.

Step #5: Planning for Instruction

Goals for Step #5: Planning for Instruction • The group determines implications for whole group and small group instruction based on the team “I Can” statements and the pre-assessment student data. • Specific materials for use, teacher actions and student actions are articulated. • The group reviews the available materials within Journeys and determines what modifications to instruction and teacher language are necessary to accomplish our team “I Can” statements. Resources to Support: • JOURNEYS • The Common Core Book

** Standards listed in bold indicate mastery and the final time this standard will be included in a unit study.** Underlined words indicate academic vocabulary for instruction.

Data Team Example Discussion: • How do you see this working at your building? With your grade level team? • If you have already engaged in this process at your building, share out your experience with your table.

Designing the Instructional Day Handout

Designing the Instructional Day The Purpose of this Document: • Time allotments across content areas • Instructional components of each content area • Starting point for grade-level conversations about the distribution of the instructional day

5th Grade Example Schedule • 8:45-9:45 Small group reading • 9:45-10:15 Fluency (building wide structure). • 10:15-10:45 Comprehension/Vocab • 10:45-11:45 Math core • 11:45-12:30 Lunch/Recess • 12:30-12:40 Read aloud • 12:40-1:25 Specials • 1:25-1:40 Word work • 1:40-2:40 Writing and Integrated Studies • 2:40-3:10 Math intervention/CGI

Example Schedule Discussion: • What have you found that works at your building or individual classroom?

Enjoy your lunch!

Comprehension instruction Whole Group & Small Group

Effective Comprehension Instruction • Effective comprehension instruction is explicit or direct. (Gradual release of responsibility) • Builds background knowledge • Teachers need to read and prepare for the text ahead of time • Introduce and interact with new vocabulary • Opportunities to engage in a variety of complex texts and genres • Opportunities to read and reread a variety of text to deepen our understanding • Opportunities to write in response to our reading • To think deeply and talk about complex questions

CLOSE Reading Overview Close reading includes: • Using short passages and excerpts • Diving right into the text with limited prereading activities • Focusing on the text itself • Reading with a pencil • Rereading with a purpose • Noticing things that are confusing • Discussing the text with others • Think-pair Share or Turn and Talk frequently • Small groups with whole class • Responding to text-dependent questions

CLOSE Reading Overview • Video clip http://www.youtube.com/watch?v=5w9v6-zUg3Y http://www.youtube.com/watch?v=JhGI5zdjpvc

CLOSE Reading Overview • Read Article by Doug Fisher & Nancy Frey about close reading in elementary schools • Interacting with the Text * 3 connections you make while reading ? 2 questions you have ! 1 point that sticks in your mind

CLOSE Reading Overview • Text-Dependent Questions • Teachers need to be prepared with a bank of questions to drive discussion to meet the end goal • Teacher provides opportunities for students to respond with writing (Write to Learn) • Evidence for questions must come from the text • Encourages understanding beyond basic recall • Journeys has a great bank of questions to start discussions, however, you may need to add to some of them or prioritize the questions that you need

Example Lesson • http://elementaryliteracy.dmschools.org/icc-standards.html

Example of CLOSE Reading • Close Reading at Hillis • What we did • What we learned and would change • Things to consider • Time of year • Who needs extra support • What have you tried? Share at your tables.

Journeys and CLOSE Reading • Our text dependent questions from Tucket’s Travels Unit 5, Lesson 21 • Why do you think the author begins the story in this way? Use text details to support your answer. (drawing conclusions) • Use details from the text to explain what you know about Francis. (character,T22) • Use details from the text to tell why you think Francis lies to Lottie about the dust cloud. (character,T26) • Bookmark: I can explain the relationship between the characters’ actions and the theme of the story or drama.

Journeys and CLOSE Reading • Whole Group Discussion Questions • Summarizing lesson with pictures from the text. • How did your knowledge of text structure help you better understand this story?

Des Moines Public Schools Summer Professional Development Sessions