STRATEGIES FOR SUCCESS… Secondary Training

1. STRATEGIES FOR SUCCESS…Secondary Training Ocoee Middle Library Nov 5, 2013 Kim Covington, Instructional Coach

2. TEACHER Jokes… • 1. Why did the teacher wear sunglasses? Because her pupils were so bright. • 2. Why did the teacher write on the window? Because he wanted the lesson to be very clear. • 3. Why did the teachers go to the beach? To TEST the water.

3. GREAT Instruction… • Guided by Standards/Data/Curriculum • Rigorous & Relevant • Engaging & Exciting • Assessment • Tailored

4. GREAT Instruction: Guided by… • Standards: Common Core Review of Key Shifts in ELA/Literacy CCSS. • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading, writing, and speaking grounded in evidence from text, both literary and informational. • Knowledge: Building knowledge through content-rich nonfiction • Data: High Stakes Testing, Benchmarks (DE), Formative Assessments • Curriculum: Mapping to correlate with standards.

5. GREAT Instruction: Rigorous & Relevant • “College Talk”—Tier 2 Vocabulary. (Handout) • “12 Powerful Words”(Handout) • Differentiation. Instruction addressing ways students vary as learners. Differentiation Central http:www.differentiationcentral.com/index.html Video 1– 1:55 “What is Differentiation?” Video 2- 6:01 “Differentiate According to Students’…” *WRITE AROUND Activity

6. GREAT Instruction: Engaging & Exciting The ‘eyes’ don’t have it! Kids recall _________ % … of what they read, hear, see. • 10-30% Writing & then talking about it... ________% sticking rate! • 70-90% "Research from every branch of learning science...all concurs: learners must act on information in order to understand, remember, and use it. from Content-Area Writing, Daniels, Zimmerman, & Steineke, 2007

7. Engagement Strategies… • Think- Pair-Share / Write- Pair- Share • Response Signals • Response Cards • Post-it Summary • Agree-Disagree-Neutral Corners • Discussion Chips • Write Around / Silent Discussion (Handout) • Equity Sticks • OTHER ENGAGEMENT STRATEGIES? you may use….

9. GREAT Instruction: Assessment • Assessment based on student mastery of standards… • Assessment developing/showing ‘growth’ in students…

10. GREAT Instruction: Tailored • Tailored in all disciplines…PUTTING IT ALL TOGETHER…to ‘fit’student needs, encompassing Common Core & mastery of standards, utilizing evidence from text, incorporating academic language, building knowledge--through reading, writing, & speaking. We are ALL ‘IN’.

11. Common Core State Standards (CCSS) for English Language Arts (ELA) & Literacy in History/Social Studies, Science, and Technical Subjects CCSS for ELA consist of: • Reading • Literature • Informational Text • Foundational Skills • Writing • Arguments • Explanatory Text • Narratives • Speaking & Listening • Language CCSS for Literacy in Social Studies/Science consists of: • Reading • Informational Text • Writing • Arguments • Explanatory Text *Social Studies & Science content still comes from SPIs State Standards.

12. Writing across curriculum…60% ELA/Literacyon PARCC = writing.

13. Common Core WRITING Standards Text Types and Purposes • CCSS.ELA-Literacy.W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...). • CCSS.ELA-Literacy.W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. • CCSS.ELA-Literacy.W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened

14. CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. CCSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. CCSS.ELA-Literacy.W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. CCSS.ELA-Literacy.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, uselinking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. CCSS.ELA-Literacy.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

15. CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.4.1 - CCSS.ELA-Literacy.W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. CCSS.ELA-Literacy.W.3.2 - CCSS.ELA-Literacy.W.4.2 - CCSS.ELA-Literacy.W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. CCSS.ELA-Literacy.W.3.3 - CCSS.ELA-Literacy.W.4.3 - CCSS.ELA-Literacy.W.5.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

16. CCSS.ELA-Literacy.W.6.1 - CCSS.ELA-Literacy.W.7.1 - CCSS.ELA-Literacy.W.8.1 Write arguments to support claims with clear reasons and relevant evidence. CCSS.ELA-Literacy.W.6.2 - CCSS.ELA-Literacy.W.7.2 - CCSS.ELA-Literacy.W.8.2 Write informative/explanatorytexts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. CCSS.ELA-Literacy.W.6.3 - CCSS.ELA-Literacy.W.7.3 - CCSS.ELA-Literacy.W.8.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

17. CCSS.ELA-Literacy.W.9-10.1 - CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. CCSS.ELA-Literacy.W.9-10.2– CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.9-10.3 - CCSS.ELA-Literacy.W.11-12.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

18. Writing - History/SocStudies & Science & Technical subjects Text Types and Purposes CCSS.ELA-Literacy.WHST.6-8.1 - CCSS.ELA-Literacy.WHST.9-10.1 -CCSS.ELA-Literacy.WHST.11-12.1 Write arguments focused on discipline-specific content. CCSS.ELA-Literacy.WHST.6-8.2 - CCSS.ELA-Literacy.WHST.9-10.2 - CCSS.ELA-Literacy.WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Note Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts.

19. CCSS Perspective on Text Types Take a few minutes to read “Writing: Definitions of the Standards’ Three Text Types” on pages 23-25 of Appendix A with these questions in mind: (NOTE different ? #s) • What are the differences between argument and informational/explanatory writing according to the CCSS? • What are the differences between argument and persuasion according to the CCSS? • What are the differences in argument and informational/explanatory writing among the content areas? • How do these ideas challenge and/or affirm your thinking about argument, informational/explanatory writing, and narrative? • What are the implications of these ideas for your work and student learning? *Article pp.23-25 & Handout with questions.

20. Elements of Argument Claim: the position or assertion that supports an argument Evidence: the facts or reasons that support the claim Warrant: the chain of reasoning that connects the evidence to the claim Counterclaim: an opposing position or assertion Rebuttal: logical reasons for rejecting the counterclaim Handout

21. Creating an Argument Topic: Should people be encouraged to commute by bicycle, rather than by car? Claim: People should be encouraged to commute by bicycle, rather than by car. Evidence: Maintaining a bicycle is significantly less expensive than maintaining a car. Warrant: Spending less money on commuting expenses is a good thing in this tough economy. Counterclaim: Some may say that riding a bicycle to work would increase commuting time and therefore decrease productivity and money earned. Rebuttal: However, bicycles can navigate rush-hour congestion more efficiently than cars. Handout

22. Culminating Assessment • Is a summative assessment. • Is related to the unit’s overarching questions, texts, and key standards. • Provides a guide for the work in the unit. • Provides evidence of student understanding and proficiency of the identified CCSS and learning goals. • Allows for the construction of new knowledge or an extension of their thinking rather than a regurgitation of what students learned in the unit.

23. Culminating Assessment • Culminating assessments across a year should require a variety of writing genres & modes. • Once you’ve decided on a culminating assessment, make a list of what students need to know & be able to do to be successful. Design the unit with that as your guide (backward mapping). • Unit texts should be able to support much of what students need to know and be able to do. • Develop the culminating assessment with the rubric in mind.

24. Culminating Assessments: Writing Assignments A good writing assignment is: • focused on a single guiding question. • composed so that the task or invitation to write is clearly visible. • scaffolded so that students • understand the connection to the work that precedes it, • see clearly what is being asked of them, and • find some help in imagining how to begin the writing. Handout

25. Culminating Assessments: Writing Assignments The following three-part template is helpful when developing a writing assignment: 1st paragraph/section: Situates the writing for students 2nd paragraph/section: Writes out the request 3rd paragraph/section: Offers some (but not too much) help to begin Handout *See Sample.

26. RUBRICS Literacy for History/SocStudies & Science & Tech Informational/Explanatory Rubric Grades 6-8, 9-12 ENGLISH/LANGUAGE ARTS TCAP/WA Argument Rubric Grades 6-8, 9-12 INFORMATIONAL/EXPLANATORY RUBRIC – GRADES 6-8, 9-12 ARGUMENT RUBRIC – GRADES 6-8, 9-12 Yellow Packet Look over the Rubrics & note any differences you see.

27. TN Core site Resource • http://tncore.org/english_language_arts/writing_test.aspx Main page.http://tncore.org/english_language_arts/assessment/sample_assessments.aspx Grade band prompts with texts provided. • http://www.tncore.org/literacy_in_science_and_technology.aspx • http://www.tncore.org/literacy_in_social_studies.aspx click - Curricular Resources

28. Achieve the Core Resource… http://www.achievethecore.org/dashboard/300/search/1/1/0/1/2/3/4/5/6/7/8/9/10/11/12 On-Demand Writing Sections • These sections contain pieces written in response to a uniform text-based prompt. For each of the three, Common Core writing types. Range of Writing Sections • These sections contain a variety of pieces spanning K-12, in each writing type specified by the Common Core State Writing Standards 1-3. These pieces provide examples of writing for “a range of discipline-specific tasks, purposes, and audiences”, over both extended and shorter time frames. These parts of the collection are designed to illustrate a breadth of student writing aligned to the CCSS, and to spark ideas about how writing can be integrated throughout the curriculum. *Samples. BLUE

29. Social Studies example(BLUE) Building upon the writing process. • Read text 1- Identify Author’s purpose with details why. • Read text 2-Recognize Central Ideas & give details. • Read text 3 – Write an essay summarizing key steps being sure to cite specific textual evidence. • #4- Write an essay that argues which of the three authors best conveys his/her purpose. Citing strong & thorough evidence from all three sources to support your argument. Texts 1-Goha, 2-Aztec Mother, 3-Aztec Father.

30. TCAP ELA example (BLUE)Supports Rigorous ELA. • Read text 1- Determine Central Idea & write essay that summarizes & analyzes with supporting evidence. • Read text 2. • Now write an essay that compares & contrasts the authors’ purposes in the two texts with evidence to support. • Texts 1- The Woman Called Moses, 2- Leaders of the Civil War Era: Harriet Tubman.

31. MIST- Measurement Incorporated Secure Testing • https://tn.misttest.com/practice >Practices the writing ONLINE as it will be required in February 2014 by ALL students. >This practice site available through December. >Prompts available to view & students may actually type essays.

32. Article: “How to Motivate Your Students and Yourself” • JIGSAW read article. Sections 1-8. Table groups. [Together aloud, Each silent, ‘Popcorn’ read…] • Table groups discuss main points from your reading. • Whole group discussion—explain ‘your’ group Section’s main points.

33. The End… May all your strategies & efforts be CELEBRATED! Thanks.