Selma Unified School District Department of Curriculum and Instruction

1. Selma Unified School DistrictDepartment of Curriculum and Instruction 4th grade Release Day # 2 Feb. 9, 2011

2. Welcome Norms Goals for this session Follow Up: Monitoring Student Reading PLC: Sharing Best Practices Summary Fictional Narrative Response to Literature Selecting Essential Standards Planning & Collaboration

3. The District Expectation Regarding Individual Reading Assessments… • Individual monitoring of student reading must occur on a consistent basis. • Information gathered should be used to create instruction plans that will provide the necessary interventions for students. • All students below grade level, will need to be assessed using an individualized reading inventory. • A minimum of 1 assessment per trimester

4. Analysis of the Running Record Reader’s of text appear to make decisions about the quality of the message they are getting. One theory is that they are recalling or attacking words. Another theory is that the student is working to get the best fit possible with the limited knowledge he has. It is the last theory that guides teacher decision making. (Marie Clay, Running Records For Classroom Teachers)

5. 3 Cueing Systems

6. Steps 1. Analyze errors for M,S,V. 2. Read up to and including the error. Ask yourself: does that make sense? 3. Read up to and including the error. Ask yourself: Does that sound right? 4. Read up to and including the error. Ask yourself: Does it look like the word in the text? Is there visual similarity?

7. Steps 5. Total the columns . 6. Decide which cues the child used and which he/she neglected. 7. Determine what you would praise after the reading of this text? What did the child do well? (limit 1-2 praise points) 8. Determine what you would focus on as a teachingpoint. What’s next for this child? (limit 1-2 teaching points)

8. Demonstration:

9. Analysis of the Running Record Decide on praise and teaching points. Note the areas of need. Plan the next lesson. Select prompting language you will utilize with your student(s).

10. Application • Partner Up. • Select a Silvaroli assessment. • Analyze the assessment together. • Decide on praise (strength) and teaching points (areas of need). • Prioritize the needs & decide on an instructional time frame. • Select prompting language you will utilize with your student(s). • Switch

11. Discussion/Questions Talk at your table about your experiences. Were there any surprises?

12. YOU DID IT!! Remember practice is the only way to become proficient. Don’t over think any one error. You are looking for a pattern.

13. Break: 15 minutes

14. PLC: Sharing Best PracticesSummary, Response to Literature & Fictional Narrative Review

15. District Writing Information Writing pacing guide: • Instruction: • Summary/Fictional Narrative Writing: • November 15th-March 11th • Trimester 2 Writing Prompt: • N/A for 4th Grade • State Writing Test: March 1st

16. Purpose: • To collaborate and share effective instructional practices in writing. • Provide ideas for state writing test review. • Provide a safe environment for inquiry.

17. PLC: Building a Shared Knowledge Base • Share a “WIN” for Response to Literature • What are your students learning/understanding? • What resources have been useful? • What instructional strategies have been effective?

18. PLC:Building a Shared Knowledge Base • Share a “NEED” for Response to Literature • What is your need? • PLC: Brainstorm ideas for optimal student learning!!!!

19. PLC: Building a Shared Knowledge Base • Share a “WIN” for Summary Writing • What are your students learning/understanding? • What resources have been useful? • What instructional strategies have been effective

20. PLC: Building a Shared Knowledge Base • Share a “NEED” for Summary Writing • What is your need? • PLC: Brainstorm ideas for optimal student learning!!!!

21. PLC: Building a Shared Knowledge Base • Share a “WIN” - Fictional Narrative Writing • What are your students learning/understanding? • What resources have been useful? • What instructional strategies have been effective

22. PLC: Building a Shared Knowledge Base • Share a “NEED”- Fictional Narrative Writing • What is your need? • PLC: Brainstorm ideas for optimal student learning!!!!

23. Q & A • Was that useful? • Take a moment and add to your reflection form

24. Why Teach Summary Writing? • “It is one of the two most powerful skills students can cultivate. It provides students with tools for identifying and understanding the most important aspects of what they are learning.” • Robert J. Marzano

25. Marzano adds that… • “In order to effectively summarize, students must learn how to delete some information, substitute some information, and keep some information.”

26. The standards state that… • Good summary writing “is characterized by paraphrasing of the main ideas and significant details.”

27. Paraphrasing simply means… • To put the author’s thoughts into your own words.

28. The main ideas of the passage mean… • You need to tell your reader simply and clearly why the passage was written. • Basically, you need to answer the question, “What is this article about?” in a sentence or two at the beginning of your essay.

29. The significant details mean… • That you need to tell the reader only the important facts about the passage. • Every detail in the article is not equally important. • Report only the facts that are needed to understand the author’s point and leave out small details.

30. How to Write a Summary: Step 1 • Read the title of the article. Think about what you know about the topic. • Skim: read the first and last lines of each paragraph in the article to get an idea about what it’s about. • Ask yourself, “Does this tell a story or does it provide information on a topic?”

31. How to Write a Summary: Step 2 • Write a word or phrase in the margin for each paragraph to remind you what it was about (main idea). • Ask yourself, “What is the paragraph mostly about?”

32. How to Write a Summary: Step 3 • Read the paragraphs carefully and underline key words related to the main idea of the paragraph. • Ask yourself, “Does this give me more information about the main idea of this paragraph?”

33. How to Write a Summary: Step 4 • List the “main ideas” of the article as the headings on a matrix. • Write key words and/or a couple of details (phrases) under each idea.

34. Matrix

35. How to Write a Summary: Step 5 • Oral practice • Have students practice using the key words and main idea to summarize each section. • This needs to be done with a partner. • Providing oral practice, allows the students to rehearse what they will be writing; but also provide support for language development.

36. How to Write a Summary: Step 6 • Write a simple sentence that tells the reader what the article was about. For example: • The article, _________, tells how ________________________________ • The article, _________, is mainly about ________________________________ • In the article, _______, we learn that ________________________________

37. How to Write a Summary: Step 8 • Conclude the summary with a sentence that repeats the main idea of the article in a new way.

38. How to Write a Summary: Step 7 • Write your summary by using the key words or synonyms for the key words to explainwhat it was about, in a shorter way.

39. Successful instruction should… • Scaffold content learning and • Scaffold language learning.

40. English Language Development Through ***Writing Instruction*** • Do not assume that they have the necessary language structures or vocabulary to write a summary, fictional narrative, or RTL. • Provide language frames along the way. • Provide time for students to use the frames in speaking and in writing. • Model using the frames to redundancy!

41. Resources Available on the SUSD Website • Select the Curriculum Channel • Select Writing, when drop down menu appears. • You will find: • Organizers, language frames, transition words, etc. • Don’t forget about the resources available to you from 2009-2010 trainings.

42. Lunch Break • Please take a minute to add to your reflection form. • Enjoy your lunch!

43. Selecting Essential Standards in Selma Unified School District“All Standards are not Created Equal” 2010-11

44. How Do Each of Us Choose What is Essential to Teach? • Who among you has ever been able to teach and assess all the standards and indicators for which you are responsible? • So how do you decide which standards are the important ones to teach and assess? • Do we all use the same selection criteria?

45. “In absence of an agreed-upon set of criteria for prioritizing the standards and indicators, educators will, out of necessity, make up their own.” -Power Standards: Identifying the Standards that Matter the Most, Larry Ainsworth, 2003

46. Goal - Moving From This Model…

47. To This Model State Standards Potential Curriculum & Test Objectives Focused Curriculum & Assessments Essential Standards

48. What are Essential Standards? Essential Standards are the agreed upon standards that have endurance, leverage and develop readiness for the next grade level.

49. Criteria for Selecting an Essential Standard • Endurance – Will this standard provide students with knowledge and skills of value beyond a single test date? • Leverage – Will proficiency in this standard help the student in other areas of the curriculum and other academic disciplines? • Develop readiness for next level of learning – Is it essential for success in the next unit, course or grade level?

50. Why Are Essential Standards Important? “By focusing on essential skills, teachers prepare students for 80% to 90% of the content that will be addressed on state tests.” (Doug Reeves, 2002)