cii council for instructional improvement n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
CII Council for Instructional Improvement PowerPoint Presentation
Download Presentation
CII Council for Instructional Improvement

Loading in 2 Seconds...

play fullscreen
1 / 51

CII Council for Instructional Improvement - PowerPoint PPT Presentation


  • 113 Views
  • Uploaded on

CII Council for Instructional Improvement. San Mateo County Office of Education Friday, September 12, 2014. Agenda. Supporting Readers/Writers Workshop. Lucy Calkins for Administrators Superintendents Associate/Assistant Superintendents Principals October 27, 2014 9:00 to 3:00

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'CII Council for Instructional Improvement' - jersey


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
cii council for instructional improvement
CIICouncil for Instructional Improvement

San Mateo County Office of Education

Friday, September 12, 2014

slide4
Lucy Calkins for Administrators
  • Superintendents
  • Associate/Assistant Superintendents
  • Principals

October 27, 2014

9:00 to 3:00

San Mateo County Office of Education

curriculum support
Curriculum Support
  • 2 Day Writing Workshop Training
  • Units of Study
  • Facilitation grade level meetings
  • Coaching support
preceding writing workshop activities standards alignment
Preceding Writing Workshop Activities: Standards Alignment

Goals:

  • Note the new work at each grade level
  • Opportunity to understand the “trajectory along which writers can travel”
  • Breaks down skills into incremental steps
  • All units of study designed with this trajectory
preceding writing workshop activities learning progressions
Preceding Writing Workshop Activities: Learning Progressions

Goals:

  • Gain familiarity with the tool
  • Identify the similarities & differences between CCSS writing standard and the learning progression
  • See how the “trajectory along which writers can travel” plays out in the curriculum
examining student work using the learning progression tool
Examining Student Work Using the Learning Progression Tool
  • Read the student work sample
  • Decide which grade level it matches on the narrative writing learning progression
      • What are this student’s strengths?
      • What does the student still need?
      • What would be a next step for the student, knowing you want to move the student up one grade level?
writing workshop learning progression
Writing Workshop Learning Progression

This tool is used to analyze student work to determine a student’s strengths as a writer and to set individual learning goals.

RUBRIC

eap data san mateo county

EAP Data & San Mateo County

http://www.calstate.edu/eap/

7 key principles of erwc

7 Key Principles of ERWC

The integration of interactive reading and writing processes

A rhetorical approach that fosters critical thinking and engagement through relentless focus on the text

Materials and themes that engage student interest

Classroom activities designed to model and foster successful practices of fluent readers and writers

Research-based methodologies with a consistent relationship between theory and practice

Built-in flexibility to allow teachers to respond to varied students’ needs and instructional contexts

Alignment with California’s CCSS for ELA and Literacy

assignment template overview

Assignment Template Overview

Left hand column describes the intentions behind the activities for each section

Right hand column are the key questions behind each type of activity

Remember, the overall intention is to scaffold the whole process for students

slide19

Key Objective of the CCSS is to prepare

college and career ready students who…

…meet the Standards readily undertake the close, attentive reading that is at the heart of understanding and enjoying complex works of literature. They habitually perform the critical reading necessary to pick carefully through the staggering amount of information available today in print and digitally. They actively seek the wide, deep, and thoughtful engagement with high-quality literary and informational texts that builds knowledge, enlarges experience, and broadens worldviews. They reflexively demonstrate the cogent reasoning and use of evidence that is essential to both private deliberation and responsible citizenship in a democratic republic.In short, students who meet the Standards develop the skills in reading, writing, speaking, and listening that are the foundation for any creative and purposeful expression in language.

http://www.corestandards.org/ELA-Literacy

reading against the grain an erwc activity

Reading Against the Grain: An ERWC Activity

What techniques is this author using to persuade the reader?

argumentative appeal

Argumentative Appeal

Ethos is a person’s credibility with a given audience. It can mean sincerity, authority, expertise, faithfulness, or any adjective that describes someone you can trust to do the right thing. Ethos is related to the English word ethics and refers to the trustworthiness of the speaker/writer.  Ethos is an effective persuasive strategy because when we believe that the speaker does not intend to do us harm, we are more willing to listen to what s/he has to say.

Pathos appeals rely on emotions and feelings to persuade the audience. They are often direct, simple, and very powerful; Whenever you accept a claim based on how it makes you feel without fully analyzing the rationale behind the claim, you are acting on pathos- emotions: love, fear, patriotism, guilt, hate, joy etc.

Logos appeals rely on the audience’s intelligence to persuade them. Logos refers to any attempt to appeal to the intellect, the general meaning of "logical argument." 

rhetorical reading in action1

Rhetorical Reading in Action

Get into groups of 2 or 3. Continue reading paragraphs 4-7 in small groups to determine ethos, pathos, or logos for each paragraph

Individually, continue reading paragraphs 8 - 11 and determine ethos, pathos, or logos for each paragraph

rhetorical reading in action postreading

Rhetorical Reading in Action: Postreading

Students are asked to think critically and move beyond initial reactions

Gain a deeper understanding of the text by questioning and analyzing rhetorical choices of the author

rhetorical reading in action2

Rhetorical Reading in Action

In what ways does this type of activity positively support balanced literacy?

a chievement in motion closing the gap
Achievement in Motion: Closing the Gap

Mefula Fairley

Administrator, Educational Support Services

slide27

AIM

Shines a spotlight on quality learning opportunities that have resulted in improved educational outcomes for historically underserved students

Informs the public and shares best practices

Highlights a different San Mateo County school district, school site, program or individual educator on the SMCOE website every 4-6 weeks

Accepts nominations from school district employees in San Mateo County via survey monkey: https://www.surveymonkey.com/s/achievementinmotion

slide29

Using the CCSS to Improve Student Outcomes

Curriculum Design Process

Tracy Wilson – SMCOE

CreggRamich – South San Francisco USD

Genevieve Schwartz Thurtle – San Mateo Union HSD

Pam Mooers – San Bruno Park SD

Sarah Cullom – San Mateo-Foster City SD

Julie Costantino – Millbrae SD

objectives

Objectives

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

  • Share a collaborative process for designing and refining lesson/units.
  • Focus on the process.
  • Use the lessons as a vehicle to support reflective, intentional instruction.
  • Thoughtfully discuss instruction and curriculum to elevate practice and consciousness.
  • Support profound personal and collective growth
prospective uses

Prospective Uses

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

slide33

What: CCSS

  • Build Content Knowledge
  • Make Meaning
  • Develop Effective Expression: Communicating verbally and in various print forms
  • Develop Language/Academic Vocabulary
  • Develop Foundational Skills
  • How: Instructional Practices
  • Engaging throughout a lesson/unit
  • Respectful of student culture and experiences and needs
  • Motivating and Challenging
  • Integrated: Literacies and Content

CDE

ELA/ELD

Cross-cutting Practices

reflection and projection

Reflection and Projection

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Review of common documents

How do you build community vision?

pre think

Pre-Think

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Discussion

What is the architecture of a quality unit of instruction? Brainstorm the parts.

jigsaw

Jigsaw

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Share Responsibility

Preview your lesson sample and identify the key structures (architecture).

read closely

Read Closely

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Multiple Lens Reading, 50/50 Reading

  • What: Look for examples of these shifts!
  • Build Content Knowledge
  • Make Meaning
  • Develop Effective Expression: Communicating verbally and in various print forms
  • Develop Language/Academic Vocabulary
  • Develop Foundational Skills
read closely1

Read Closely

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Multiple Lens Reading, 50/50 Reading

  • How: Look for examples of these instructional shifts
  • Engaging throughout a lesson/unit
  • Respectful of student culture, experiences, needs
  • Motivating and Challenging
  • Integrated: Literacies and Content
read closely2

Read Closely

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Getting Started…

Select a key document to help you analyze the strengths in this unit/lesson

Identify promising teacher practices

Identify key outcomes for students

jotting dots

Jotting Dots

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Student Profiles

Jot Dots

Discuss a student profile that you think slips through the cracks a bit

A student who could benefit from stronger models of differentiation

Jot Dots: Describe that student on a card, 3-5 bullets only!

obstacles and opportunities

Obstacles and Opportunities

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Student Profiles

Pass the Profile!

Adopt a Student!

Revisit the lesson and look for indicators of differentiation that might meet your students needs

Modify/magnify/sweep/keep practices

jigsaw1

Jigsaw

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Share Responsibility

Revisit your lesson sample and identify the key elements and promising practices of an effective lesson/unit!

r e vision

Re-Vision

How can we develop literate students ready for the complex texts and tasks of the 21stcentury?

Discussion

What is the architecture of a quality unit of instruction? Revise your criteria list.

slide44

Our Process

  • Prepare for a critical conversation
  • Choose a resource to help guide your analysis
  • Share your Lesson
  • Describe the architecture of your unit and your lesson
  • Discuss your lesson focus and highlight your lesson strengths
  • Prompt suggestions, areas you are hoping to improve upon
  • Critical Conversation
  • Clarifying questions
  • Strengths, promising practices
  • Suggestions or opportunities for improvement
  • Collaboration
  • Develop a look for or must do list for unit design
slide46

Our Progression

Elevated our expectations and goals over time!

slide48

Think Through…

What should we think about when guiding our schools and teachers to design or adopt units of instruction?

How are you supporting a common vision and what resources or practices are common among your schools/teachers?

What structures and processes should you support to allow for collaborative conversations around lesson design and refinement?

professional learning opportunities
Professional Learning Opportunities

CII meetings for 2014-2015

SMCOE Booklet of Offerings

CCSS Conference – January 29, 2015

Zap the Gap Conference – March 9, 2015

Leading Edge Certification

STEM Opportunities

next cii october 10 2014

Next CII – October 10, 2014

Focus on:

English Learners

and the

ELA/ELD Framework