Presentation on theme: "Alvord Unified School District High School ILT"— Presentation transcript:
1 Alvord Unified School District High School ILT Day 2 Training
2 CELEBRATE!!! Welcome! Please sign in Find a seat with your site ILT As you wait for others to arrive, share some celebrations with each other. What are some of the good things in your life right now?
3 Memories... What was the first music you ever bought? Was it a single or a full-length album?What was the format (Record, 8-track, Tape, CD, Digital download)?Share your stories at your table!
4 High School ILT Norms Attend to Personal Needs Be Present Eat, drink, and use restroom as neededBe PresentEveryone participates equallyLimit sidebar conversationsBe respectful of electronic equipment useChoose a Positive AttitudeHonor opposing viewpointsBe determined to walk away with something useful!
5 The Big Picture for Today: Agenda Lens of Understanding: Building more functional teamsFour-step summary writing and the IVFBreakout sessions: Academic Vocabulary, Common Core Shifts for Math, My Big CampusLunchSite ILT Work time
6 Expected Outcomes Strategies to work as a more functional team Deeper understanding of the Common Core Shifts for English Language Arts/Literacy and Summary WritingKnowledge of Tier 2 Academic Vocabulary, 3 Shifts in Math, My Big CampusSite ILT's plan for how your school will run Professional Development days in June
7 TOOLBOX!Throughout the day, you will learn strategies to add to your ILT Toolbox, making you even better Teacher Leaders. So far, we have modeled:Starting with Celebrations: Sets a positive tone for the meetingMusic Memories: From Empty the Cup... Before You Fill it Up, by Ernest Mendes, Ph.D.Norms: Clear behavioral expectationsAgenda and Outcomes: Keeps participants on task, assures no one's time is wasted
8 Building More Functional Teams The Lens of Understandingfrom Dr. Rick Brinkman's Dealing With People You Can’t Stand, How to Bring Out the Best in People at Their Worst, Brinkman & Kirschner, McGraw-Hill, 1996,2003
9 Building More Functional Teams Identify Your Personal Communication StyleFor each row (a-j), mark the one descriptor that best matches your communication styleTotal the number of marks in columns A & DDo not total columns B & CPlot your totals, using the X-axis for your A score and the Y-axis for your D scoreFind the quadrant in which you fall
10 Building More Functional Teams 10Get it Right-Task focus-Passive-"Well, this place is good because of these reasons, but this place is good because..."Get it Done-Aggressive-"Let's just choose a place and go!"Get Along-People focus-"Doesn't matter where we go, I like everything"Get Appreciated-"I know a great place to go - you will LOVE it"5DA510
11 Building More Functional Teams Go to your corner!As a group, brainstorm and record:What assets does your communication style bring to a team?What challenges does your communication style bring to a team?Share results
12 Building More Functional Teams Use your new Lens of Understanding to build trust, not manipulate, dismiss, or insult others
13 Building More Functional Teams As the Teacher Leaders in your ILTs, one of your roles will be to keep colleagues out of the "Red Zone" by identifying and addressing their needs
14 Toolbox! Celebrations Empty the Cup... Before You Fill it Up Norms Agenda and OutcomesLens of Understanding
16 text-dependent questions Building knowledge through content-rich nonfictionReading, writing, and speaking grounded in evidence from text, both literary and informationalRegular practice with complex text and its academic languagetext-dependent questionsSUMMARYWRITINGThere are layers to each of these shifts. They represent an elephant…you eat an elephant one bite at a time.16
17 Integrated Model of Literacy Reading and writing are not the same in every content area, but serve specific purposes.Ask participants what purposes writing serves in content areas17California’s Common Core State Standards: Toolkit | Overview17
21 Consistent Subheadings of Writing Standards Text Types and Purposes Students should be able to write effective arguments, informative/explanatory texts, and narratives. Production and Distribution of Writing Students should be able to make their texts appropriate to varying task demands, purposes, and audiences (including writing processes and technology). Research to Build and Present Knowledge Students should learn to conduct research, gather relevant information from multiple sources, and use information in their writing. Range of Writing Students should be able to produce quality writing under a range of demands and circumstances.(Predict then read) - repeat___________________________________________________________________________________Have participants locate the CCSS for ELA handout and find the Writing Standards for their grade level. If the audience includes secondary teachers, have them turn to their subject.Ask participants to call out the first subheading (Text Types and Purposes). Ask how many standards are included under that subheading (3). Note for participants the consistency at EVERY grade level. Do the same with the next three subheadings:Production and Distribution of Writing (3)Research to Build and Present Knowledge (3)Range of Writing (1)The statements under the subheadings were pulled from a presentation by Timothy Shanahan, one of the architects of the CCSS.As participants begin to look at the standards, remind them that every state could add up to 15% to the Common Core State Standards as indicated by the bold and underlined print.HANDOUTS:CCSS for ELA21CCSS: Toolkit | Content and Curriculum, K-12 (ELA) | Mini-Module: Writing21
22 Looking Closely at Writing Summarize as you watch
23 California Common Core State Standards Writing Standard 2 Grade 9Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic or thesis statement; organize complex ideas, concepts, andinformation to make important connections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia when useful to aidingcomprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, createcohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
24 ObjectivesStandard:Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CO- We will write an informative summary paragraph identifying the author’s purpose.LO- I will analyze verbs to select which words best summarize purpose.Sentence Frame-The verb __________ best summarizes the purpose of ____________ because __________ and __________.
25 Summary, definedA informative summary is a short restatement of the main points of articles, stories, films, or chapters/sections in textbooks.
26 Four-Step Summary Paragraphs Summary writing can be introduced in one lesson or distributed in small segments over a number of days.Teachers must model the strategy several times and practice with students often, using reading text from all content areas.
27 Four-Step Summary Paragraph Tool 1-30cStep Up to Writing
28 Step 1: IVF Topic Sentence The aspect of the IVF that will challenge our students the most is________because_________________.type of work/sourcetitle of workauthorchoose from listmain ideathemeshowsasksclarifiesintroducesdemonstratesencouragesdescribesIn the video “Tour the solar system from home,Jon Nguyen ________ “Eyes on the SolarSystem” in order to ____________________.The verb __________ best summarizes the purpose of the video because __________ and __________.
31 Step 1: IVF Topic Sentence type of work/sourcetitle of workauthorchoose from listmain ideathemeshowsasksclarifiesintroducesdemonstratesencouragesdescribesIn the ___________, NASA ________“Eyes on the Solar System” in order to ____________________.The verb __________ best summarizes the purpose of the press release because __________ and __________.
32 Step 2: Copy the Sentence Type of work/source “Title of Work”, Author, verb follow with main idea.
33 Step 3: Create a Fact Outline -main events (narrative)-star ideas (expository)-significant details (narrative and expository
34 Step 4: Write Summary Paragraph -IVF Topic Sentence-Restatement of Main Events (Narrative) or Star Ideas (Expository)- Significant Details-Basic Transitions (*if needed to support sequencing*)-No Formal Conclusion
35 Objective Check Standard: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.CO- We will write an informative summary paragraph identifying the author’s purpose.LO- I will discuss verbs to decide which words best summarize purpose.
36 California Common Core State Standards Anchor Standard 2Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.The “Four-Step Summary Paragraph” supports effective __________ of content through __________.
37 Toolbox! Sentence Frames 4 Step Summary with IVF CelebrationsEmpty the Cup... Before You Fill it UpNormsAgenda and OutcomesLens of UnderstandingSentence Frames4 Step Summary with IVFContent and Language ObjectivesModeling CycleMultimedia as textTier Two Vocabulary FocusComplete it!
38 Break-out Sessions! A – 3 Shifts in Math – Oghwa Ladner B – Academic Vocabulary – Gustavo Floresand Holly BarnesC – My Big Campus – Wells Panel facilitated byMeghan Martinez
41 Areas to Relay: Prioritize Options – MBC, Lens of Understanding***Have sites prioritize tiles and compare; come to consensus
42 How to begin planning your days… Step 1 – Site visiona. Number tiles with your site’s prioritiesb. Record priorities on the protocolStep 2 – Goal-settingDetermine semester 1 and semester 2 focusPlace a red dot on Semester 1 tiles and a blue dot on Semester 2 tilesStep 3 – Big picture planDecide which steps will be whole school and which will be subject teamsUse a sticky note to label your tiles with an “S” for school and a “T” for teamsConsider strategic groupings for any “T” tiles (grade level, inter-departmental, etc.)Sort tiles into 6/4 topics and 6/5 topicsStep 4 – The specificsa. Who? When? Where? How?
43 Model A Day One 8-11 AM Day One 11-12 AM Day One 1-3 PM Whole staff divided in two rotate Whole Staff Inter. Dept. Teams Grade Level Teams PAPA Plan
44 Model A Day Two 8-9:30 AM Day Two 10-12 AM Day Two 1-3 PM Grade Level Teams TIER2 Plan Whole Staff Inter. Dept. Teams Grade Level Teams Modeling
45 Model B Day One 8-11 AM Day One 11-12 AM Day One 1-3 PM Whole staff divided in three rotate Vertical Teams Explore Whole Staff Inter. Dept. Team
46 Model B Day Two 8-11 AM Day Two 11-12 AM Day Two 1-3 PM Whole staff Whole Staff Inter. Dept. Teams Grade Level Teams plan
47 Toolbox! Visual Tiles Ranking Consensus Conversations Sorting CelebrationsEmpty the Cup... Before You Fill it UpNormsAgenda and OutcomesLens of UnderstandingSentence Frames4 Step Summary with IVFContent and Language ObjectivesModeling CycleMultimedia as textTier Two Vocabulary FocusVisual TilesRankingConsensus ConversationsSortingProtocol for Problem SolutionComplete it!
48 ILT Collaboration and Presentations What do you want to see in classrooms in ?What knowledge and skills will that require?What information do varying sections of your staff already have?What format is best for your teams to learn each aspect?
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