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Alvord Unified School District High School ILT Day 2 Training.

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Presentation on theme: "Alvord Unified School District High School ILT Day 2 Training."— 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 o Eat, drink, and use restroom as needed Be Present o Everyone participates equally o Limit sidebar conversations o Be respectful of electronic equipment use Choose a Positive Attitude o Honor opposing viewpoints o Be determined to walk away with something useful!

5 The Big Picture for Today: Agenda Lens of Understanding: Building more functional teams Four-step summary writing and the IVF Breakout sessions: Academic Vocabulary, Common Core Shifts for Math, My Big Campus Lunch Site 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 Writing Knowledge of Tier 2 Academic Vocabulary, 3 Shifts in Math, My Big Campus Site 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 meeting Music Memories: From Empty the Cup... Before You Fill it Up, by Ernest Mendes, Ph.D. Norms: Clear behavioral expectations Agenda and Outcomes: Keeps participants on task, assures no one's time is wasted

8 Building More Functional Teams The Lens of Understanding from Dr. Rick Brinkman's Dealing With People You Cant 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 Style For each row (a-j), mark the one descriptor that best matches your communication style Total the number of marks in columns A & D Do not total columns B & C Plot your totals, using the X-axis for your A score and the Y-axis for your D score Find the quadrant in which you fall

10 Building More Functional Teams Get it Right -Task focus -Passive -"Well, this place is good because of these reasons, but this place is good because..." Get it Done -Task focus -Aggressive -"Let's just choose a place and go!" Get Along -People focus -Passive -"Doesn't matter where we go, I like everything" Get Appreciated -People focus -Aggressive -"I know a great place to go - you will LOVE it" 10 5 D A 5

11 Building More Functional Teams Go to your corner! As a group, brainstorm and record: o What assets does your communication style bring to a team? o 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 Outcomes Lens of Understanding

15 er=L-Hmzxw5LmLXyzgFh4WyAg&safe=active Quick Look at Common Core Writing Emphasis

16 Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language SUMMARY WRITING

17 Integrated Model of Literacy Reading and writing are not the same in every content area, but serve specific purposes. 17

18 NAEP Alignment in Writing Three mutually reinforcing writing capacities: To persuade To explain To convey real or imagined experience GradePersuadeExplainConvey Experience 430%35% 8 30% 1240% 20% 2011 © CA County Superintendents Educational Services Association 18

19 7th Grade Integrated Model of Literacy Write Informative/Explanatory Texts English Language Arts 2. Write informative/explanatory texts, including career development documents (e.g., simple business letters and job applications), to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. History/ Social Studies 2.Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes © CA County Superintendents Educational Services Association 19

20 Science and History/Social Studies: Whats New? For , Current Standards in Science and History/Social Studies remain in place. The CCSS describes what the reading and writing should look like in subject matter classes © CA County Superintendents Educational Services Association 20

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. 21

22 Looking Closely at Writing Summarize as you watch

23 California Common Core State Standards Writing Standard 2 Grade 9 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. a. Introduce a topic or thesis statement; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, 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 Objectives 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 authors 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, defined A 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 1-30c Step Up to Writing

28 Step 1: IVF Topic Sentence type of work/source title of work author choose from listmain idea theme In the video Tour the solar system from home, Jon Nguyen ________ Eyes on the Solar System in order to ____________________. The verb __________ best summarizes the purpose of the video because __________ and __________. The aspect of the IVF that will challenge our students the most is________ because_________________. shows asks clarifies introduces demonstrates encourages describes

29 Summary Verbs compares describes explains gives uses lists shares presents provides identifies illustrates names suggests teaches reveals imparts discloses shows tells adds acknowledges asks clarifies confirms confronts demonstrates encourages explores features offers recommends exposes uncovers supplies

30 Press Release.

31 Step 1: IVF Topic Sentence type of work/source title of work author choose from listmain idea theme In the ___________, NASA ________ Eyes on the Solar System in order to ____________________. The verb __________ best summarizes the purpose of the press release because __________ and __________. shows asks clarifies introduces demonstrates encourages describes

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 authors purpose. LO- I will discuss verbs to decide which words best summarize purpose.

36 California Common Core State Standards Anchor Standard 2 Write 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! Celebrations Empty the Cup... Before You Fill it Up Norms Agenda and Outcomes Lens of Understanding Sentence Frames 4 Step Summary with IVF Content and Language Objectives Modeling Cycle Multimedia as text Tier Two Vocabulary Focus

38 Break-out Sessions! A – 3 Shifts in Math – Oghwa Ladner B – Academic Vocabulary – Gustavo Flores and Holly Barnes C – My Big Campus – Wells Panel facilitated by Meghan Martinez

39 After Lunch: Areas to Relay

40 Lunch! Be back in 45 mins.

41 Areas to Relay: Prioritize

42 How to begin planning your days… Step 1 – Site vision a. Number tiles with your sites priorities b. Record priorities on the protocol Step 2 – Goal-setting a.Determine semester 1 and semester 2 focus b.Place a red dot on Semester 1 tiles and a blue dot on Semester 2 tiles Step 3 – Big picture plan a.Decide which steps will be whole school and which will be subject teams b.Use a sticky note to label your tiles with an S for school and a T for teams a.Consider strategic groupings for any T tiles (grade level, inter- departmental, etc.) c.Sort tiles into 6/4 topics and 6/5 topics Step 4 – The specifics a. Who? When? Where? How?

43 Model A Day One 8-11 AM Day One 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 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 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 AM Day Two 1-3 PM Whole staff Whole Staff Inter. Dept. Teams Grade Level Teams plan

47 Toolbox! Celebrations Empty the Cup... Before You Fill it Up Norms Agenda and Outcomes Lens of Understanding Sentence Frames 4 Step Summary with IVF Content and Language Objectives Modeling Cycle Multimedia as text Tier Two Vocabulary Focus Visual Tiles Ranking Consensus Conversations Sorting Protocol for Problem Solution

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?

49 Evaluation Please provide feedback!


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