1. Des Moines Public Schools Summer Professional Development Sessions 1st Grade June 26 & 27

2. Agenda for the Two Days Together… Day 1: I.Welcome and Introductions II.Elementary Literacy Instructional Framework III.Comprehension Instruction: Whole Group & Small Group Day 2: I.Grammar and Writing Instruction II.Word Study Instruction III.Fluency Instruction IV.Health / Science & Social Studies V.Wrap-Up and Course Credit

3. BUT FIRST… A PEP TALK http://www.youtube.com/watch?v=l-gQLqv9f4o

4. INTRODUCTIONS! Let’s get to know each other!!

5. Get Up and Move Photo Scavenger Hunt Using your phone or other device find someone who has a picture matching one of the choices on the list Initial the paper and find someone else! 10 minutes to complete

6. BALANCING OUR PRIORITIES Journeys, The Common Core Standards and Data Teams

7. Implement the Data Teams process using district assessment and design instruction without core materials Use assessments from the Journeys Materials and implement a modified Data Teams Cycle Become familiar with what works for kids in the Journeys Materials Goal: Implement the CC Standards with teacher created assessment to use during the Data Teams process. Deepen our Data Teams process by using student data around the standards to plan for instruction using Journeys as a starting point. Work to create CFAs aligned to the CC Standards to build a deeper understanding of these standards

9. Deepening our Understanding… The Common Core Ate My Baby and Other Urban Legends by Timothy Shanahan. (Educational Leadership – January 2013) As you’re reading…  2 ideas that clarified something for you ? 1 idea that brings up a question

10. Goals for Moving Forward with Data Teams Ensure that teams have assessments that support instructional decision making in both literacy & math. – “This teacher-created assessment may consist of entirely original items, or of items available through sources like online databases and ancillary materials, or of a combination of original and non-original items. However, it's critical that the team agrees that the items on the assessment accurately measure the "unwrapped" standards.” ~ Peery, pg. 22 Implement a data analysis process to ensure that we are modifying instructional practices based on student needs.

11. CURRICULUM GUIDES 2013 – 2014

12. Based on your feedback… Our goals for the 2013-2014 Literacy Guides Simplicity Connected to and supportive of the Data Teams process (Focusing our Instruction) Refine the alignment with the Journeys materials & further support the instruction of the CC Standards Provide additional clarity on Writing Articulate the Speaking & Listening standards

14. Based on your feedback… Our goals for the 2013-2014 Literacy Guides Simplicity Connected to and supportive of the Data Teams process (Focusing our Instruction) Refine the alignment with the Journeys materials & further support the instruction of the CC Standards Provide additional clarity on Writing Articulate the Speaking & Listening standards

16. Based on your feedback… Our goals for the 2013-2014 Literacy Guides Simplicity Connected to and supportive of the Data Teams process (Focusing our Instruction) Refine the alignment with the Journeys materials & further support the instruction of the CC Standards Provide additional clarity on Writing Articulate the Speaking & Listening standards

18. Based on your feedback… Our goals for the 2013-2014 Literacy Guides Simplicity Connected to and supportive of the Data Teams process (Focusing our Instruction) Refine the alignment with the Journeys materials & further support the instruction of the CC Standards Provide additional clarity on Writing Articulate the Speaking & Listening standards

20. Frequently Asked Questions 1.Why can’t the district provide the “team I Can statements”? 2.If consistency is our goal, why aren’t we providing common assessments for each unit?

21. Question #1: Why can’t the district provide the “team I Can statements”? The purpose of the “team I Can statements”: – Build a deeper understanding of the grade-level standards – Promote teacher conversation regarding what this standard looks like through instruction and assessment – Team and teacher ownership of the “I Can” statements, common formative assessments, and instructional practices

22. Question #2: If consistency is our goal, why aren’t we providing common assessments? The Purpose of team created CFAs: – To drive daily instruction in the classroom (…it's critical that the team agrees that the items on the assessment accurately measure the standards ~ Peery) – Team and teacher ownership of what we want our students to know and be able to do regarding the ICC standards The purpose of our CFAs is not to compare schools or student progress. (**The Balanced Assessment System)

23. LITERACY DATA TEAMS MODEL Grade 1Unit 1

24. Step #1: Focusing our Instruction Reading Literature Standards Journeys Lessons 2, 3 and 5 Reading Informational Standards Journeys Lessons 1 and 4 Literature 3: Describe characters, settings, and major events in a story, using key details.  I can identify the characters and setting of a story.  I can identify the sequence of the story’s major events.  I can use details in the story to describe the characters, setting, and major events. Informational 2: Identify the main topic and retell key details of a text.  I can identify the main topic of a nonfiction text.  I can identify the key details that connect to the main idea. Literature 5: Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.  I can explain how fiction and nonfiction texts are different. Informational 6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.  I can name the author and illustrator of a text. (*REVIEW FROM KDG)  I can retell information gathered from words in a text.  I can retell information gathered from the illustrations in a text. Literature 7: Use illustrations and details in a story to describe its characters, setting, or events.  I can describe the characters using illustrations and story details.  I can describe the setting using illustrations and story details.  I can describe the events using illustrations and story details. Informational 7: Use the illustrations and details in a text to describe its key ideas.  I know illustrations in nonfiction give me information about the key ideas.  I can use illustrations and details in a text to describe the key ideas. Focusing our Instruction 1. I can identify the characters, setting and sequence the story’s major events. 2. I can describe the characters, setting and events using the illustrations and story details. 3. I can explain how fiction and nonfiction texts are different. 1. I can identify the main topic and key details of a nonfiction text. 2. I can name the author and illustrator of a text. 3. I can use information gathered from the words and illustrations in a text to describe key details.

25. Goal for Step #1: Focusing our Instruction Promote teacher conversation & understanding of the grade-level standards: – What does the standard expect of students? – How do the different standards fit together? – What does this standard look like at previous or future grade levels? Great resource to promote this conversation:

26. Goals for Step 2: Create the Pre/Post Common Formative Assessment Assessment items directly aligned to prioritized I Can Statements. Assessment items are designed to highlight the strengths and needs of students. Assessment passages are grade level text. Assessment length is reasonable. Resources to Support: – Journeys passages (practice book, projectable, unit assessments) – Read Works Website – District provided options

27. Step #2: Create the Pre/Post Common Formative Assessment

28. Step #3: Set the SMART Goal The percentage of students scoring proficient or higher on our prioritized I Can Statements will increase from ________% to ________% measured by the posttest administered on ___________________________.

29. Goals for Step #4: Identify Strengths and Needs The group analyzes the pre-assessment data to determine student strengths and areas of need, in reference to the team “I Can” statements. Direct analysis of student work is necessary to complete this step.

30. Step #4: Identify Strengths and Needs Strengths Identifying the text structure Identifying signal words that helped them know the text structure. Needs/ Implications Explaining cause/effect relationships THEME and identifying supporting details

31. Goals for Step #5: Planning for Instruction The group determines implications for whole group and small group instruction based on the team “I Can” statements and the pre-assessment student data. Specific materials for use, teacher actions and student actions are articulated. The group reviews the available materials within Journeys and determines what modifications to instruction and teacher language are necessary to accomplish our team “I Can” statements. Resources to Support: – JOURNEYS – The Common Core Book

32. Step #5: Planning for Instruction LessonGenrePrioritized I Can Statements (* focus)Whole Group Considerations 21 Literature I can use the details explicitly stated in the story and inferences I have made to determine the theme of the story. ** I can create my own summary using the theme of the story and details to support it. ** I can identify patterns of events and explain similarities and differences in themes in stories from different cultures. ** DEFINE THEME/LESSON FOR STUDENTS Use the handouts from Bobbi (In server folder) Student-friendly Themes Poster (from last year) Teacher Read Aloud: Questions 1, 3, 4 Question 4: What is the theme of this text? What details support this theme? Introduce Comprehension: Use Practice Book pg. 241 (Tues.). Use projectable 21.2 (Wed.) Main Selection: (Thursday) Theme Graphic Organizer (In server folder) ** “Let’s track how the author worked toward building a theme. Deepening Comprehension: (Friday) Use the Guided Practice to have students “track” the development of theme on pg. 541-545. 22 Informational I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast) I can identify the text structure using signal words and text features in the text. Text Structure Anchor Chart: Teacher Read Aloud: All of the questions – identifying the cause and the effect. Projectable 22.2: (t-93)(Tuesday) Stick with Cause/Effect Flow Chart. Add a box: identify signal words (as a result, which, because). Practice substituting other signal words in the text to “test” whether they are true signal words. Add another effect box: women got the right to vote. Main Selection: (Wednesday) Summarizes-- Teacher will read through each pages summary so students know what the main events are in the story (T95). Read pages 562- 563 (t96- t97) and complete projectable 22.3a. Read pages 565 (t99) –first 3 paragraphs (stop at the #4) complete the cause & effect on t98. (Thursday) –continue to 567-569 (t101-103) complete the projectable 22.3b –use explicit details from the story. CAT—(Thursday) Complete practice book pg. 253 (t93) Elizabeth Cady Stanton

33. Data Team Example Discussion: 1.How do you see this working at your building? With your grade level team? 2.If you have already engaged in this process at your building, share out your experience with your table.

34. DESIGNING THE INSTRUCTIONAL DAY Handout

35. Designing the Instructional Day The Purpose of this Document: – Time allotments across content areas – Instructional components of each content area – Starting point for grade-level conversations about the distribution of the instructional day

36. 1 st Grade Example Schedule TimesExample Schedule- 1 st grade (M, T, Th, F) 8:35-8:45 Students enter, do morning work (usually a story problem to jumpstart math), and prepare for the day. 8:45 - 9:15Core Math 9:15-9:45Math Workshop/Math interventions 9:45-10:00Daily Math Review 10:00-10:30Core Reading (whole group vocabulary, main Journey’s selection) 10:30-10:45Phonics/Word Work 10:45-11:20Science/ Social Studies/ Health 11:20-12:00Lunch/ Recess 12:00- 12:10Bathroom Break 12:15-1:15Small Group Guided Reading 1:15- 2:15Specials 2:15-2:30Fluency 2:30-3:15Grammar/Writing

37. Example Schedule Discussion: 1.What have you found that works at your building or individual classroom?

38. ENJOY YOUR LUNCH!

39. COMPREHENSION INSTRUCTION Whole Group & Small Group

40. Effective Comprehension Instruction Effective comprehension instruction is explicit or direct. (Gradual release of responsibility) Build background knowledge Read and prepare for the text ahead of time Introduce and interact with new vocabulary Opportunities to engage in a variety of complex texts and genres Opportunities to read and reread a variety of text to deepen our understanding Opportunities to write in response to our reading To think deeply and talk about complex questions

41. CLOSE Reading Overview Close reading includes: Using short passages and excerpts Diving right into the text with limited prereading activities Focusing on the text itself Read with a pencil Rereading with a purpose Noticing things that are confusing Discussing the text with others Think-pair Share or Turn and Talk frequently Small groups with whole class Responding to text-dependent questions

42. CLOSE Reading Overview Video clip http://www.youtube.com/watch?v=5w9v6-zUg3Y http://www.youtube.com/watch?v=JhGI5zdjpvc

43. CLOSE Reading Overview Read Article by Doug Fisher & Nancy Frey about close reading in elementary schools Interacting with the Text * 3 connections you make while reading ? 2 questions you have ! 1 point that sticks in your mind

44. CLOSE Reading Overview Text-Dependent Questions – Come prepared with a bank of questions to drive discussion to meet the end goal – Bring in opportunities for students to respond with writing (Write to Learn) – Evidence for questions must come from the text – Understanding beyond basic recall – Journeys has a great bank of questions to start discussions, however, you may need to add to some of the them or prioritize the questions that you need

45. Example of CLOSE Reading As you watch, what could you try in your classroom? – 1 st Grade Example 1 st Grade Example Share at your tables.

46. Journeys and CLOSE Reading Our text dependent questions from The Storm 1.What happens in the beginning, middle and end? 2.In what way did Tom and Pop have fun together? 3.Why did Pop and Tim hug? 4.How does the author help us understand that Pop is the boys grandpa?

47. Questions Write down questions you have on the notecards at your table.

48. Technology Resources Comprehension Instruction CUTEE Resources – From home page- quick links, staff, curr. Resources, elementary literacy – Elementaryliteracy.dmschools.org – Send resources to: Jacob Welchans, Jeremiah Starr

49. Technology Resources (cont.) Think Central – Online readers – Manuals – Workbook – Help videos: Technology, software, thinkcentral.

50. Engagement Strategies Comprehension Instruction Close Reading Lots of partner work – Handout Sticks with students names – Colored red/ green on the ends Rotate the way students complete the graphic organizer – Independently, partner, use leveled practice

55. Collaborative Discussion Time Options: 1.Work on focused “I Cans” 2.Discuss student engagement strategies that have been successful

56. WELCOME TO DAY 2!

57. GRAMMAR & WRITING INSTRUCTION

58. Effective Grammar and Writing Instruction Being a Writer – This will be our primary resource for writing instruction 1 st grade Units – The Writing Community & The Writing Process – Getting Ideas – Nonfiction Writing – Narrative Writing – Opinion Writing (Journey’s)

59. Effective Grammar and Writing Instruction Grammar – Journeys will be our primary resource for grammar instruction

60. Effective Grammar and Writing Instruction Writing (Being a Writer) – Getting Ready to Write (Lesson Focus) – Writing time – Sharing & Reflecting *Goal is to have students writing everyday

61. Lesson Demonstration Writing Routine All students are placed into small writing groups based on spelling inventory data Everyday a different group sits with the teacher to receive extra support Daily Sharing

63. Engagement Strategies Writing & Grammar Instruction Display projectable or practice book page onto whiteboard Grammar Snap Shrink practice book pages into booklets for skill practice

64. Collaborative Discussion What have you found that works at your building or individual classroom?

65. WORD STUDY INSTRUCTION Phonemic Awareness, Phonics, Spelling and Vocabulary

66. Effective Word Study Instruction Word Study Manual & Teacher’s Manual provide explicit instruction for Phonics and Vocabulary Provide practice in a connected text Frequent repetition Explicit instruction of patterns in language Frequent opportunities for practice Make it fun!

67. Lesson Demonstration Monday: Introduce phonics skill and model the sort. Students repeat the sort and practice reading the words to themselves. When everyone is completed, students read words to their partner. Tuesday: Students repeat sort from previous day and write the words in their notebook. Students read the words to their partner. **For students who need to be challenged, they can be asked to write sentences using the words or to make up their own words using the phonics sound being practiced. Wednesday & Thursday Students complete the sort suggested in the Word Study Manual. *the blind writing sort can be used as an informal assessment before the actual spelling test. Friday Spelling Test or more practice with words (Whiteboards, alternative sort) Depending on your kids, you can work towards a test as the year progresses. Students can correct their own spelling tests for immediate feedback as the year progresses.

68. Engagement Strategies Word Study Instruction Memory to match the sounds Journeys interactive lessons & Destination Reading Poems to match the skill White Boards Decodable Readers Classroom posters CUTEE Resources Teacher Created Resources

70. Effective Vocabulary Instruction Develop consciousness – appreciate words Activate background knowledge Variety of activities with words When necessary, explain meaning & give examples of how they are used MAKE A POINT OF USING THE WORDS OFTEN

71. Lesson Demonstration Monday: Show CUTEE video and use words in sentences with partners. Students listen for words while listening to Journeys Day 1 story. Tuesday-Friday: Create pictures and sentences to show understanding of words. Journeys activities are used when appropriate. Words are posted for the week and students tally when they have used the word.

72. Technology Resources Word Study & Vocabulary Instruction CUTEE – Word study & Vocabulary support links Think Central – Interactive Lessons – Destination Reading Curriculum Resources Page – www.elementaryliteracy.org www.elementaryliteracy.org Teacher created resources

73. Collaborative Discussion Time Options: Adding classes in Think Central Destination Reading CUTEE Discuss Word Study

74. FLUENCY INSTRUCTION

75. Effective Fluency Instruction Fluency – Instruction of fluency should include modeling fluent reading and having students engage in repeated oral reading with an instructional focus.

76. Engaging Students in Fluency Instruction Activities for Repeated Oral Fluency Practice – Student-adult reading – One-on-one with an adult who provides a model of fluent reading, helps with word recognition, and offers feedback. – Choral reading – reading aloud simultaneously in a group – Partner reading – reading aloud with a more fluent partner (or with a partner of equal ability) – Readers’ theatre – the rehearsing and performing before an audience of a dialogue-rich script derived from a book.

77. Additional Engagement Strategies Fluency Instruction Lines of practice Each week students choose books from their browsing box for “fluency practice” on Friday they read their chosen books to a partner in their class, to their entire class, or to a buddy in another grade level Poetry Journals Readers Theater in Journeys Decodable Readers

78. Lesson Demonstration Lines of Practice

79. Collaborative Discussion Time Discussion: 1.What have you found that works at your building or individual classroom?

80. ENJOY YOUR LUNCH!

81. Des Moines Public Schools

82. Hea WHY??? HealthTeacher.com / Nonfiction Readers Organization Integration Accuracy of Information

83. HealthTeacher Overview Website Walk-through Curriculum Lesson Guides Lesson Playtime Time to Bookmark Lessons

84. HealthTeacher.com Overview Works on iPads!

85. Log In Log In to HeathTeacher.com -- Set all passwords as dmpshealth

86. Home – Can always come back to home by clicking on the “home” icon. home

87. Toggle Search Health in the News Resources Navigation and Other Resources Available on the Home Page

88. Lessons To Find and Bookmark a Lesson… 1) click on lessons button

89. 2) Click on Scope & Sequence, 3) click on Topic and Grade, 4) click on lesson

90. Bookmark Lesson by Clicking on the Pink Ribbon – It Will Change to a Checkmark Bookmark

91. The lesson is now bookmarked on my home page!

92. Send Health Home – Can Copy and Paste into a Parent Newsletter or Email.

93. Another way we can connect with parents… home.healthteacher.com

94. “New” Lesson Example: Start on the Interactive Video Required parts of the lessons are listed on the curriculum guides, additional parts are optional. Start here

95. “Classic” Lesson Example: Will Use the Lesson Overview and the Teaching Steps

96. After You Teach Each Lesson – PLEASE Click on the “I Taught This” Button! I Taught This

97. So You Will Earn a GOLD STAR! …and for accountability!

98. Healthteacher.com http://staging.gonoodle.com/ Click on 8am: See Run With Us

99. Time to Activate Your Account. Enjoy!

100. SOCIAL STUDIES K-5 Implementation Plan Amber M. Graeber Social Studies Curriculum Coordinator Advanced Placement Coordinator

101. David Johns, the former Social Studies Curriculum Coordinator, facilitated a K-5 adoption in 2006 to select materials Since 2006-2007, curriculum guides have been tied to the adopted materials The Past

102. The Present We are required to have implementation of the Iowa Core Iowa Core in the Social Studies is grade-banded: K- 2 and 3-5 Standards are divided into the following categories: behavioral sciences, economics, geography, history and political science

103. K-2 Social Studies Standards

104. 3-5 Social Studies Standards

105. 2013-2014 EACH SIX-WEEK LITERACY UNIT IS CONNECTED TO EITHER SCIENCE OR SOCIAL STUDIES

106. The Future Elementary Social Studies: Goals Knowledge of behavioral sciences, economics, geography, history, and political science is fundamental to students’ ability to understand the world we live in. Inquiry, interpersonal relations, and critical reasoning skills include the ability to gather, interpret and analyze information, to engage in respectful and productive civic discourse, and to draw conclusions consistent with one’s own values and beliefs. Respect for the values of a diverse and democratic society motivates students to safeguard their own rights and the rights of others and to fulfill their responsibilities as citizens in a democracy. A commitment to civic participation is the result of social studies education that includes opportunities for students to understand and experience their own power to make a positive difference through service to their communities and the world.

107. Standards are grouped into “clusters” and “topics” Think of a “cluster” as an umbrella Think of “topics” as falling underneath the umbrella The Future

108. THIS KIND OF UMBRELLA... CLUST ER TOPI C

109. SOCIAL STUDIES EXAMPLE CLUST ER: HISTOR Y TOPIC: HISTORIC AL CHANGE TOPIC: CHRONOLO GY AND CONSEQUEN CE TOPIC: HISTORICAL ANALYSIS

112. Social Studies: Standards This document is a reference tool only The unit guides do not require the use of this tool, unless you want additional clarification or support The goal is for you to understand the organization of standards used to create the unit guides

113. 120 minutes/week... for Science OR Social Studies

114. Unit Guides Social Studies

115. Unit Guide Structure Each unit guide includes the following support structures: – A unit theme – “I Can” statements organized by topic These are what students are expected to know and be able to do as a result of your instruction - Suggested Pacing by Week - Suggested Resources

117. A YEAR OF EXPERIMENTATION 2013-2014 We will collect instructional ideas from teachers over the course of the year to share with each other

118. SOCIAL STUDIES ALIVE! 30-Day Free Trial Go to www.teachtci.com to set up a free trial. You can share the username and password information with team members You can save materials to your desktop for use later in the school year

119. FINAL UNIT GUIDES WILL BE AVAILABLE BEFORE JUNE 24

120. CONTACT INFORMATION AMBER.GRAEBER@DMSCHOOLS.ORG 515.242.7947 AMBER.GRAEBER@DMSCHOOLS.ORG Maternity Leave....TBD

121. QUESTIONS?

122. DMPS Elementary Science 1 st Grade

123. Foss Kit Realignment Past Alignment New Plants Balance & Motion Pebbles, Sand and Silt New Alignment New Plants (investigations 2- 4)Will have to share the kit with Kindergarten) Animals 2 x 2 (investigations 1,3,4) #2 must be skipped due to Iowa regulations regarding land snails *Unused kits should be kept in buildings

124. Resources For Teachers Science website: http://science.dmschools.orghttp://science.dmschools.org Wiki sharing site: www.dmpsscience.wikispaces.com www.dmpsscience.wikispaces.com Science Building budget for materials/ordering instructions (live organisms from Trans-Mississippi) Foss Web Defined STEM www.nextgenscience.org Building science leaders

125. Sample Guide Format

126. Ongoing PD for 13-14 August video overview for all staff PLC meetings as needed Elementary T & L meetings as needed for leadership teams Science PD opportunities summer 2014 Collaboration with middle school science teachers Tell me what you would like/need for PD

127. Things to Consider The guides are outlines for a 6 week unit of instruction. 120 minutes/week. (may be divided up in a variety of ways) Students should have a part in guiding the learning. Let them suggest things they would like to explore surrounding the topic and feel free to design your own investigations based on their questions. Incorporate writing and reading in science lessons (journaling, data collection, analysis skills, processing, etc.) Science process skills are the MOST important (unwritten) lesson!

128. Last but not least... Science should be fun!

129. Contact Info Kim O’Donnell Science Curriculum Coordinator kimberly.odonnell@dmschools.org Office extension: 242-7335

130. WRAP-UP

131. Exit Slip Please use the notecards on your table to complete one of the following stems… – Next summer I would like… – I am excited about… – I really enjoyed… – Something I did not enjoy…