1. Day 3 Kindergarten and First Grade April 6 and 7, 2011

2. Welcome  Review group norms  Review agenda Running Records Writing to Achieve Essential Standards

3. “If Running Records are taken in a systematic way they provide evidence of how well children are learning to direct their knowledge of letters, sounds, and words to understanding the messages in the text.” Marie Clay, 2002

4. Steps In Taking a Running Record 1) Conventions or “ticking” 2) Calculating accuracy 3) Calculating Error rate 4) Calculating Self Correction rate 5) Praise points and teaching points 6) Analysis of m/s/v 7) Planning what’s next

5. Review conventions 1.Table talk: any ah-ha’s, challenges, questions that came up as you started to use running records in your small group instruction. How is the “ticking” going???What have you noticed? 2.Sharing: Please select a spokesperson for your table.

6. Let’s practice ticking with Greedy Cat  Get out a clean Running Record Sheet.  Tick as we listen to a student reading the story Greedy Cat.  There are 166 words in the book.  Here we go……

7. What is an Error?  Any TOLDS (T)  All Errors that are not Corrected  Omissions and Insertions  Repeated errors are an error each time unless they are proper names.  Inventions are errors. Remember to score the fewest number of errors possible. No minus scores.

8. What is an error continued…  Contractions are scored as 1 error.  “Try that Again”: TTA [ ] is counted as 1 error.  Self corrections: (SC) are not marked as errors. They are marked as an SC.  Problem solving is not an error.  An appeal is not and error.

9. Rules/Steps for calculating rates……  Count the words read from the text, omitting titles. Greedy Cat has 166 running words. (A minimum of 100 is best)  Total the errors  Total the self-corrections  Use the conversion chart to find rates for accuracy, errors, and self corrections.  Your are trying to find a text in the 90-93% accuracy rate with a good sc rate.

10. Let’s go back to Greedy Cat  At your table, score the errors and self- corrections.  Total the columns for Errors and Self Corrections.  Write number of Errors and Self Corrections on your whiteboards for sharing. E= _____ SC=______

11.  RW’s: 166  Errors: 21  Self Corrections : 1  Error Rate: 166 = 7.9= 8 Ratio 1:8 21  Accuracy rate: checking the conversion table  1:8= 87.5 round up to 88%  Self correction rate: E+ SC = 21+1 = 1:22 SC 1 Let’s find rates for Greedy Cat

12. Greedy Cat continued  This means that for every 8 words read correctly this student is making 1 error.  Of the errors only 1 in 22 is corrected.  Talk at your table about what this information means to you as a teacher.

13. Practice #1  Running Words: 77  Errors: 2  Self corrections: 4  At your table calculate: 1. Error rate=_______ 2. Accuracy rate=______% 3. Self correction rate_______ Write the rates on your whiteboard for sharing.

14.  Error rate: 1:38.5=1:39  Accuracy rate: round down to 97%  Self correction rate: 1:1.5=1:2  What does this mean for your teaching?

15.  Running Words: 175  Errors: 12  Self corrections: 6  At your table calculate: Error rate=_____ Accuracy rate=______% Self-correction rate=_______ Write your rates on your whiteboard for sharing. Practice #2

16.  Error rate: 1:14  Accuracy rate: 93%  Self Correction rate: 1:3  What does this mean for your teaching?

17. BREAK  Please return in 15 minutes

18. 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)

19. 3 Cueing Systems Meaning StructureVisual

20. 3Cueing Systems To read a continuous text, the child must use a variety of skills held in a delicate balance.

21. 3 Cueing Systems Video http://www.thinkport.org/microsites/r eading/video/cues.mpg

22. 3 Cueing Systems  Meaning – DOES IT MAKE SENSE? Prior knowledge, background, experience, story sense, use of pictures  Structure – DOES THAT SOUND RIGHT? Grammar, knowledge of English, grammatical patterns, language structures, natural language  Visual – DOES THAT LOOK RIGHT? Sounds and symbols, analogies (using familiar onsets and rimes), conventions of print: directionality, spaces/words/letters, beginnings/endings, punctuation

23. Analysis of M/S/V 1. Read up to and including the error. Ask yourself: “Does that make sense?” 2. Read up to and including the error. Ask yourself: “Does that sound right?” 3. Read up to and including the error. Ask yourself: “Does it look like the word in the text? Is there visual similarity?” 4. Now look at the self correction. Ask yourself “What new information did the student use to correct the error?”

24.  Do not analyze omissions, insertions, or Tolds.  Read only up to and including the error.  Avoid analysis based on opinion. You need solid evidence. Reminders

25. Greedy Cat  First let’s consider the errors  Now, let’s consider the self corrections

26. Steps continued…. 6. Total the columns for M-S-V’s 7.Decide which cues the child used and which he/she neglected. 8. Determine what you would praise after the reading of this text? What did the child do well? (limit 1-2 praise points) 9. Determine what you would focus on as a teaching point. What’s next for this child? (limit 1-2 teaching points)

27. Analysis of the Running Record Using one of your Running Records:  Calculate the rates  Analyze the m-s-v’s  Decide on your praise and teaching points.  What might be the next step?

28. Sharing In table groups: 1. Share your results. What was the accuracy, error and self correction rates. What does this mean? 2. Share your praise and teaching points. (remember only 1-2 of each) 3. What’s next?

29. Discussion/Questions/Challenges Talk about your experiences. Were there any surprises? Challenges?

30. 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.  A great goal would be taking 1 running record daily. Remember this is the most powerful tool you have for planning effective instruction.

31. “What the child writes is a rough indicator of what he/she is attending to in print, and demonstrates the programs of action he/she is using for word production. It also provides extra opportunities for the child to gain control over literacy concepts.” Marie Clay, 1991

32. Review of 1 st grade scores BandPrompt 1Prompt 2 All students Pro/Adv 29%50% All students Basic 54%41% EL students P/A 28%49%

33. Review of Kindergarten scores BandPrompt 1Prompt 2 All students Pro/Adv 31%65% All students Basic 46%28% EL students P/A 27%62%

34. Quick write and table share  What do the results mean to you as a teacher?  What is going well?  What do you need to change to support growth in your students writing?  What’s next?

35. Types of writing…..  Creative writing  Choice writing  Journal writing  Interactive writing  Shared writing  On demand writing  Writing to a prompt

36. Writing Workshop Idea  You do…  Model steps Think Draw Write Share with a friend Share with group  Kids do…. Think Draw ○ Share and edit drawing Write Share with a friend Clean up Author’s chair

37. Calibrating our rubric  Goals Come to common agreements on scoring Revise rubric to make it better Select anchor papers

38. Calibration of writing prompts  Working as a group, score your papers.  Have a minimum of 2 people score each paper.  Review the scores, share insights. Keep track of your suggestions for improving our rubric.  Select the best paper to represent each score. We will share our results.

39. Rubric review  As a table group, work to come up with a list of suggested changes to our current rubric.  Write your suggestions on the rubric feedback form. Use the back of the feedback form for further comments.

40. Writing New Prompt Ideas  As a group or in pairs work to write some new prompts.  Please look at the format of our current prompts and use that as a model for your suggested prompts.

41. Please return in 1 hour...

42. Anchor Papers and Kid Friendly Rubrics Idea…..  Using a kid friendly rubric model for the students what a paper would look like.  Use a think aloud process  Use a kid friendly rubric to show them how your paper would be scored.  Post on the wall for reference.

43. Sharing by Site  Did anyone try something suggested by a site in our last sharing?  Let’s get some new ideas: Roosevelt, Indianola, Garfield, Jackson, Terry, Wilson, Washington

44. Report Writing  Process  Format  Examples  Packet of ideas and forms

45. Essential Standards

46. Purpose of Committee The purpose of this committee was to assist in facilitating the selection of a K-12 set of Essential Standards in English Language Arts for Selma Unified School District.

47. Anticipated Outcomes - Agenda Build shared understanding of Essential Standards Review and revise grade level drafts to narrow the list to 20 tested standards Share grade level standards by strand and work as a K-12 team to identify any possible gaps, overlaps or omissions

48. What are Essential Standards? Essential Standards are the agreed upon standards that have endurance, leverage and develop readiness for the next grade level and need to be mastered by all students.

49. Step 1 – Reviewing Our Work K-6 Grade Level Teams reviewed charts created by the entire grade level 7-12 Grade Level Teams completed initial sorting activity with Tina. Discussed the standards placement and notes from each grade level for the tested strands. Referring to the established criteria of endurance, leverage and readiness and the CST blueprints they made some adjustments to each chart. Recorded the rationale for the change on the feedback form provided.

50. Step 2 – Narrowing the Focus Reduced the total list of tested standards to a maximum of 20 standards. Guiding questions considered What are the umbrella standards? What standards can be embedded? What is the testing weight (the tie-breaker)? As they eliminated standards, they provided the written rationale on the feedback form as to why the change was recommended.

51. Step 3 – Vertical Flow Resources needed for this step included:  Matrix for ELA Content Standards  STAR Blueprint Articulation Guide  Standards At a Glance Document  Gaps, Overlaps and Omissions Poster

52. Next Steps K-6 grade level will review the revised drafts at Day 3 of their Writing To Achieve session and provide any final input. 7-12 will work at site level to finalize as appropriate Propose that we reconvene this committee in April after all grade level groups have reviewed their set of essential standards.

53. Next Steps: Additional Tasks To Be Accomplished Revise grade level standards pacing guides based on Essential Standards Revise benchmark assessments as necessary to reflect the Essential Standards. Create parent friendly standards brochures highlighting essential standards.

54. Closure  Please fill in the survey. On the last line please indicate needs for next year.  Add any current needs to the parking lot poster.  As always, it has been a pleasure to spend the day with you. Best of luck as you work to complete the year. I hope to see you all next year.