1. i3 Professional Development Monett Public Schools February 11, 2014

2. Welcome Back!

3. Housekeeping Housekeeping  Please take care of your personal needs  Morning and Afternoon Breaks  Lunch (11:30 – 12:45)  Cell Phones  Questions? Parking Lot

4. Today’s Goals We will... Examine what college-ready writing looks like. Analyze what knowledge, skills and abilities our students need (at this point) to produce this level of writing. Plan next steps for developing CRW skills in our students.

5. Purpose and Non-Purpose Purpose: To move forward in our work to improve student college-ready writing. Non-Purpose: To overwhelm or frustrate

6. Agenda Teambuilder Celebrations! Metacognition: Essential Question Talk to the Text Break Partner-Expert Jigsaw looking at exemplars Closure Lunch Argument Writing Strategies Mentoring Planning Closure Closure and Take-Aways

7. Teambuilder Pink - Favorite hobbies Green - Favorite place on earth Purple - Favorite memory Yellow -Dream job White – Best Gift ever Orange - Wildcard (tell us anything about yourself!)

8. Celebration!

9. Metacognition What do our students, at this point, need to know and be able to do in order to produce college-ready writing?

10. Talk to the Text Choose an article: “Not All Freshmen Are Ready for College Writing” “Are You Ready for College Writing?” First draft reading: skim the text

11. Talk to the Text Second draft reading – answer the following Summarize: What am I being told? Synthesize: How does this relate to other things I know or have been told? Critique: Should I believe what I’m being told?

12. Talk to the Text Third draft reading – answer the following Analyze: How well is the author saying it? Argue: What is my stance on what I am being told? Writing at the Threshold by Larry Weinstein

13. Talk to the Text Find a partner who read the same article. Use your comments to talk about the text.

14. Break

15. Taylor Mali’s “Typography”“Typography” What does college ready writing look like?

16. What DOES College-Ready Writing look like? Jot Thoughts – What are you thinking? What do our students need to know and be able to do to produce college ready writing?

17. Examine exemplars with Jigsaw In your group of four, decide which article you will read. Join the people reading the same essay. What makes these pieces exemplary? What are you noticing about student writing? What can we learn? What do students need in order to produce college ready writing? Return to your original group to share findings.

18. Metacognition How has our learning in the last hour augmented, complimented, broadened, and/or changed the way you view the needs students at Monett have regarding their competence in producing College and Career Ready Writing?

19. Name It and Claim It What strategies were used this morning and how can they be used in the classroom?

20. Morning Closure Teachers have believed ________. The Writing Project demonstrates _________. I wholeheartedly endorse _________.

21. Lunch

22. Metacognition: “There is some work here that has the potential to take teachers as well as students to new places.” Calkins, Ehrenworth, and Lehman Pathways to the Common Core

23. Morning Closure Teachers have believed ________. The Writing Project demonstrates _________. I wholeheartedly endorse _________.

24. Practice Arguments Based in Texts Provide and practice strategies for practicing arguments based in text.

25. Argument Writing Skills Make a claim Read an article and understand key points Pull out lines that seem important Add source material to their writing Use sentence stems to introduce the work

26. In order to improve, Students need……

27. Writing Sprints 30 second freewrites Based on the Articles I will use later…… 1.Should college be cheaper for science students? 2.Should sales of bottled water be banned from schools? 3.Do boys and girls learn better together or apart? 4.Should computers grade student essays?

28. Practice through Oral Speech Share your freewriting…..

29. Read the Article: Apply these text codes UNDERLINE – lines or sections that describe the problem STAR – sections that relate and support your current opinion CIRCLE – sections that relate to the opposite position

30. Add to your thinking Choose a line from the text to add to your thinking. Use a post-it note to mark the quote, leave it blank.

31. Connecting Words……

32. Let’s practice!! Share your argument with a partner, this time add the quote to extend your thinking.

33. Move to Written Practice Let’s try again but with a new topic…. Considering your sugar intake…. Are you healthy?

34. Read the Article: Apply these text codes UNDERLINE – lines or sections that describe the problem STAR – sections that relate and support your current opinion CIRCLE – sections that relate to the opposite position

36. Powerful Words… With a partner…. Make a list of powerful or interesting words in the article.

37. Let’s put it all together 1.Write your claim 2.Extend your thinking with a quote  To support  To counter 3. Incorporate a few key phrases or powerful words Write Share Discuss

38. How might this be helpful in your classroom?

39. Break

40. A Look at Mentoring for Spring

41. Make a Plan Ozarks Writing Project February 2014 MonTueWedThuFri 34567 1011 Monett Full Day PD 121314 17 Presidents' Day 2425 Monett Mentor Lesson Week 262728 Thinking and Writing Seminar Available Days for Mentoring Write to Learn

42. Today’s Goals We will... Examine what college-ready writing looks like. Analyze what knowledge, skills and abilities our students need (at this point) to produce this level of writing. Plan next steps for developing CRW skills in our students.

43. Closure You are a teacher participating in Professional Development. Tweet a message to a colleague about one thing you will commit to trying in your classroom. #wanttotry