Alvord Unified School District High School ILT Day 2 Training

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?

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!

High School ILT Norms Attend to Personal Needs Be Present Eat, drink, and use restroom as needed Be Present Everyone participates equally Limit sidebar conversations Be respectful of electronic equipment use Choose a Positive Attitude Honor opposing viewpoints Be determined to walk away with something useful!

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

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

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

Building More Functional Teams The Lens of Understanding from 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

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

Building More Functional Teams 10 Get 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" 5 D A 5 10

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

Building More Functional Teams Use your new Lens of Understanding to build trust, not manipulate, dismiss, or insult others

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

Toolbox! Celebrations Empty the Cup... Before You Fill it Up Norms Agenda and Outcomes Lens of Understanding

Quick Look at Common Core Writing Emphasis http://www.youtube.com/watch?v=Jt_2jI010WU&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=8&edufilter=L-Hmzxw5LmLXyzgFh4WyAg&safe=active

text-dependent questions 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 text-dependent questions SUMMARY WRITING There are layers to each of these shifts. They represent an elephant…you eat an elephant one bite at a time. 16

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 areas 17 California’s Common Core State Standards: Toolkit | Overview 17

NAEP Alignment in Writing Three mutually reinforcing writing capacities: To persuade To explain To convey real or imagined experience Grade Persuade Explain Convey Experience 4 30% 35% 8 12 40% 20% ___________________________________________________________________________________ Paralleling the greater emphasis on reading informational texts is a greater emphasis on writing expository and persuasive texts. One reason for this shift in the organization of writing standards is to better prepare students for college and career writing. Again, this shift matches the NAEP (National Assessment of Educational Progress) framework. Notice the decreasing emphasis on writing to convey an experience (narrative), and the increase in writing to persuade or explain. Also note that NAEP uses the term persuade, but CCSS uses the term argument. While the two modes are related, argument puts a greater emphasis on the logical progression of ideas and the weight of evidence. Persuasion involves various forms of rhetoric that lie outside logic (i.e., appealing to emotions, loaded language, or using loaded language). 18 2011 © CA County Superintendents Educational Services Association California’s Common Core State Standards: Toolkit | Overview 18

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 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. ___________________________________________________________________________________ With the CCSS, teachers across content areas are asked to share a common reading language as well as common reading goals. For example: Point of View and Purpose. In Language Arts, students are taught to determine an author’s point of view or purpose in writing an informational text, and analyze how the particular author distinguishes his or her position from that of others. In History/Social Studies, students are taught to determine an author’s point of view or purpose – paying attention to loaded language and the inclusion or avoidance of particular facts. In Science, students are taught to discern the author's purpose in providing explanations, descriptions of procedures, or the discussion of an experiment in a text. 2011 © CA County Superintendents Educational Services Association 19 California’s Common Core State Standards: Toolkit | Overview 19

Science and History/Social Studies: What’s New? For 2013-14, 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. ___________________________________________________________________________________ Review the slide. 20 2011 © CA County Superintendents Educational Services Association California’s Common Core State Standards: Toolkit | Overview 20

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 ELA 21 CCSS: Toolkit | Content and Curriculum, K-12 (ELA) | Mini-Module: Writing 21

Looking Closely at Writing http://www.ted.com/talks/jon_nguyen_tour_the_solar_system_from_home.html http://eyes.nasa.gov/intro.html Summarize as you watch

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 audience’s 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).

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 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 __________.

Summary, defined A informative summary is a short restatement of the main points of articles, stories, films, or chapters/sections in textbooks.

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.

Four-Step Summary Paragraph Tool 1-30c Step Up to Writing

Step 1: IVF Topic Sentence The aspect of the IVF that will challenge our students the most is________ because_________________. type of work/source title of work author choose from list main idea theme shows asks clarifies introduces demonstrates encourages describes http://www.ted.com/talks/jon_nguyen_tour_the_solar_system_from_home.html 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 __________.

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

Press Release .

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

Step 2: Copy the Sentence Type of work/source “Title of Work”, Author, verb follow with main idea.

Step 3: Create a Fact Outline -main events (narrative) -star ideas (expository) -significant details (narrative and expository

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

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.

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 __________.

Toolbox! Sentence Frames 4 Step Summary with IVF 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 Complete it!

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

After Lunch: Areas to Relay

Lunch! Be back in 45 mins.

Areas to Relay: Prioritize Options – MBC, Lens of Understanding ***Have sites prioritize tiles and compare; come to consensus

How to begin planning your days… Step 1 – Site vision a. Number tiles with your site’s priorities b. Record priorities on the protocol Step 2 – Goal-setting Determine semester 1 and semester 2 focus Place a red dot on Semester 1 tiles and a blue dot on Semester 2 tiles Step 3 – Big picture plan Decide which steps will be whole school and which will be subject teams Use a sticky note to label your tiles with an “S” for school and a “T” for teams Consider strategic groupings for any “T” tiles (grade level, inter-departmental, etc.) Sort tiles into 6/4 topics and 6/5 topics Step 4 – The specifics a. Who? When? Where? How?

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

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

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

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

Toolbox! Visual Tiles Ranking Consensus Conversations Sorting 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 Complete it!

ILT Collaboration and Presentations What do you want to see in classrooms in 2013-14? 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?

Evaluation Please provide feedback!