LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Bridge to Practice Reflection As a review from the last PLC session, discuss your experience with the close reading activity conducted in your classrooms. Make sure to specifically address how effect or ineffective the Accountable Talk practices were with your students. 1

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Third Reading: Interpretation Reread, WriteAbout, and Engage in an Inquiry-based Discussion 2

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Engage in an Inquiry-Based Discussion Why does Truth keep repeating the phrase, “ain’t I a woman”? Remember to use evidence from the text to support your responses, and to agree, disagree, question, or in some way respond to one another’s interpretations. 3

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Academically Productive Talk in Action: Video #3 Count off by 3s at your table. 1: accountability to the learning community 2: accountability to accurate knowledge 3: accountability to rigorous thinking Individually: Watch the tape and look for evidence of the Accountable Talk feature for which you are responsible. Make notes on the observation page that will help identify for the group specifically where there is evidence for this type of accountability in the tape. 4

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Video #3 Interpretation: “Ain’t I a Woman?” 5

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh When did you see evidence of each particular Accountable Talk feature? When did you see evidence of students working together and/or listening to each other to make sense of the text? How does their talk help them to do so? What do you notice about how students are building skills and habits that the CCSS values in terms of speaking and listening? What is the teacher’s role in this discussion? 6 Academically Productive Talk in Action: Video #3- Group Discussion

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Video #4 Interpretation: “Child Labor” 7

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Rigorous ELA Teaching and Learning TextTalkTask 8

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 9 Culminating Assessment Is a summative assessment. Is related to the unit’s overarching questions, texts, and key standards. Provides a guide for the work in the unit. Provides evidence of student understanding and proficiency of the identified CCSS and learning goals. Allows for the construction of new knowledge or an extension of their thinking rather than a regurgitation of what students learned in the unit.

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 10 Culminating Assessment Culminating assessments across a year should require a variety of writing genres & modes. Once you’ve decided on a culminating assessment, make a list of what students need to know & be able to do to be successful. Design the unit with that as your guide (backward mapping). Unit texts should be able to support much of what students need to know and be able to do. Develop the culminating assessment with the rubric in mind.

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 11 Culminating Assessments: Writing Assignments A good writing assignment is: focused on a single guiding question. composed so that the task or invitation to write is clearly visible. scaffolded so that students –understand the connection to the work that precedes it, –see clearly what is being asked of them, and –find some help in imagining how to begin the writing.

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Develop the Culminating Assessment Working in a pair or trio develop the culminating assessment for your unit on the sleep texts: Write a brief version of the task. Identify which CCSS are being addressed by the culminating assessment. Using your culminating assessment, create a list of what students would need to know and be able to do to be successful on that assessment. 12

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Bridge to Practice Completed by Jan. 24th Create a culminating assessment using the “Ain’t I a Woman” unit or the “Water” texts from the WRST. Be prepared to share your questions or observations during the next PLC. 13