1. Selma Unified School District Department of Curriculum and Instruction
4th grade
Release Day # 2
Feb. 9, 2011 1

2. Welcome Norms Goals for this session
Follow Up: Monitoring Student Reading
PLC: Sharing Best Practices
Summary
Fictional Narrative
Response to Literature
Selecting Essential Standards
Planning & Collaboration
Monitoring student reading will include: Silvaroli Q & A time; running record talk; 2

3. The District Expectation Regarding Individual Reading Assessments…
Individual monitoring of student reading must occur on a consistent basis.
Information gathered should be used to create instruction plans that will provide the necessary interventions for students.
All students below grade level, will need to be assessed using an individualized reading inventory.
A minimum of 1 assessment per trimester
At our last release day, we discussed the importance of monitoring individual reading of our students. It was decided that all students FBB/BB would be given the Silvaroli. So you were trained and you immediately applied this information. How did it go? What questions do you have regarding the admiistration of the Silvaroli? At that time, a discussion arose regarding taking running records. I provided you with a few simple list of recording symbols that you could use, while you administered the Silvaroli. You were asked to bring your assessments with you, because as promised I will be providing an introductory training on analyzing reading miscues so that in turn, you would be able to create an instructional plan that was student specific. So let’s get started.

4. Analysis of the Running Record
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)

5. 3 Cueing Systems
3 cueing systems used in reading (refer to visual in packet)

6. Steps 1. Analyze errors for M,S,V.
2. Read up to and including the error.
Ask yourself: does that make sense?
3. Read up to and including the error.
Ask yourself: Does that sound right?
4. Read up to and including the error.
Ask yourself: Does it look like the word in the text? Is there visual similarity?

7. Steps 5. Total the columns .
6. Decide which cues the child used and which he/she neglected.
7. Determine what you would praise after the reading of this text? What did the child do well? (limit 1-2 praise points)
8. Determine what you would focus on as a teaching point. What’s next for this child?
(limit 1-2 teaching points)

8. Demonstration:
Model analyzing a rr---think aloud---ask for questions; Offer to do a second running record: model, ask for questions; at your table take a rr and analyze with a partner

9. Analysis of the Running Record
Decide on praise and teaching points.
Note the areas of need.
Plan the next lesson.
Select prompting language you will utilize with your student(s).
Questions

10. Application Partner Up. Select a Silvaroli assessment.
Analyze the assessment together.
Decide on praise (strength) and teaching points (areas of need).
Prioritize the needs & decide on an instructional time frame.
Select prompting language you will utilize with your student(s).
Switch

11. Discussion/Questions
Talk at your table about your experiences.
Were there any surprises?

12. 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.

13. Break: 15 minutes

14. PLC: Sharing Best Practices Summary, Response to Literature & Fictional Narrative Review

15. District Writing Information
Writing pacing guide:
Instruction:
Summary/Fictional Narrative Writing:
November 15th-March 11th
Trimester 2 Writing Prompt:
N/A for 4th Grade
State Writing Test: March 1st

16. Purpose:
To collaborate and share effective instructional practices in writing.
Provide ideas for state writing test review.
Provide a safe environment for inquiry.
You will need your packets to take notes on

17. PLC: Building a Shared Knowledge Base
Share a “WIN” for Response to Literature
What are your students learning/understanding?
What resources have been useful?
What instructional strategies have been effective?

18. PLC: Building a Shared Knowledge Base
Share a “NEED” for Response to Literature
What is your need?
PLC: Brainstorm ideas for optimal student learning!!!!

19. PLC: Building a Shared Knowledge Base
Share a “WIN” for Summary Writing
What are your students learning/understanding?
What resources have been useful?
What instructional strategies have been effective

20. PLC: Building a Shared Knowledge Base
Share a “NEED” for Summary Writing
What is your need?
PLC: Brainstorm ideas for optimal student learning!!!!

21. PLC: Building a Shared Knowledge Base
Share a “WIN” - Fictional Narrative Writing
What are your students learning/understanding?
What resources have been useful?
What instructional strategies have been effective

22. PLC: Building a Shared Knowledge Base
Share a “NEED”- Fictional Narrative Writing
What is your need?
PLC: Brainstorm ideas for optimal student learning!!!!

23. Q & A
Was that useful?
Take a moment and add to your reflection form

24. Why Teach Summary Writing?
“It is one of the two most powerful skills students can cultivate. It provides students with tools for identifying and understanding the most important aspects of what they are learning.”
Robert J. Marzano

25. Marzano adds that…
“In order to effectively summarize, students must learn how to delete some information, substitute some information, and keep some information.”

26. The standards state that…
Good summary writing “is characterized by paraphrasing of the main ideas and significant details.”

27. Paraphrasing simply means…
To put the author’s thoughts into your own words.

28. The main ideas of the passage mean…
You need to tell your reader simply and clearly why the passage was written.
Basically, you need to answer the question, “What is this article about?” in a sentence or two at the beginning of your essay.

29. The significant details mean…
That you need to tell the reader only the important facts about the passage.
Every detail in the article is not equally important.
Report only the facts that are needed to understand the author’s point and leave out small details.

30. How to Write a Summary: Step 1
Read the title of the article. Think about what you know about the topic.
Skim: read the first and last lines of each paragraph in the article to get an idea about what it’s about.
Ask yourself, “Does this tell a story or does it provide information on a topic?”

31. How to Write a Summary: Step 2
Write a word or phrase in the margin for each paragraph to remind you what it was about (main idea).
Ask yourself, “What is the paragraph mostly about?”

32. How to Write a Summary: Step 3
Read the paragraphs carefully and underline key words related to the main idea of the paragraph.
Ask yourself, “Does this give me more information about the main idea of this paragraph?”

33. How to Write a Summary: Step 4
List the “main ideas” of the article as the headings on a matrix.
Write key words and/or a couple of details (phrases) under each idea.

34. Matrix
Other

35. How to Write a Summary: Step 5
Oral practice
Have students practice using the key words and main idea to summarize each section.
This needs to be done with a partner.
Providing oral practice, allows the students to rehearse what they will be writing; but also provide support for language development.

36. How to Write a Summary: Step 6
Write a simple sentence that tells the reader what the article was about. For example:
The article, _________, tells how ________________________________
The article, _________, is mainly about ________________________________
In the article, _______, we learn that ________________________________

37. How to Write a Summary: Step 8
Conclude the summary with a sentence that repeats the main idea of the article in a new way.

38. How to Write a Summary: Step 7
Write your summary by using the key words or synonyms for the key words to explain what it was about, in a shorter way.

39. Successful instruction should…
Scaffold content learning and
Scaffold language learning.
So let’s talk about how we might scaffold the content—revised pacing guide

40. English Language Development Through ***Writing Instruction***
Do not assume that they have the necessary language structures or vocabulary to write a summary, fictional narrative, or RTL.
Provide language frames along the way.
Provide time for students to use the frames in speaking and in writing.
Model using the frames to redundancy!
Pass out language frame packet

41. Resources Available on the SUSD Website
Select the Curriculum Channel
Select Writing, when drop down menu appears.
You will find:
Organizers, language frames, transition words, etc.
Don’t forget about the resources available to you from trainings.
Q & A Attached to your packet, I also included a one week lesson plan on revising and editing. They key here is for you to continue to scaffold your kids as you take them through this piece.

42. Lunch Break Please take a minute to add to your reflection form.
Enjoy your lunch!

43. Selecting Essential Standards in Selma Unified School District “All Standards are not Created Equal”

44. How Do Each of Us Choose What is Essential to Teach?
Who among you has ever been able to teach and assess all the standards and indicators for which you are responsible?
So how do you decide which standards are the important ones to teach and assess?
Do we all use the same selection criteria?

45. “In absence of an agreed-upon set of criteria for prioritizing the standards and indicators, educators will, out of necessity, make up their own.”
-Power Standards: Identifying the Standards that Matter the Most, Larry Ainsworth, 2003

46. Goal - Moving From This Model…

47. Potential Curriculum & Test Objectives
To This Model
State Standards
Potential Curriculum & Test Objectives
Focused Curriculum
& Assessments
Essential Standards

48. What are Essential Standards?
Essential Standards are the agreed upon standards that have endurance, leverage and develop readiness for the next grade level.

49. Criteria for Selecting an Essential Standard
Endurance – Will this standard provide students with knowledge and skills of value beyond a single test date?
Leverage – Will proficiency in this standard help the student in other areas of the curriculum and other academic disciplines?
Develop readiness for next level of learning – Is it essential for success in the next unit, course or grade level?

50. Why Are Essential Standards Important?
“By focusing on essential skills, teachers prepare students for 80% to 90% of the content that will be addressed on state tests.”
(Doug Reeves, 2002)

51. How Many Essential Standards?
“We recommend that teams start by identifying 8 to 10 most essential outcomes students will be expected to achieve in the subject area for that semester (trimester).”
(DuFour, 2006)

52. Clarifying What Students Must Learn
The essential learning must be aligned with state and district curriculum guides.
The essential learning must ensure students are well-prepared to demonstrate proficiency on state, district and national assessments.
DuFour, 2006

53. District Approach To Selecting Essential Standards
“Ownership and commitment are directly linked to the extent to which people are engaged in the decision-making process (Axelrod, 2002) and as a result there is a direct correlation between participation and improved results (Wheatley, 1999).”
Learning By Doing Handbook, Dufour, 2006

54. Directions for Activity
Each group has been assigned a strand of the ELA content standards.
Step One: Using the criteria of endurance, leverage and developing readiness, classify each standard as either a primary or secondary standard.
-Resources provided include:
Standards At A Glance
Grade level ELA standards
Individual standard cards
Group poster

55. Criteria for Selecting an Essential Standard
Endurance – will this standard provide students with knowledge and skills of value beyond a single test date?
Leverage – will proficiency in this standard help the student in other areas of the curriculum and other academic disciplines?
Develop readiness for next level of learning – is it essential for success in the next unit, course or grade level?

56. Directions for Activity
Step Two: With your group go to one of the other strand posters to review and provide input. If you have questions or think there should be a change, please use a sticky note to record and post your ideas.
- Please don’t move the standards that have been classified already by the group.
- You will be signaled when it is time to move to the next poster.
- If your group agrees with something recorded on a sticky note by another group, please place a check mark on the same note.

57. Next Steps
Each site will provide teacher representation for a districtwide vertical articulation team.
Team will meet after contract hours (supplemental pay) to look for gaps, overlaps, and omissions in first draft of essential standards.
Team will also look for the correlation to CST/CELDT/CAHSEE/Common Core Standards and make any revisions.
Second draft for current grade, grade above, and grade below will be shared at Day 3 of WTA.
Is there a particular standard or indicator needing to be taught to students in more than one grade that is missing from a particular grade’s list (gap)?
Is there a certain standard that is being redundantly taught in two or three grades that could be thoroughly taught in one grade (overlap)?
Is there a particular standard likely to be state-tested that is completely missing from two or more grade levels (an omission)?

58. PLC: Planning & Collaboration
Station 1: Linking WTA Genres with MMH Resources
Station 2: Miscue Analysis & Instructional Plan for FBB/BB
Station 3: Lesson Planning: Pacing →Mar. 1st

59. Planning & Collaboration Share
Station 1: Linking WTA Genres with MMH Resources
What did you find? How will you use these resources?
Station 2: Miscue Analysis & Instructional Plan for FBB/BB
What were you able to accomplish? What did you learn about your readers?
Station 3: Lesson Planning
How did you pace the weeks leading up to the writing test? Needs?

60. Thank You! Please turn in the following: Next Release Day
Reflection Form
Writing Prompts
Post questions on Parking Lot Poster
Next Release Day
4th (April 8th)
Think of more questions after training?
Blanca’s Contact Information:
Wilson 47827
Eric White 47034