1. Des Moines Public Schools Summer Professional Development Sessions 4 th Grade June 12 th -13 th

2. Agenda for the Two Days Together… Day 1: I.Welcome and Introductions II.Elementary Literacy Instructional Framework III.Comprehension Instruction: Whole Group & Small Group Day 2: I.Grammar and Writing Instruction II.Word Study Instruction III.Fluency Instruction IV.Health / Science & Social Studies V.Wrap-Up and Course Credit

3. BUT FIRST… A PEP TALK http://www.youtube.com/watch?v=l-gQLqv9f4o

4. INTRODUCTIONS! Let’s get to know each other!!

5. Get Up and Move Photo Scavenger Hunt Using your phone or other device find someone who has a picture matching one of the choices on the list Initial the paper and find someone else! 10 minutes to complete

6. BALANCING OUR PRIORITIES Journeys, The Common Core Standards and Data Teams

7. Implement the Data Teams process using district assessment and design instruction without core materials Use assessments from the Journeys Materials and implement a modified Data Teams Cycle Become familiar with what works for kids in the Journeys Materials Goal: Implement the CC Standards with teacher created assessment to use during the Data Teams process. Deepen our Data Teams process by using student data around the standards to plan for instruction using Journeys as a starting point. Work to create CFAs aligned to the CC Standards to build a deeper understanding of these standards

9. Deepening our Understanding… The Common Core Ate My Baby and Other Urban Legends by Timothy Shanahan. (Educational Leadership – January 2013) As you’re reading…  2 ideas that clarified something for you ? 1 idea that brings up a question

10. CURRICULUM GUIDES 2013 – 2014

11. Based on your feedback… Our goals for the 2013-2014 Literacy Guides Simplicity Connected to and supportive of the Data Teams process (Focusing our Instruction) Refine the alignment with the Journeys materials & further support the instruction of the CC Standards Provide additional clarity on Writing Articulate the Speaking & Listening standards

13. Based on your feedback… Our goals for the 2013-2014 Literacy Guides Simplicity Connected to and supportive of the Data Teams process (Focusing our Instruction) Refine the alignment with the Journeys materials & further support the instruction of the CC Standards Provide additional clarity on Writing Articulate the Speaking & Listening standards

15. Based on your feedback… Our goals for the 2013-2014 Literacy Guides Simplicity Connected to and supportive of the Data Teams process (Focusing our Instruction) Refine the alignment with the Journeys materials & further support the instruction of the CC Standards Provide additional clarity on Writing Articulate the Speaking & Listening standards

17. Based on your feedback… Our goals for the 2013-2014 Literacy Guides Simplicity Connected to and supportive of the Data Teams process (Focusing our Instruction) Refine the alignment with the Journeys materials & further support the instruction of the CC Standards Provide additional clarity on Writing Articulate the Speaking & Listening standards

19. LITERACY DATA TEAMS MODEL Grade 4 Unit 5

20. Goals for Moving Forward with Data Teams Ensure that teams have assessments that support instructional decision making in both literacy & math. – “This teacher-created assessment may consist of entirely original items, or of items available through sources like online databases and ancillary materials, or of a combination of original and non-original items. However, it's critical that the team agrees that the items on the assessment accurately measure the "unwrapped" standards.” ~ Peery, pg. 22 Implement a data analysis process to ensure that we are modifying instructional practices based on student needs.

21. Frequently Asked Questions 1.Why can’t the district provide the “team I Can statements”? 2.If consistency is our goal, why aren’t we providing common assessments for each unit?

22. Question #1: Why can’t the district provide the “team I Can statements”? The purpose of the “team I Can statements”: – Build a deeper understanding of the grade-level standards – Promote teacher conversation regarding what this standard looks like through instruction and assessment – Team and teacher ownership of the “I Can” statements, common formative assessments, and instructional practices

23. Question #2: If consistency is our goal, why aren’t we providing common assessments? The Purpose of team created CFAs: – To drive daily instruction in the classroom (…it's critical that the team agrees that the items on the assessment accurately measure the standards ~ Peery) – Team and teacher ownership of what we want our students to know and be able to do regarding the ICC standards The purpose of our CFAs is not to compare schools or student progress. (**The Balanced Assessment System)

24. Step #1: Focusing our Instruction Literature StandardsInformational Standards Literature 2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.  I can determine the theme of a story, drama, or poem.  I can list details from the story, drama, or poem to defend the theme I determined.  I can create my own summary using the theme of the story, drama, or poem and the details to support it. Informational 3: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.  I can explain important events or ideas in a text and support my explanation with details from the text.  I can explain important events or ideas in a text and what caused them to occur.  I can explain procedures from a text and identify signal words that supported my understanding.  I can explain the relationship of ideas in a text by examining how they are alike and different. (BUILDING CAPACITY FOR GRADE 5 INFORMATIONAL 3) Literature 9: Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures.  I can identify patterns of events that help me determine the themes and topics in stories, myths, and traditional literature.  I can explain similarities and differences in themes, topics, and patterns of events among stories, myths, and traditional literature from different cultures. Literature 1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.  I can use details from the story to explain what the text says explicitly.  I can draw inferences from the story using what the text says combined with my own thinking.  I can explain details and provide examples from the text to support the inferences I made. Informational 5: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.  I can identify signal words or features for different text structures.  I can identify the structure used to organize a text.  I can identify text or graphic features and their purpose. (REVIEW from GRADE 3 INFORMATIONAL 5) Focusing our Instruction 1.I can use the details explicitly stated in the story and inferences I have made to determine the theme of the story. 2.I can create my own summary using the theme of the story and details to support it. 3.I can identify patterns of events and explain similarities and differences in themes in stories from different cultures. 1.I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast) 2.I can identify the text structure using signal words and text features in the text.

25. Goal for Step #1: Focusing our Instruction Promote teacher conversation & understanding of the grade-level standards: – What does the standard expect of students? – How do the different standards fit together? – What does this standard look like at previous or future grade levels? Great resource to promote this conversation:

26. Step #2: Create the Pre/Post Common Formative Assessment

27. Goals for Step 2: Create the Pre/Post Common Formative Assessment Assessment items directly aligned to prioritized I Can Statements. Assessment items are designed to highlight the strengths and needs of students. Assessment passages are grade level text. Assessment length is reasonable. Resources to Support: – Journeys passages (practice book, projectable, unit assessments) – Read Works Website – District provided options

28. Step #3: Set the SMART Goal The percentage of students scoring proficient or higher on our prioritized I Can Statements will increase from ________% to ________% measured by the posttest administered on ___________________________.

29. Step #4: Identify Strengths and Needs Strengths Identifying the text structure Identifying signal words that helped them know the text structure. Needs/ Implications Explaining cause/effect relationships THEME and identifying supporting details

30. Goals for Step #4: Identify Strengths and Needs The group analyzes the pre-assessment data to determine student strengths and areas of need, in reference to the team “I Can” statements. Direct analysis of student work is necessary to complete this step.

31. Step #5: Planning for Instruction LessonGenrePrioritized I Can Statements (* focus)Whole Group Considerations 21 Literature I can use the details explicitly stated in the story and inferences I have made to determine the theme of the story. ** I can create my own summary using the theme of the story and details to support it. ** I can identify patterns of events and explain similarities and differences in themes in stories from different cultures. ** DEFINE THEME/LESSON FOR STUDENTS Use the handouts from Bobbi (In server folder) Student-friendly Themes Poster (from last year) Teacher Read Aloud: Questions 1, 3, 4 Question 4: What is the theme of this text? What details support this theme? Introduce Comprehension: Use Practice Book pg. 241 (Tues.). Use projectable 21.2 (Wed.) Main Selection: (Thursday) Theme Graphic Organizer (In server folder) ** “Let’s track how the author worked toward building a theme. Deepening Comprehension: (Friday) Use the Guided Practice to have students “track” the development of theme on pg. 541-545. 22 Informational I can explain the connection between important events or ideas in a text and support my explanation with key details from the text. (cause effect, sequencing, and compare and contrast) I can identify the text structure using signal words and text features in the text. Text Structure Anchor Chart: Teacher Read Aloud: All of the questions – identifying the cause and the effect. Projectable 22.2: (t-93)(Tuesday) Stick with Cause/Effect Flow Chart. Add a box: identify signal words (as a result, which, because). Practice substituting other signal words in the text to “test” whether they are true signal words. Add another effect box: women got the right to vote. Main Selection: (Wednesday) Summarizes-- Teacher will read through each pages summary so students know what the main events are in the story (T95). Read pages 562- 563 (t96- t97) and complete projectable 22.3a. Read pages 565 (t99) –first 3 paragraphs (stop at the #4) complete the cause & effect on t98. (Thursday) –continue to 567-569 (t101-103) complete the projectable 22.3b –use explicit details from the story. CAT—(Thursday) Complete practice book pg. 253 (t93) Elizabeth Cady Stanton

32. Goals for Step #5: Planning for Instruction The group determines implications for whole group and small group instruction based on the team “I Can” statements and the pre-assessment student data. Specific materials for use, teacher actions and student actions are articulated. The group reviews the available materials within Journeys and determines what modifications to instruction and teacher language are necessary to accomplish our team “I Can” statements. Resources to Support: – JOURNEYS – The Common Core Book

33. Data Teams 2013-2014 (Grade 4 Unit 1)

34. Data Team Example Discussion: 1.How do you see this working at your building? With your grade level team? 2.If you have already engaged in this process at your building, share out your experience with your table.

35. DESIGNING THE INSTRUCTIONAL DAY Handout

36. Designing the Instructional Day The Purpose of this Document: – Time allotments across content areas – Instructional components of each content area – Starting point for grade-level conversations about the distribution of the instructional day

37. 4 th Grade Example Schedule

38. Example Schedule Discussion: 1.What have you found that works at your building or individual classroom?

39. ENJOY YOUR LUNCH!

40. COMPREHENSION INSTRUCTION Whole Group & Small Group

41. WELCOME TO DAY 2!

42. GRAMMAR & WRITING INSTRUCTION

43. WORD STUDY INSTRUCTION Phonemic Awareness, Phonics, Spelling and Vocabulary

44. FLUENCY INSTRUCTION

45. ENJOY YOUR LUNCH!

46. Des Moines Public Schools

47. injury sleep body image alcohol bullying relationships asthma tobacco drugs dental physical activity Childhood obesity Why do we need to teach health?

48. injury sleep body image alcohol bullying relationships asthma tobacco drugs dental physical activity...is just the tip of the iceberg of health risks impacting kids....is just the tip of the iceberg of health risks impacting kids. Childhood obesity...

49. Hea WHY??? HealthTeacher.com / Nonfiction Readers Organization Integration Accuracy of Information

50. HealthTeacher Overview Website Walk-through Curriculum Lesson Guides Lesson Playtime Time to Bookmark Lessons

51. HealthTeacher.com Overview Works on iPads!

52. Log In Log In to HeathTeacher.com -- Set all passwords as dmpshealth

53. Home – Can always come back to home by clicking on the “home” icon. home

54. Toggle Search Health in the News Resources Navigation and Other Resources Available on the Home Page

55. Lessons To Find and Bookmark a Lesson… 1) click on lessons button

56. 2) Click on Scope & Sequence, 3) click on Topic and Grade, 4) click on lesson

57. Bookmark Lesson by Clicking on the Pink Ribbon – It Will Change to a Checkmark Bookmark

58. The lesson is now bookmarked on my home page!

59. Send Health Home – Can Copy and Paste into a Parent Newsletter or Email.

60. Another way we can connect with parents… home.healthteacher.com

61. “New” Lesson Example: Start on the Interactive Video Required parts of the lessons are listed on the curriculum guides, additional parts are optional. Start here

62. “Classic” Lesson Example: Will Use the Lesson Overview and the Teaching Steps

63. After You Teach Each Lesson – PLEASE Click on the “I Taught This” Button! I Taught This

64. So You Will Earn a GOLD STAR! …and for accountability!

65. Healthteacher.com http://staging.gonoodle.com/ Click on 8am: See Run With Us

66. Time to Activate Your Account. Enjoy!

67. SOCIAL STUDIES K-5 Implementation Plan Amber M. Graeber Social Studies Curriculum Coordinator Advanced Placement Coordinator

68. David Johns, the former Social Studies Curriculum Coordinator, facilitated a K-5 adoption in 2006 to select materials Since 2006-2007, curriculum guides have been tied to the adopted materials The Past

69. The Present We are required to have implementation of the Iowa Core Iowa Core in the Social Studies is grade-banded: K- 2 and 3-5 Standards are divided into the following categories: behavioral sciences, economics, geography, history and political science

70. K-2 Social Studies Standards

71. 3-5 Social Studies Standards

73. 2013-2014 EACH SIX-WEEK LITERACY UNIT IS CONNECTED TO EITHER SCIENCE OR SOCIAL STUDIES

74. The Future Elementary Social Studies: Goals Knowledge of behavioral sciences, economics, geography, history, and political science is fundamental to students’ ability to understand the world we live in. Inquiry, interpersonal relations, and critical reasoning skills include the ability to gather, interpret and analyze information, to engage in respectful and productive civic discourse, and to draw conclusions consistent with one’s own values and beliefs. Respect for the values of a diverse and democratic society motivates students to safeguard their own rights and the rights of others and to fulfill their responsibilities as citizens in a democracy. A commitment to civic participation is the result of social studies education that includes opportunities for students to understand and experience their own power to make a positive difference through service to their communities and the world.

75. Standards are grouped into “clusters” and “topics” Think of a “cluster” as an umbrella Think of “topics” as falling underneath the umbrella The Future

76. WRONG UMBRELLA

77. THIS KIND OF UMBRELLA... CLUSTER TOPIC

78. SOCIAL STUDIES EXAMPLE CLUSTER: HISTORY TOPIC: HISTORICAL CHANGE TOPIC: CHRONOLOGY AND CONSEQUENCE TOPIC: HISTORICAL ANALYSIS

81. Social Studies: Standards This document is a reference tool only The unit guides do not require the use of this tool, unless you want additional clarification or support The goal is for you to understand the organization of standards used to create the unit guides

82. 120 minutes/week... for Science OR Social Studies

83. Unit Guides Social Studies

84. Unit Guide Structure Each unit guide includes the following support structures: – A unit theme – “I Can” statements organized by topic These are what students are expected to know and be able to do as a result of your instruction - Suggested Pacing by Week - Suggested Resources

86. A YEAR OF EXPERIMENTATION 2013-2014 We will collect instructional ideas from teachers over the course of the year to share with each other

87. SOCIAL STUDIES ALIVE! 30-Day Free Trial Go to www.teachtci.com to set up a free trial. You can share the username and password information with team members You can save materials to your desktop for use later in the school year

88. FINAL UNIT GUIDES WILL BE AVAILABLE BEFORE JUNE 24

89. CONTACT INFORMATION AMBER.GRAEBER@DMSCHOOLS.ORG 515.242.7947 AMBER.GRAEBER@DMSCHOOLS.ORG Maternity Leave....TBD

90. QUESTIONS?

91. SCIENCE

92. Science and Social Studies units will be aligned to correspond to literacy units for 2013-2014 Each unit will be 6 weeks in length Unit guides will be available for each unit with resources and “I can” statements aligned to current Iowa Core. Science and Social Studies Alignment

93. Science All resources will be posted by July 1st http://science.dmschools.org/ FAQ sheet Foss Kit realignment Ordering of materials/kits Ongoing professional development – June elementary meetings – August video overview – PLC meetings as needed – Elementary T & L meetings as needed NGSS to be considered by Iowa for pending adoption in December 2013

94. Foss Kit Realignment Some kits have moved grade levels All kits are still within appropriate grade bands (variables moving from 5 th to 3 rd ) Some kits will not be used next year (please retain for future years) New Plants kit to be shared between K and 1 st. 2 new kits (not required) – Animals 2 x 2 (490. 00 ) – Five Senses Discovery Kit for PK-K (75. 00 ) *If your building needs additional teacher manuals let Kim know.

95. Sample Guide Format

96. WRAP-UP

97. Registering for Credit Activity Name: Literacy PLC 2013-Grade 4 1.To register for this course and paying with a credit card, please go online to www.aea11.k12.ia.us. Under the "Home" area, click on Professional Development, and then to the right, click on "Professional Development Catalog”. 2.On the catalog search page, scroll down to Or Enter an Activity Number and enter the activity number: SG090917371401 3.On the Activity Detail page, under “Fee Option” choose: o $25.00 - License renewal credit is desired o $.00- No credit is desired o $100.00- Drake Graduate Credit You MUST have attended the full 2 days to be eligible for credit. You MUST register by June 17th.

98. Exit Slip Please use the notecards on your table to complete one of the following stems… – Next summer I would like… – I am excited about… – I really enjoyed… – Something I did not enjoy…