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RLTWriting
Two Part Series – March and April
March 16, 2015
Writing
“We are talking about tools and carpentry, about words and style… but as we move
along, you’d do well to remember that we are also
talking about magic.” Stephen King – On Writing
ActivatorO Read a School’s Vision for Students
as Writers.O Identify 2-3 phrases that you believe inO Quaker shareO Identify 2-3 phrases related to CCSSO Quaker shareO Identify 1 statement that some
teachers may find challengingO Quaker share
Agenda9:00 – 9:20 Activator9:20 – 9:50 Introductions & Speaking/Listening follow up9:55 – 10:10 Reflection ? #1 & Break10:10 – 10:30 Writing 10:30 - 11:30 Education Leadership Writing Articles11:30 - 12:15 Reflection ? #2 & Lunch12:15 - 1:00 Standards1:00 – 1:15 Reflection ? #3 & Break1:15 – 2:15 Smarter Balance2:15 – 2:40 SSEO (Elementary) Writing standards in content areas (Secondary)2:40 – 3:00 Closing
Norms Garmstons
O Promoting a Spirit of InquiryO PausingO ParaphrasingO ProbingO Putting ideas on the tableO Paying attention to self and othersO Presuming positive intentions
Learning TargetsO Revisit speaking and listening standards
learning from last RLTO Discuss classroom writing practicesO Learn about writing strategies that leaders in
the field and selected practitioners recommendO Analyze Washington State Learning Standards
in Writing and Language. O Understand SB updatesO Learn about SSEO updates
(Elementary)/Review writing standards in content areas (Secondary)
The 3 ELA Shifts
1. Building knowledge through content-rich non-fiction texts
2. Reading, writing, and speaking grounded in evidence from literary and non-fiction texts
3. Regular practice with complex text and academic language.
Speaking and Listening Follow Up
O Please fill out the Interview Carousel QuestionsO Form groups of 3 & number off 1-3 for your
“numbered question”.O During the interview time, you will ask other people
your numbered question and people will ask you their numbered question. Take notes.
O Continue this process completing as many interviews as you can until time is called.
O Return to your triad. Share your collected responses and chart your themes, patterns and significant ideas gleaned from the interviews.
O Be prepared to share your thoughts with the whole group.
Break TimePlease fill out Reflection Question
#1 and take a break.
Reflect on writing practices
O Using one sticky note per idea, please jot down words or phrases that describe the writing practices in your classroom.
O At your table groups, discuss your sticky notes.
O Place your sticky notes on the poster paper around the room categorizing your ideas.
O Feel free to add other sticky notes that you think of during the course of our day today.
Educational Leadership Writing ArticlesREAD
O Come up to the front of the room and grab an article according to your grade level: primary, elementary, middle school and high school.
O Do a focused reading using the following codes to annotate your thinking:
= Got it. I know, understand or believe this. = This is really important information.
= I would like to talk more about this.
Educational Leadership Writing Articles cont’d
EXPERT GROUPSO In your article groups, share your annotations and
come to an agreement on what you will communicate in your jigsaw group.
JIGSAW GROUPSO Form a group of 3 with elementary, middle and high
school representation. In this group, please talk about the thoughts expressed in your expert groups.
Lunch timePlease fill out Reflection Question #2 and take a 30 minute lunch.
Your Experience as a Writer
O Form a human continuum in response to the Reflection Question #2 – What was your experience as a writer?
O Turn and talk to a few people around you about how your experience as a writer has impacted how you view writing in your classroom and/or how you teach it.
The 3 ELA Shifts
1. Building knowledge through content-rich non-fiction texts
2. Reading, writing, and speaking grounded in evidence from literary and non-fiction texts
3. Regular practice with complex text and academic language.
Motivationfor reluctant writers
O 1.Autonomy/ControlO 2.Mastery/CompetenceO 3.Purpose/Connection
O Pink, Daniel H. Drive:The Surprising Truth About What Motivates Us. Riverhead Books, 2009
Standards Activity• 3 PART CLOSE READ
• Find a partner who teaches the same grade level as you.
• One partner will read Writing – Informative/explanatory text #2.
• The other partner will read Language – Grammar/Conventions #1 & Captilization/Punctuation/Spelling #2
Standards Activity - cont’d
• First read– Unpack the standard (verbs and nouns)
• Second read- Look at the same standard(s) at the grade level below and above your current grade level (at a minimum)
• Third read- Look at how the other standards effect the standard(s) you are analyzing.
Standard Activity – cont’d
O With your partner, discuss your learning. What did you discover?
O Form a quartet with a team from an adjacent grade level/band.
O Share your discoveries through the lens of implications of cross grade level planning.
Please fill out Reflection Question #3 and take a break.
Break Time
More Smarter Balanced
Resources and Scoring Information
Exploration Topics: Goals
OAddressing questions from the field and where to find most answers
OInterim scoring resources
Support Materials for Smarter Balanced
www.wa.portal.airast.org
O The WCAP portal is the access point for the Washington assessment system tools and resources.
Smarter Balanced Website
• Item Specifications
• Content Specifications
• Stimulus Specification
• Achievement Level Descriptors
• FAQs
Test Administration Manual (TAM)
O This manual provides procedural and policy guidance to implement the Smarter Balanced assessments.
Versions:O OnlineO Paper-PencilO Interims
Interims scoringUsing the Teacher Hand Scoring System (THSS)
Where are the hand scored items?
ICA
O CATO ReadingO Brief Writes
O PT – with Classroom ActivityO ResearchO Full Write
IABs
O Reading InformationalO Reading LiteraryO Brief WriteO Performance Task –
with Classroom ActivityO Research O Full Write
Interim Assessment Blocks: ELA
ELA Block # of itemsResponse
typeEstimated Time*
Reading Lit 13-15Mostly machine scored, a few hand scored
45 min -1 hour
Reading Info 14-16Mostly machine scored, a few hand scored
45 min -1 hour
Brief Write6 brief writing
tasksAll hand scored 45 min -1 hour
Edit/Revise 13-16All machine scored
30 min
Listening 14-16All machine scored
30 min
Research 17-18All machine scored
30 min
All Performance Tasks
3 items and 1 full write
Mostly hand-scored
1-2 hours, including 30 minutes for the classroom activity.
*Estimated time is based on 1-2 minutes to answer a MC question and up to 5 to answer a constructed response. Plus time to read stimulus/sources.
Claim 1 ReadingTargets 4 or 11
Example of highlighted C1 Target 11
What conclusion can be drawn about the author's question, “Why do cliff swallows live in colonies?” Use evidence from the text to support
your answer.
Cliff swallows live in colonie because it helps them find information and easier feed their children. I know this because in the article “Why Do D\Cliff Swallows Live Together?” the author says “thinking of the big advantage the swallows get by living close together, Dr. Brown called the colony an information center because it allows birfs to pool information to help everyone.” This supports the evidence of sharing ideas and helping each other with information and places to hunt. Also from this article the author mentions “the scientists that noticed that a bird that came home from a hunting trip without finding food seemed to know what do to. It watched neighbors to see who had been successful. Then it followed the lucky neighbor on its next flight.” This shows another reason why cliff swallows live in colonies, they can gather more food for their children!
Claim 2 Brief WriteTarget 6Elaboration
Example of Highlighted C2 Target 6Not everyone has a computer to use at home but 100% of all public libraries do, according to the Information Policy and Access Center. As technology increases through th 21st century, computars are in high demand. If you take these public libraries away from the people, your not taking away books from the readers but the technology some people may depend on. Reading print books may be disappearing but that’s not the only public libraries have thee days. The American public libraries have kept up with the 21st century, with providing ebooks and internet. In fact, three-quarters of American public libraries lend ebooks according to a new report on public libraries in the digital age. These libraries are has up to date as your new iphone, so keep these libraries for the people that need them.
Performance Task Items
OResearchOFull Writes
Claim 4 ResearchTarget 2
Example of highlighted C4 Target 2Explain how whales work together to help each other. Give one detail from Source #2 and one detail from Source #3 to support your explanation. For
each detail, identify the source title or number.
Whales work and help each other in many ways. In source #2, the author explained that "sometimes the pod might even help an injured whale come up to the surface for air." The article also said "When he was born, his mother must of helped him take his first breath". That means they helped each other breath and rise to the surface when they needed help. In source #3, the author mentioned that the whales helped each other by helping each other eat and trap the schools of fish. The author said the fish were trapped in a bubble net, and they worked together to do that.
Claim 2 Full WriteTarget 2
Convention Progression
Locating the Prep and Check sets
Washington State Evaluation Criteria
1. Centering instruction on high expectations for student achievement.
2. Demonstrating effective teaching practices. 3. Recognizing individual student learning needs and
developing strategies to address those needs.4. Providing clear and intentional focus on subject
matter content and curriculum.5. Fostering and managing a safe, positive learning
environment.6. Using multiple student data elements to modify
instruction and improve student learning. 7. Communicating and collaborating with parents and
the school community. 8. Exhibiting collaborative and collegial practices
focused on improving instructional practice and students learning.
Elementary -SSEO
Secondary -Writing in the Standards for Literacy in
History/Social Studies, Science and Technical Subjects
ClosingNew Trainings
O Formative Assessment Process is the Heart of Instructional Practice modules
O Updated Foundations classO Making Sense of Literacy Data: Connecting
What is Measured to What is TaughtHomework
O Please have one person from your district come to our April meeting with grade level/department/building and district descriptions of writing practices.
PreviewO Next meeting – Writing continued:
O English Language Proficiency Standards O Handwriting/Keyboarding StandardsO 6 Traits +1 updates
Closing part 2
O AESD Evaluation Survey- ELA
O To access the survey type this address into your browser: O http://www.surveygizmo.com/s3/1823990/AESD-ELA-PD-R
eflectionO OR Scan this QR Code with your tablet or smart phone:
O ESD: Olympic Educational Service District 114 O Course Title: Other O Enter: RLT#4 O Date: 03/16/15O Clock Hours: 6O Note: Not all questions on this survey fit the learning
targets for each RLT, please feel free to select “Not Applicable” as an answer choice when appropriate.
Go forth and make some magic…….
