Alvord Unified School District High School ILT Day 2 Training.
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Transcript of Alvord Unified School District High School ILT Day 2 Training.
![Page 1: Alvord Unified School District High School ILT Day 2 Training.](https://reader036.fdocuments.in/reader036/viewer/2022070306/55178f1e5503463e368b55b9/html5/thumbnails/1.jpg)
Alvord Unified School District High School ILT
Day 2 Training
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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?
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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!
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High School ILT Norms
• Attend to Personal Needs
o Eat, drink, and use restroom as needed
• Be Present
o Everyone participates equally
o Limit sidebar conversations
o Be respectful of electronic equipment use
• Choose a Positive Attitude
o Honor opposing viewpoints
o Be determined to walk away with something useful!
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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
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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
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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
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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
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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
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Building More Functional Teams
Get it Right-Task focus-Passive-"Well, this place is good because of these reasons, but this place is good because..."
Get it Done-Task focus-Aggressive-"Let's just choose a place and go!"
Get Along-People focus-Passive-"Doesn't matter where we go, I like everything"
Get Appreciated-People focus-Aggressive-"I know a great place to go - you will LOVE it"
10
5
DA 5 10
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Building More Functional Teams
• Go to your corner!
• As a group, brainstorm and record:
o What assets does your communication style bring to
a team?
o What challenges does your communication style
bring to a team?
• Share results
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Building More Functional Teams
Use your new Lens of Understanding to build trust, not manipulate, dismiss, or insult others
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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
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Toolbox!
• Celebrations
• Empty the Cup... Before You Fill it Up
• Norms
• Agenda and Outcomes
• Lens of Understanding
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http://www.youtube.com/watch?v=Jt_2jI010WU&list=UUF0pa3nE3aZAfBMT8pqM5PA&index=8&edufilter=L-Hmzxw5LmLXyzgFh4WyAg&safe=active
Quick Look at Common Core Writing Emphasis
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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 QUESTIONSSUMMARY
WRITING
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Integrated Model of Literacy
Reading and writing are not the same in every content area, but serve specific purposes.
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NAEP Alignment in WritingThree mutually reinforcing writing capacities:To persuadeTo explainTo convey real or imagined experience
Grade Persuade Explain Convey Experience
4 30% 35% 35%
8 35% 35% 30%
12 40% 40% 20%
2011 © CA County Superintendents Educational Services Association18
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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
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
2011 © CA County Superintendents Educational Services Association
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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.
2011 © CA County Superintendents Educational Services Association20
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Consistent Subheadings of Writing Standards
Text Types and PurposesStudents should be able to write effective arguments, informative/explanatory texts, and narratives.
Production and Distribution of WritingStudents 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 KnowledgeStudents should learn to conduct research, gather relevant information from multiple sources, and use information in their writing.
Range of WritingStudents should be able to produce quality writing under a range of demands and circumstances.
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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
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California Common Core State Standards
Writing Standard 2 Grade 9Write 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, andinformation to make important connections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia when useful to aidingcomprehension.
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, createcohesion, 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).
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ObjectivesStandard: 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 __________.
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Summary, defined
A informative summary is a short restatement of the main points of articles, stories, films, or chapters/sections in textbooks.
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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.
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Four-Step Summary ParagraphTool 1-30cStep Up to Writing
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Step 1: IVF Topic Sentence
• type of work/source
• title of work
• author
• choose from list • main idea• theme
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 __________.
The aspect of the IVF that will
challenge our students the
most is________
because_________________.
showsasksclarifiesintroducesdemonstratesencouragesdescribes
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Summary Verbscomparesdescribesexplainsgivesuseslistssharespresentsprovidesidentifiesillustratesnamessuggeststeachesrevealsimpartsdiscloses
showstellsaddsacknowledgesasksclarifiesconfirmsconfrontsdemonstratesencouragesexploresfeaturesoffersrecommendsexposesuncoverssupplies
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Press Release.
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Step 1: IVF Topic Sentence
• type of work/source
• title of work
• author
• choose from list • main idea• theme
In the ___________, NASA ________“Eyes on the Solar System” in order to ____________________.
The verb __________ best summarizes the purpose of the press release because __________ and __________.
showsasksclarifiesintroducesdemonstratesencouragesdescribes
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Step 2: Copy the Sentence
Type of work/source “Title of Work”,
Author, verb follow with main idea.
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Step 3: Create a Fact Outline
-main events (narrative)
-star ideas (expository)
-significant details (narrative and expository
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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
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Objective CheckStandard: 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.
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California Common Core State Standards
Anchor Standard 2Write 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 __________.
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Toolbox!• 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
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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
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After Lunch: Areas to Relay
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Lunch!
•Be back in 45 mins.
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Areas to Relay: Prioritize
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How to begin planning your days…Step 1 – Site visiona. Number tiles with your site’s prioritiesb. Record priorities on the protocol
Step 2 – Goal-settinga. Determine semester 1 and semester 2 focusb. Place a red dot on Semester 1 tiles and a blue dot on Semester 2
tiles
Step 3 – Big picture planc. Decide which steps will be whole school and which will be subject
teamsd. Use a sticky note to label your tiles with an “S” for school and a “T”
for teams a. Consider strategic groupings for any “T” tiles (grade level, inter-
departmental, etc.)e. Sort tiles into 6/4 topics and 6/5 topics
Step 4 – The specificsa. Who? When? Where? How?
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Model A Day One 8-11 AM Day One 11-12 AM Day One 1-3 PMWhole staff divided in two rotate Whole Staff Inter. Dept. Teams Grade Level Teams PAPA Plan
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Model A Day Two 8-9:30 AM Day Two 10-12 AM Day Two 1-3 PMGrade Level Teams TIER2 Plan Whole Staff Inter. Dept. Teams Grade Level Teams Modeling
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Model B Day One 8-11 AM Day One 11-12 AM Day One 1-3 PMWhole staff divided in three rotate Vertical Teams Explore Whole Staff Inter. Dept. Team
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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
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Toolbox!• 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
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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?
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