Our Norms

• Delay distractions• Problems come with solutions• Presume positive intentions• Take responsibility for your own learning & growth• One Big Red, one mic

Today’s ObjectivesSeptember 8, 2014

• Understand how ILCs and PLCs relate to one another

• Explain how pre-assessment process will work for ILCs

• Start talking about Depth of Knowledge, the CCSS, and our ILCs

ILCs – “the work”PLCs – is “the work”

working for students?

Collegial discussions

Reflection

Set performance/proficiency targets (goal setting)

ANALYZE STUDENT

WORK

Collect data

Instructional practices

Modify instructional practices

Formative & summativeassessments

Differentiate & enrich

Part 1 – Rationale & Pre-Assessment

write to learnwrite for fun

write on!

• Writing develops higher-order thinking• Writing is “the skill most directly related to

improved test scores in reading, social studies, science, and even mathematics” (Reeves, 2002)

• Essential skill for college and career readiness• Can bring engagement, interest, and fun to

your classroom

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6-12

Common Core State Standards

Our Focus for 2014-15

Write informative/explanatory texts, including the narration of historical events, scientific procedures /experiments, or technical processes.

Students will be able to …

“Anchor Standard”

Share with stu

dents!

What effects did the events of 9/11/2001 have on people who lived through them?

http://vimeo.com/42788913

Pre-Assessment

• Week of Sept. 15-19• During 2nd hour• May take more than one class period• Decide how to approach texts• Encourage students to use strategies like

“talking to the text,” among others• Present this as a starting point, not as a “thing

we have to do”

Pre-Assessment, continued…

• Score essays by Sept. 26• You’ll be paid for 1.5 hours• Future assessments may be designed within

departments during PLCs

The Bottom Line:

We want students to become better writers. To do this, they must write and write and write,

in all content area classes.

Part 2 – Expectations & The Rubric

• Student writing sample (Grade 9)• Rubric based on CCSS

Part 3 - Breaking Down the Standard

• We will take the big standard (“anchor standard”) and break it into smaller parts to work on throughout the year

• Formative assessments – as part of the ILCs – will be used to adjust instruction along the way

Grade-Specific Standards (9-10)

#1 - Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

“I Can” Statements

Measureable skills – a student’s “checklist”• I can introduce a topic clearly and preview what

is to follow.• I can organize ideas, concepts, and information to

make important connections and distinctions.• I can use formatting (e.g. headings), graphics

(e.g. charts, tables), and multimedia in and with my writing to help readers better understand what I’m explaining.

CCSS, SIOP Objectives & You

• Expectation is still here that content & language objectives are posted and discussed daily in class.

• We should be consistent.• The Common Core is coming.• Continue to write content & language

objectives in SIOP fashion.• Change “SWBAT” to “I can….”

Possible Writing Prompts?

• By content area• Choices• Fun / interesting / relevant

Fun Stuff

• NaNoWriMo• Poetry slams• Literary magazine• Careers in writing that you might never have

even considered• ???