Welcome!

1. A Time For Closure and New Beginnings… Special Lunch and Door Prize Must be present to win! Our Literacy Strategies Welcome! Please Sign up for one 12:55 and one 1:30 breakout session Put your completed Plan-Do-Review forms in the basket. Sit with your district colleagues.

2. A Time For Closure and New Beginnings… Special Lunch and Door Prize Must be present to win! Our Literacy Strategies Welcome! Please Sign up for one 12:55 and one 1:30 breakout session Put your completed Plan-Do-Review forms in the basket.

3. A Time For Closure and New Beginnings…

4. Your Facilitators for Today • Jean Wolph • Louisville Writing Project Director • Pam Scudder • Gallatin Co. K-5 Literacy Coach • Christy Rhodes • JCPS ECE Literacy Resource teacher • Mikkaka Hardaway KDE Literacy Consultant • Carol Franks • KDE Effectiveness Coach • Denise Amos • OVEC Content Specialist, English/LA

5. 2012-13 Learning Goal I can use carefulplanningto improve instruction, in order to become an effectiveteacherand leader.

6. With your district , please complete these today: Evaluation Plan/Do/Review Plan how you could share what you learned today in your school in your district • What evidence will you provide?

7. Parking Lots Our Dreams for the Network through 2014 Regular Wonderings

8. What do we need to help our students become successful? Without Teachers, the Classroom is Just a Room • http://www.huffingtonpost.com/melinda-gates/without-teachers-the-clas_b_2442284.html

9. Kentucky Framework for Teaching Teacher Professional Growth and Effectiveness System (TPGES) Domain 1: Planning Domain 3: Instruction

10. Kentucky Framework for TeachingTeacher Professional Growth and Effectiveness System (TPGES) • Read 7 Strategies from Stiggins and Chappuis and 1f, 3d, 3e to find evidence of the 7 strategies in PGES. Be ready to use the information to provide real-time feedback to a first-year teacher.

11. As the Classroom Turns

12. Reflection

13. Plan-Do-Review Take a moment and add notes to your P-D-R

14. Take a break! Take a Break

15. Congruency of Student Work

16. To be responsive, ask yourself, “What does my student work tell me?”

17. Tuning Protocol • 1. Introduction (5 minutes) • 2. Presentation (15 minutes) • 3. Clarifying Questions (5 minutes) • 4. Examination of Student Work Samples (15 minutes) • 5. Pause to reflect on warm and cool feedback (2-3 minutes) • 6. Warm and Cool Feedback (15 minutes)

18. How does student work link to on-demand instruction ?

19. Writing to a passage based prompt… Gives students • An opportunity to show how well they can use textual evidence to • Inform • Explain • Give your opinion (5th grade) • Argue a point (6-8th grades) • Narrate an event (for a specific purpose) • An opportunity to show how well they can write for a specified audience and purpose

20. FAME is ONE Way ? ONE WAY • FAME stands for FORM, AUDIENCE, and MODE and EXPLAIN. • You will always find FAME in the writing directionsof the prompts. • The writing situationwill give important background information to help you Explain the purpose and task.

21. ARTICLE E-MAIL LETTER Form ESSAY BLOG REPORT SPEECH

22. WRITING SITUATION: Even though schools are “still free to pass the potato,” your School District Nutritionist is planning to reduce the number of servings of potatoes with school lunches each week. Before she does so, however, she would like to know your opinion about the “Hot Potato Issue.” WRITING DIRECTIONS: After reading the article and thinking about your own food preferences, decide what you think about limiting potato servings in schools and write an email to your School District Nutritionist to explain your opinion. Be sure to use textual evidence to support your opinion.

23. Form? Email – Formal Audience? School District Nutritionist Mode? Give my opinion Explain State and support my opinion about reducing number of potato servings in school lunches each week

24. First steps . . . • Read the Writing Situation and Directions to identify your task. • Identify FORM, AUDIENCE and PURPOSE. EXPLAIN the purpose and task. Second step. . . • Identify and underline or highlight key words to help with your introduction and organization. Next steps. . . • Read the passage to get the gist. • Re-read the passage to find the MAIN IDEAS and SUPPORTING DETAILS . • Underline or take notes

25. Citing textual evidence in a response. . . • The author stated “ . . .” • According to the text, “. . .” • From the reading, I discovered “. . .” • Based on what I read, “. . .” • In paragraph 2, the statement was made “. . .” • Etc. . .

26. Use Key Words from the Prompt in Your Introduction To: School District Nutritionist Subject: Limiting Potato Servings I have read the “Hot Potato Issue” article and am writing about your plan to reduce the number of servings of potatoes with school lunches each week even though schools are “still free to pass the potato.” As a potato lover, I am happy that the U.S. Senate has blocked a USDA proposal to limit potato servings in schools, but I am unhappy with the plan to reduce the number of servings. my opinion

27. Special thanks to… The Kentucky Writing Projects and Jennifer Bernhard District Literacy Specialist Clark County Schools Winchester, KY 40391 Jennifer.bernhard@clark.kyschools.us http://teach.clarkschools.net/jbernhard/literacy_web/

28. ELA Standards ImplementationWhere have we been?

29. What’s next?Where are we going? • Where is your district now? • What does your district need in order to fully implement the literacy standards?

30. Implementation Rubric First, review the rubric and complete it independently. With your district’s team, discuss each indicator (such as “Knowledge of Standards”). Think about specific accomplishments your district has made. Agree on a rating for each indicator (“Not Yet Established” through “Moving Beyond”). Circle the descriptor. Include a goal for your district’s continued implementation for 2013-14 Add 1-3 specific ways that OVEC/LWP can support you. Turn in 1 colored copy of the ELA completed rubric today.

31. LUNCH!Bon Appetit!

32. Text Dependent Questions • Effective questions about literature and nonfiction texts require students to delve into a text to find answers. • Students should use explicit and implicit information from the text to support reasoning. • Overall intent of asking text-dependent questions is to build a habit of critical thinking, and critical thinking should lead to thoughtful critical analysis.

33. Resources for Text Dependent Questions • Text Complexity Raising Rigor in Reading Pg. 93-133, network book • R-Group Space, network site • Literacy Design Collaborative, network site • achievethecore.org

34. Progression of Text-dependent Questions Whole All refer to ELA Standards Acrosstexts Entire text Segments Paragraph Sentence Word Part

35. Question Analysis • Join with 1 or 2 other people at your table. Read the text and question set in the middle of your table. • Use the “Progression of Text-Dependent Questions” triangle to identify where each question falls. • Use the CCR standards and find which standard the question addresses. It may fit more than 1 standard.

36. Text-Dependent Questions : Table Group Discussion • How many questions did you find at each level? • How are the questions scaffolded? • Which 2 questions could best be used to stimulate a rigorous class discussion leading to deeper understanding? • Write 1 more text-dependent question. Where does it fall on the progression?

37. Reflect on and Revise our Work Look for a final time at the questions we developed in a previous network meeting. • Are the questions text dependent? • Are the questions rigorous? • Do we have questions from all the areas on the progression triangle? • Do we have questions that promote discussion and require text evidence to answer? Revise and/or create some additional questions based on your reflection.

38. 12:55-1:30 a) The Literature Workshop- Beth Sapp and Cindy Hundley Training Room A c) Feedback and Revision on Your Module- Jean and Denise Conference Room 2 e) R-Group Space- Pam Conference Room 1 g) Analyze MY Student Work-Mikkaka Training Room C 1:35-2:05 b) Learning Targets and Common Assessments -Kim Cook Training Room A f) Mini-task Revision- Jean and Denise Conference Room 2 d) Close Reading: I Have a Dream- Christy Conference Room 1 h) Analyze MY Student Work- Mikkaka (repeat of Session g) Training Room C Break Out Sessions Please sit in Grade Level Groups when you return.

39. After Breakouts,please sit in Grade Level Groups Take a moment and add notes to your Plan-Do-Review

40. How has your ELA Leadership Network artifact impacted your practice as a Teacher Leader? How will you move your district forward? Welcome Katie Stewart from Gallatin County High School.

41. Share your artifact from the network that has impacted your practice as a teacher leader • Grade level groups • Share artifacts • One person gather the info. • 20 minutes!!

42. Inspire you to take these ideas and turn them into “awesomeness” • http://www.youtube.com/watch?v=l-gQLqv9f4o&list=SPzvRx_johoA-YabI6FWcU-jL6nKA1Um-t&index=10

43. Networking:Join your district colleagues, create your plan for moving forward into 2014 with awesomeness. • How will our network experiences impact student achievement in our district? Think about the structures, resources, and professional learning that you have in your network toolbox.

44. We resolve to…What’s our District Space Jam? Email: Denise.Amos2@education.ky.gov Carol.Franks@education.ky.gov

45. Email: Denise.Amos2@education.ky.gov Carol.Franks@education.ky.gov

46. Vision: Every school district in the Commonwealth of Kentucky has a knowledgeable and cohesive leadership team that guides the professional learning and practice of all administrators, teachers, and staff so that every student experiences highly effective teaching, learning, and assessment practices in every classroom, every day. (Result: Proficient and Prepared for Success!) Email: Carol.Franks@education.ky.gov

47. A Time For Closure and New Beginnings…

48. 2012-13 Learning Goal I can use carefulplanningto improve instruction, in order to become an effectiveteacherand leader.

49. With your district, please: Complete and turn in the Evaluation Complete and Implement the Plan/Do/Review

50. Special Thanks This is our Thank YOU cheer