6 th Grade Language Arts District PLC

1. 6th Grade Language Arts District PLC February 22, 2012

2. Prize Drawing!!(Thanks for being here on time!!)

3. Learning Outcomes • Collaboratively score a writing sample in an effort to build scorer reliability. • To deepen our understanding of the Priority Standards; to identify learning opportunities that best align with the curriculum in units 4 and/or 5. • To collaboratively plan a lesson with your PLC, implementing one Marzano, Writing to Learn, or engagement strategy during Units 4 and/or 5.

4. Strategy Sharing South-East Sweeties How to Write an Effective Summary

5. Strategy Sharing Rebels Making Generalizations

6. Answers to Questions from last time… • Can students type their writing assessments? • Not unless it is listed as an accommodation on their IEP. This will help to keep the process consistent, plus students cannot use computers on the AP assessments, once they get to that point. • Does the writing assessment have to be timed? • Yes, unless it is listed as an accommodation on students’ IEP’s. Spreading out the process over two days, should help them be able to write the narrative within a 45 minute time frame.

7. Collaborative Scoring Purpose • To increase scorer reliability. • To provide samples to reference while scoring in the Spring. • Through discussion, come to a consensus* on scoring or decrease scoring discrepancies.

8. Collaborative Scoring –15 minutes • Read and score (BEFORE you begin your discussion) the writing sample. • Choose a recorder and document key discussion points on the response sheet. I will collect these. • Choose one thing from this exercise that clarified your thinking from previous scoring practice. • Keep the writing sample and score sheet as a reference to you.

9. 5 Minute Warning!Wrap up discussion and choose one thing from this exercise that clarified your thinking from previous scoring practice. Be ready to share out!

10. Quick Whip – MVP’s

11. = District Benchmark Assessments = District Directed Day = Writing Assessment = ARI due Iowa Assessment February April March May P/T Conferences Spring Break Iowa Assessment

12. Unit 4 – Reading Literature 9**Reminder** • “Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.” • This is a Unit 4 priority standard, but was difficult to include on a benchmark test, so you will need to summatively assess this standard on your own.

13. Benchmark Assessment Feedback Forms

14. LR Credit from AEA Title: Teaching the Standards in English/Language Arts, Grades 6-8Heartland Activity #: CA013499991201 Must attend all sessions **You may register now, but you will not be given credit until after our last session on May 23rd.

15. If you would like to share materials and lesson plans… • http://dmpsmsliteracy.wikispaces.com/

16. For Next Time – March 28 • Please bring: • Marzano book • Curriculum Guide • Laptop (optional) • Meeting will be held here in the Callanan cafeteria from 1:40-3:10 • March 28th Presenters: • No groups are signed up – Cougar Hawk or Writers on the Storm, let me know if you’d like to move up your presentation date to March.

17. Exit Slip (one per PLC) • Student work reflection • Identify chosen Marzano, Engagement, or Writing to Learn strategy • Short description of planned lesson • Identify student work piece

18. Collaboration Time • Review the Priority Standards for unit four. As a PLC, select one Marzano, Writing to Learn, or engagement strategy that aligns with your selected standard. • Craft a lesson to implement in each of your classrooms. • Plan and practice with your peers. • There are no groups signed up to present for March.

19. Prize Drawing!!(Thanks for being great participants!)