SUMMER ACADEMY Grades 3-5 English Language Arts Summer 2013

1. SUMMER ACADEMYGrades 3-5English Language ArtsSummer 2013

2. Outcomes: As a result of the summer teaching academy, participants will • Gain an understanding of the Tri-State Quality Rubric for lessons and units. • Conduct quality reviews with groups of teachers to determine the quality of lessons and provide specific feedback for revisions. • Use the rubric to determine the alignment and quality of instructional materials in order to identify how they might need to be modified to better address the College-and Career-Ready Standards (CCRS). • Develop new lessons or revise existing lessons to better align with CCRS.

3. Three Key Shifts in ELA/Literacy • Building knowledge through content-rich nonfiction and informational texts 2. Reading, writing and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

4. Insight Tool Connection Insert screenshot of 3rd R1.

5. EQuIP Tri-State Quality Review Rubric • You Tube Video “The Value of the Tri-State Rubric” http://commoncore.americaachieves.org/equip

6. The Rubric Organizes Criteria That Describe Quality Lessons/Units Criteria that define the rubric are organized to describe quality in four dimensions. **The most critical criteria are considered to be “must have’s” for a quality CCSS lesson/unit. Slide taken from Tri-State Quality Review Rubric & Process (Achieve)

7. Your turn… • Scan Dimensions/Columns I and II of the rubric to see what information it contains and how it’s organized. • Underline key components. • Share with your small group. • Share with the whole group. • Repeat with Dimensions/Columns III and IV

8. Essential Planning Questions • What standard am I teaching? • What are my daily measurable objectives for this standard? • What strategies will help me focus and pace my lesson appropriately? • What strategies will require ALL (100%) of my students to engage in content through reading, writing, talking, listening, and investigating? • What actions will I take to assess throughout the lesson?

9. Important Terms to Know • Text Complexity • Use of multiple sources • Text dependent questions • Citing specific textual evidence

10. Session 2: Literary Text Because of Winn Dixie

11. Lesson Analysis • Read the lesson plan and accompanying text. • Using the rubric, determine if the lesson meets the criteria of the three bulleted items in Dimension 1. • In the blank beneath Dimension 1, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric. • Check to the left of the bulleted item if the lesson plan meets the criteria listed. • Now repeat the first four items above for Dimension II.

12. Group Discussion at Your Table • Were there missing Dimension I components? • Which item(s)? • What would need to be updated about the lesson to meet the rubric criteria? • Were there missing Dimension II components? • Which item(s)? • What would need to be updated about the lesson to meet the criteria?

13. Lesson Analysis • Look at the lesson plan again. • Using the rubric, determine if the lesson meets the criteria of the four bulleted items in Dimension III. • In the blank column beneath Dimension III, make notes of concerns/issues; list items needed for improvement to meet rubric criteria. • Check to the left of the bulleted item if the lesson plan meets the criteria listed. • Now repeat the first four items above for Dimension IV.

14. Group Discussion at Your Table • Were there missing Dimension III components? • Which item(s)? • What would need to be updated about the lesson to meet the rubric criteria? • Were there missing Dimension IV components? • Which item(s)? • What would need to be updated about the lesson to meet the rubric criteria?

15. Session 3Partner Share/Gallery Walk • With a partner, look at both lesson plans to determine what changes are needed to make each lesson an exemplary one. • Chart the changes. • Display the chart, then walk to see what changes other groups made.

16. Wrap-Up

17. Summer AcademyDay 2

18. Outcomes: As a result of the summer teaching academy, participants will • Gain an understanding of the Tri-State Quality Rubric for lessons and units. • Conduct quality reviews with groups of teachers to determine the quality of lessons and provide specific feedback for revisions. • Use the rubric to determine the alignment and quality of instructional materials in order to identify how they might need to be modified to better address the College- and Career-Ready Standards (CCRS). • Develop new lessons or revise existing lessons to better align with CCRS.

19. Review

20. Important Terms to Know • Text Complexity • Use of multiple sources • Text dependent questions • Citing specific textual evidence

21. Session 1: Informational Text I Spy

22. Essential Planning Questions • What standard am I teaching? • What are my daily measurable objectives for this standard? • What strategies will help me focus and pace my lesson appropriately? • What strategies will require ALL (100%) of my students to engage in content through reading, writing, talking, listening, and investigating? • What actions will I take to assess throughout the lesson?

23. Lesson Analysis • Read the lesson plan and accompanying text. • Using the rubric, determine if the lesson meets the criteria of the three bulleted items in Dimension 1. • In the blank beneath Dimension 1, make notes of concerns/issues; list items needed for improvement to meet criteria of rubric. • Check to the left of the bulleted item if the lesson plan meets the criteria listed. • Now repeat the first four items above for Dimension II.

24. Partner Discussion • Were there missing Dimension I components? • Which item(s)? • What would need to be updated about the lesson to meet the rubric criteria? • Were there missing Dimension II components? • Which item(s)? • What would need to be updated about the lesson to meet the criteria?

25. Lesson Analysis • Review the lesson plan. • Using the rubric, determine if the lesson meets the criteria of the four bulleted items in Dimension III. • In the blank column beneath Dimension III, make notes of concerns/issues; list items needed for improvement to meet rubric criteria. • Check to the left of the bulleted item if the lesson plan meets the criteria listed. • Now repeat the first four items above for Dimension IV.

26. Partner Discussion • Were there missing Dimension III components? • Which item(s)? • What would need to be updated about the lesson to meet the rubric criteria? • Were there missing Dimension IV components? • Which item(s)? • What would need to be updated about the lesson to meet the rubric criteria?

27. Session 2Double Up/Gallery Walk • Double up with another pair to make adjustments to the lesson. • Chart the adjustments. • Display the chart, then walk to see what changes other groups made.

28. Session 3Lesson Planning With a partner, plan an informational text lesson!

29. Summer AcademyDay 3

30. Outcomes: As a result of the summer teaching academy, participants will • Gain an understanding of the Tri-State Quality Rubric for lessons and units. • Conduct quality reviews with groups of teachers to determine the quality of lessons and provide specific feedback for revisions. • Use the rubric to determine the alignment and quality of instructional materials in order to identify how they might need to be modified to better address the College- and Career-Ready Standards (CCRS). • Develop new lessons or revise existing lessons to better align with CCRS.

31. Lesson Analysis

32. Lesson Planning With a partner, plan a literary text lesson!

33. Lesson Analysis

34. Planning Next Steps

35. TRAVEL

36. WARNING!!!!! • Please make sure that you follow along with me and the directions that are given. • If your form is not completed PERFECTLY it will be returned and it will delay reimbursement for your travel. If you make a mistake please let us know ASAP. • Please do not work ahead…even though it might look easy and self explanatory.

37. What do I need? A great working blue or black pen. Try your pen on a scratch sheet of paper and make sure that it works well.

38. Take your pen and fill out the box at the top right hand corner. Make sure that you print legibly. It must be able to be read. (Check the person beside you.) • If you live in Wetumpka, turn in your form now. Now: • Look at #2B. Write in the first blank the time you left your house. Then, circle a.m. Time of departure to meeting from home base: ____________a.m./p.m. Estimated time of return to home base : ____________a.m./p.m.

39. Back Page • Find the box in the top right hand corner. Print your name legibly as it is on your legal documents and STOP. • Next, print your physical address legibly. This is the actual address where you live. (This is not a P. O. Box.) Write your street address, city, state, and zip code and STOP. • Then, write your SS# legibly and STOP. This must be on your form if you are to receive reimbursement. • (Check your partner.)

40. Back Page • Everyone put your pen down. • Find the box in the bottom right hand corner. Put your finger on the blank above where it says Signature of Traveler. • In a minute you will sign your name EXACTLYas it is written in the top right hand corner. • Before you sign your name, take your pen and make sure that it still writes well. If it does you may sign your name on this blank. • (Check your partner to see if the signature the same as the name at the printed in the top right hand box.)

41. Back Page • Raise your hand if you receive your mail at a P. O. Box. • If your hand is not raised, put your form back into the folder. • If your hand is raised, find the box in the bottom left hand corner. Underwhere you see “Summer Academy” and the month, you will print legibly your mailing address. • (Partners check to see if the information is filled out correctly and legible.) • All forms should be back in the folders.

42. Reimbursement Expect reimbursement to come from the State Department of Education in several months.