Welcome!

1. Welcome! Please sit in grade level groups. Turn in your completed Plan-Do Review in the basket. Pick up your Inventory of Strengths from the brown folder. Complete R-Space registration; stack your table’s forms.

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

3. 2012-13 Learning Goal I can use carefulplanningto improve instruction, in order to become an effectiveteacherand leader.

4. Throughout the Day, please complete these: Evaluation Plan/Do/Review Plan how you could share what you learned today in your school in your district • Gather evidence about what you are learning today.

5. Connect with your grade level colleagues Celebrate your modules. Share questions and ideas.

6. Coming up…MARCH expectations • Develop and teach a module (your choice—narrative, informational, argument/opinion) • Bring copies of scored student work • 2 samples for each of the four performance levels • Remove students’ names and identifying information NOTE: A narrative template is available for us to pilot…stay tuned!

7. What are PARCC and “Smarter Balanced”? Partnership for Assessment of Readiness for College and Careers Smarter Balanced Assessment Consortium

8. Three Key Shifts in the ELA Standards • Complexity: Regular practice with complex text and its academic language. • Evidence: Reading and writing grounded in evidencefrom text, literary and informational. • Knowledge: Building knowledge through content rich nonfiction.

9. Research Simulation Task (Grade 7): Amelia Earhart’s Disappearance

10. Grade 7 Technology-Enhanced Constructed-Response Item Below are three claims that one could make based on the article “Earhart’s Final Resting Place Believed Found.” Part A: Highlight the claim that is supported by the most relevant and sufficient facts within “Earhart’s Final Resting Place Believed Found.” Part B: Click on two facts within the article that best provide evidence to support the claim selected in Part A.

11. CCSS alignment to • RI.7.1 (use of evidence). • RI.7.8 (author’s claims and evidence). • RI.7.10 (complex texts).

12. Final Grade 7 Prose Constructed-Response Item #2 You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are: “Biography of Amelia Earhart” “Earhart's Final Resting Place Believed Found” “Amelia Earhart’s Life and Disappearance” Consider the argument each author uses to demonstrate Earhart’s bravery. Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.

13. CCSS alignment to • RI.7.1 (use of evidence); • RI.7.8 (evaluate claims in a text); • RI.7.9 (comparison of authors’ presentation); • RI.7.10 (complex texts). • W.7.2 (writing to inform and explain); • W.7.4 (writing coherently); • W.7.7 (conduct short research projects); • W.7.8 (gather relevant information from multiple sources); • W.7.9 (drawing evidence from texts). • L.7.1-3 (grammar and conventions).

14. Grade 7 Analytical Prose Constructed-Response Item #1 Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas.

15. CCSS alignment to: RI.7.1 (use of evidence); RI.7.2 (summary of text); RI.7.10 (complex texts). W.7.2 (writing to explain or inform); W.7.4 (writing coherently); W.7.9 (drawing evidence from texts). L.7.1-3 (grammar and conventions).

16. Directions Read grade-level PARCC questions. Identify the standards being assessed. Notice the rigor of the questions. Discuss how this knowledge may be useful in your planning (of both PD and instruction).

17. Take a break!

18. Whole Group Reading • Divide articles at your table. • Read to find the big ideas about close reading or text-dependent questions. • Synthesize and discuss as a group: What is the relationship between close reading and text-dependent questions?

19. Progression of Text-dependent Questions Whole Acrosstexts Entire text Segments Paragraph Sentence Word Part

20. Break Out Sessions • Text Complexity • Gym, Pam • Text-Dependent Questions • Room 227 , MK • Close Reading • Stay here, Denise

21. LUNCH!Enjoy! Mark your calendars—our next meeting date is MARCH 26 at East Oldham MS To be announced

22. Before we meet in March • Bring an artifact that represents what you have learned through the ELA Network • Finalize one more LDC Module • Teach it • Score student work • Bring module, ladder and student work from all levels • Try new reading and writing strategies • Share what you learned today with your district colleagues. • Optional: Invite Denise to visit your classroom

23. DRAFT DRAFT Review Assessment Questions: Do my assessments prepare my students for state and national tests? DRAFT DRAFT Notice the rigor and value of the questions. How might they be improved, based on our new learning today? Do you have ideas for any “missing” standards? If you make changes, please give us a copy!

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

25. Domain 3 Instruction 3c Engaging Students in Learning

26. Domain 3: InstructionComponent 3c – Engaging Students in Learning

27. Read the introduction and Accomplished & Exemplary performance levels for 3cAnnotate the text, looking for ways you might enhance student engagement in your modules.

28. The British Industrial Revolution One LDC Example Created through collaboration by Sara Ballute, Candace Hurley, Timothy Lent http://www.literacydesigncollaborative.org/about/videos/

29. The teaching task in the video Task 2: Were the achievements and growth of the Industrial Revolution Era worth the cost to society?After reading secondary and primary sources pertaining to the British Industrial Revolution, write an argumentation essay that addresses the question and support your position with evidence from the texts. L2 Be sure to acknowledge competing views.

30. Turn and Talk How does quality implementation of LDC help teachers meet exemplary level of engagement? What can you add to your modules that will move you more into the exemplary level?

31. As you enter a classroom ask yourself this question: "If there were no students in the room, could I do what I am planning to do?" If your answer to the question is yes, don't do it. Gen. Ruben Cubero, Dean of The Faculty, United States Air Force Academy

32. Take another break…. and move to meet with your district team.

33. Narrative andRead Like A Writer

34. 2012-13 Learning Goal I can use carefulplanningto improve instruction, in order to become an effectiveteacherand leader.

35. District Planning Time Create a visual representation that answers, how could today’s Network materials help our district’s teachers become more effective teachers? Complete • Evaluation • Plan/Do/Review

36. Putting it All TogetherCreate a visual representation that answers the question, “How might today’s Network materials help our district’s teachers become more effective teachers?” * Concept Map * Web * 4 Way Tie * Metaphorical Graphic * ??? * Other ideas???? You can • use the underlined words on the agenda • any of graphic organizers and reminder sheets on your table. Be ready to share during the District Shout Outs

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

38. District Shout Outs District Shout Outs

39. Reminders Next Meeting, March 26 at East Oldham Middle School, 8:30-3:30 • Finalize one more LDC Module • Teach it between now and March 26 • Score student work • Bring module, ladder and student work from all levels • Bring an artifact that represents what you have learned through the ELA Network • Try new reading and writing strategies • Share what you learned today with your district colleagues. Optional: Invite Denise to visit your classroom • Door Prizes!