the mission of paul public charter school is to educate our students and develop in them the...

The mission of Paul Public Charter School is to educate our students and develop in them the capacity to be responsible citizens, independent

thinkers and leaders.

Data Meeting for A2Social Studies & Science Teachers

Monday, November 18, 2013

PAUL PUBLIC CHARTER SCHOOL

Do Now

Formulate two groups. Piece together the pieces of the puzzle.When I say go…


QUOTE FOR THE DAY

When you're teaching a hard concept and the students all have puzzled looks on their faces and then suddenly you can see that 'aha' moment, that they got it, that's just an incredible thing.


Agenda

Purpose/Overview (9:35-9:40am)Take the Test

Text Complexity ReviewData Analysis of E-Block

Action PlanningSharing & Feedback

Action Planning/DemonstrationClosing


Purpose/Overview


Agenda

Purpose/OverviewTake the Test (9:40-10:00am)

Read and annotate an A2 NF passage and answer the questions

Text ComplexityData Analysis of E-Block


Action PlanningClosing


Take the Test

• Read the passage and annotate/mark up the text as if you were the strongest reader in your class.

• Answer the questions that follow6th Grade- There is no ‘I’ in

Elephant (Lexile: 990)

7th Grade- Roman Bathing (Lexile: 1120)

8th Grade- Seeds of Revolution (Lexile: 1100)


AgendaPurpose/Overview

Take the TestText Complexity Review (10:00-10:30am)

Review the 3 elements of text complexity (qualitative, quantitative, and read & task)

Data Analysis of E-BlockAction Planning

Sharing & FeedbackAction Planning

Closing


Text Complexity Review

What is the Lexile?

Who are my readers?

Using the guiding questions and text

complexity rubric, what qualitative features of this text are complex?


Agenda

Purpose/OverviewTake the Test

Text ComplexityData Analysis of E-Block (10:30-11:00am)

Analyze grade-level data on targeted NF passage




Data Analysis by QuestionGrade Level Question(s) for Reteach Skill(s)/Concept

6 9 • Objective Summary

7 22 or 25 • Quote connects to Central Idea

• 2 Central Ideas in a passage

8 8 or 9 • Central Idea/Text Structure

• Objective Summary


Unpack the Question Part 1

• Sample Question (#7 from 6th grade)

How does the author support his claim that thetest on elephants is useful?


Unpack the Question-ConceptsConcepts are what students need to know.

What concepts/academic vocabulary must the student know in order to answer the question?

How does the author support his claim that the test on elephants is useful?1.Define claim2.Know author’s claim 3.Know how author’s support claims4.Fact v. Opinion 5.Summary-distinct from personal opinions and judgments6.Author’s point of view or purpose


Unpack the Question- Skills

Skills are what students need to be able to do. What skills do they need to answer the sample question?1.Annotate 2.Find the central idea 3.Identify where the author addresses the claim that “test on elephants is useful”4.Identify what the author writes to support the claim5.Describe how the author supports this claim (what does the author do? )


Unpack the Question (Your Turn)

Look at your questions for your passage. •What concepts/vocabulary do students need to know to answer the question?

•What skills do they need to demonstrate as to answer the question?Think Pair Share


Create a Custom E-block Group

• E block is designed to target the standards that challenge our students. It is our responsibility to design lessons and select sources that will deliver improved results.

• Go to https://my.achievementnetwork.org• Use Creating and Using Custom Groups to create

a group for your current E-block class.• If you finish before time, review A2 data for your

e-block for the NF passage.


Analyze Answer Choices/Distractor Analysis

We must teach students to analyze answer choices by:•Identifying types of distractors-they include broad, general, irrelevant, facts , true, but does not address the question, etc.•Identifying who selected the distractor -Was there a common distractor most of your students selected?•Analyzing why a student would select the distractor


AgendaPurpose/Overview

Take the TestText Complexity

Data AnalysisAction Planning (11:00-12:00 & 1:00-2:15pm)

Create an action plan to effectively address a misconception or skill

Sharing & FeedbackAction Planning

Closing


Guided Practice-3 Strategies

• Wall of Silence- Select a part of the passage and write a question for students to answer on flipchart.

• Act it Out- Students act out parts of the passage with a twist.

• Circle Discussion- Students have a roundtable discussion with question stems focused around the standard.


Challenge Standard-Finding the Central Idea

Source: Teaching Channel

Pre Video Question- What are some strategies you used to central idea before ANET2?

Video Link-https://www.teachingchannel.org/videos/increase-engagement-and-understanding

Post Video Question- What is a strategy that this teacher uses that you could easily incorporate during your E-block?


Wall of Silence-Station 1

Read this portion and answer the silently answer the question below: I never knew that my skin was too black.I never knew that my nose was too flat.I never knew that my clothes didn't fit.I never knew there were things that I'd missed,cause the beauty in everythingwas in her eyes (like the rising of the sun);...was in her eyes.Question: What evidence does the author use in this paragraph to develop the central idea?



Read this part and SILENTLY answer the question below: There were no mirrors in my Nana's house,no mirrors in my Nana's house.And the beauty that I saw in everythingwas in her eyes (like the rising of the sun).

Question: How does the author use this recurring phrase to develop the central idea?



Read this part and silently answer the question below:I was intrigued by the cracks in the walls.I tasted, with joy, the dust that would fall.The noise in the hallway was music to me.The trash and the rubbish just cushioned my feet.And the beauty in everythingwas in her eyes (like the rising of the sun)....was in her eyes.Question: How does the structure of the passage help support the development of the central idea?


Sample Reteach on Central IdeaActivatorWriters don’t always say things directly. Instead, they convey their ideas indirectly. So we have to read between the lines. What is the central idea of Cinderella? How do you know? Text-No Mirrors in My Nana’s House Link-http://www.youtube.com/watch?v=mAG1j_Z850EGuided PracticeSelect Engaging High Yield Activities–Wall of SilenceSelect a Graphic Organizer-Mind Map/Idea ChartIndependent Practice •Multiple Choice-How are the central ideas developed? •Writing Task performance-Write their own…speech ClosingSquare, Triangle, Circle


Brainstorm and Generate Ideas


1. Begin with the End

• Select a passage that you will use with your E-block.

• Design the assessment question(s) that students will have to answer at the end of the reteach lesson(s)– Assessment question should be written in the

same format as the A2 question and include answer choices of similar rigor


Sample Question Stems-Central IdeaCentral Idea

Use one of these…•The author includes ___ in his explanation because… •The author includes the quotations to…•Which statement best expresses the central idea of this article? •What is the central idea? •How are the central ideas developed? •An example of how the central idea recurs in the text is_______________.


Sample Question Stems-Objective SummaryObjective Summary

Use one of these…

1.How can you objectively summarize the text ? 2.What is a summary of what happened in the passage?3.What is the best summary of the excerpt?


2. Action Plan

• Action Plan should include:– Hook (how are you going to engage students in the reteach

lesson?)– Think-Aloud/Modeling (what steps/actions/strategies will

you model for students so they can answer the question of focus?)

– Independent Practice (require students to annotate a content related text)

– Reassess (use a similar assessment question(s)– Track the data (let them know how they performed and

bring back student work that shows how they performed)


3. Format Matters

• Use your weekly lesson plan template to write your action plan for your e-block.

• Lesson can be implemented over several days (due to the short length of e-block)


Agenda



Action PlanningSharing & Feedback (2:15-2:35pm)

Provide feedback to push the quality of action plans



Sharing & Feedback Protocol

• In groups of 2-3– Teach (2 minutes): teach 1 portion of your lesson (as

if teaching students)– Feedback (2 minutes): share feedback in the form of

wows and wonders (related to content and delivery)– Revise (1 minute): prepare to redo portion of lesson

based on feedback– Redo (1 minute): reteach portion of lesson– Repeat for group members


Agenda




Action Planning (2:35-2:45pm)Revise action plans based on feedback

Closing


Agenda




Modeling Action PlanningClosing

Share reflections based on work today, complete feedback form


Next Steps

• Revise action plans based on feedback• Submit action plans to [email protected] and

[email protected] for feedback by 8:00am Tuesday

• Incorporate action plan in upcoming e-block lessons

• Collect materials for reflection meeting (12/12/13)– Student work samples, assessment data, notes


Closing

• Complete feedback survey – https://docs.google.com/a/paulcharter.org/

forms/d/1Io8Tj0s1GME-YB0mlelkjJWI_P54g8SO42SaPIGVKCo/edit?usp=sharing

• Reflections– How can you incorporate your plan for e-block

with your general classes?

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