6th Grade Language Arts

District PLCFebruary 22, 2012

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

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.

Strategy Sharing South-East Sweeties

How to Write an Effective Summary

Strategy Sharing Rebels

Making Generalizations

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.

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.

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.

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!

Quick Whip – MVP’s

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FEB

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IL= District Benchmark Assessments

= ARI due = Writing Assessment

P/T Conferences

Spring Break

Iowa Assessment

Iowa Assessment

= District Directed Day

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.

Benchmark Assessment

Feedback Forms

LR Credit from AEA

Title: Teaching the Standards in English/Language Arts, Grades 6-8

Heartland 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.

If you would like to share materials and lesson plans…

http://dmpsmsliteracy.wikispaces.com/

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.

Exit Slip (one per PLC)Student work reflectionIdentify chosen Marzano,

Engagement, or Writing to Learn strategy

Short description of planned lesson

Identify student work piece

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.

Prize Drawing!!

(Thanks for being great participants!)