S.P. A.C.E.S. Content Collaborative

December 6, 2016

4:00-5:30 PM

English I, II, II, & IV

IZone HS Collaborative

Literacy

Ashley Grandberry – Instructional Literacy Coach

Tondrea C. McWright – Instructional Literacy Coach

Specializing in Pedagogy And Content for Education

in Secondary Schools

iZone High School Team

Welcome!

• Please sit in a desk marked

with the grade you teach.

Future Collaborative Dates

High School English Language Arts

– Friday, February 10th (DLD)

– Tuesday, March 7th

– Tuesday, April 18th

The iZone High School Instructional Support Team's vision is to be

a highly valued team that provides effective content and

pedagogical support for teachers to increase student achievement

that leads to college and career readiness, lifelong learning, and

productive citizenship.

Our mission is to provide data-driven instructional support through

content coaching and professional development that increases

teacher capacity. Building positive relationships, communicating

effectively, embracing diversity, and engaging in on-going

reflective practices are the cornerstones of this work.

Vision & Mission

iZone Goal

We must move our schools from the bottom 5%

to the top 25%!

To accomplish this, we must ensure that

effective instruction takes place

EVERYDAY and in EVERY school.

Session Goals

Know:

• the importance of analyzing assessment questions.

Understand:

• how to determine the skills and content necessary to master the

questions.

Do:

• craft tasks that allow students to practice the skills necessary to

master the questions that are in line with the Core Actions.

Session Norms

• Be present

• Be brave

• Be willing to take risks and be engaged

• Ask questions

• Engage in meaningful dialogue with your

colleagues

• Keep students at the center of your thinking

AGENDA

• Overview of Sessions (5 min.)

• Assessment Question Sort (10 min.)

• Question Analysis (10 min.)

• Leveled Task Creation (20 min.)

• Grade Level Group Planning (40 min.)

• Closure/Surveys (5min.)

Past to Present

• September DLD- We modeled a text-based lesson that

incorporated all three core actions which make up our

foci for the year: Text, Talk, and Task.

• November Collaborative- We looked more closely at

questioning through the use of structured student-led

conversation.

• December Collaborative- We will look at assessment

questions aligned to the standards to design instructional

tasks that allow students to practice the skills necessary

to master the tasks and the standards.

2016-17 ELA Foci

Big Ideas

Text Complex enough to reread.

Teachers knowing the text as a reader and writer to guide students through it.

Talk Planning text-

dependent and specific questions as well as planning for misconceptions to

scaffold.

Planning a structured environment to

facilitate student discussion (Socratic

Seminar, Debate, Turn and Talk, etc.)

Task Aligned to the standard.

Opportunity for students to practice

before the assessment or

culminating activity.

Assessment Questions Sort

• Work with your group

• Connect each grade band, standard, and

question that belong together.

Assessment Questions Sort

• What process did you use to group the

components together?

• How did you know which grade-band was

associated with which question?

• How did you know which standard the

questions were assessing?

Assessment Questions Analysis

What skills and content must students

possess in order to answer this question

successfully?

Record all of the skills and content students

need to answer the group’s specific

question.

What new skills or content does each grade

band bring to the standard?

• Look at the highlighted sections of the

standards progression to determine the

new skills or content for the question’s

standard as well as what will be expected

next year.

http://rt3nc.org/objects/standards/cclitmap/ela.html?strand=reading-lit&grade=K-12

What tasks or activities will allow students to

practice these skills?

Plan three (3) tasks for two of the skills you

determine would be needed for the assessment

question. Plan one (1) task for Basic:

Remember/Understand, one (1) for Apply and

Analyze and one (1) for Evaluate and Create).

*One task must be an assignment that

encompasses all of the necessary skills

needed to master the above standard.

Final Thought

• The key idea behind instruction is to begin

with the end in mind.

Break

• We will take a 10 minute break and plan

tasks once we return.

Planning

• Sit with a grade level partner and plan tasks to

prepare students for the following prompts:

11-12th- Write an analytic essay in which you consider DuBois’s “Of Our

Spiritual Strivings.” Analyze how the author uses rhetoric to advance

his point of view, and consider how the author’s use of rhetoric

contributes to the power or persuasiveness of the text.

9-10th- Write an analytic essay in which you select either Romeo or

Juliet. How does Shakespeare develop this character as a tragic

hero(ine)?

Closure

So What?

On an index card, write the answer to the

following questions:

1. What takeaways from the session will be

important to know tomorrow and a year

from now?

2. Why?

Closure/Survey

• Please place the following URL into your browser

to complete the survey on today’s presentation.

• https://www.surveymonkey.com/r/QG6KG97

Survey

QR Code:

Contact

Ashley Grandberry

(901) 569-9922

grandberryan@scsk12.org

Tondrea C. McWright

(901) 354-4635

spiveytc@scsk12.org

www.izonehighschoolteam.weebly.com