The Way Of Work Copy

The Slides That Follow Provide Visual Images Of The Documentation Outlined In The Blog:

•The Way Of Work-May I Just Say WOW!

As You View The Documents Presented In The PowerPoint Please Remember To Refer To Grade Level Specific Snapshots Shared In The Blog.

Alimacani Elementary SchoolSnapshots: The Way of Work

Alimacani-Where Education Is A Treasure And Children

Are Inspired To Reach For Their Dreams



Snapshot

First Grade (CCL)

Collaborative Coaching and Learning

Documents


CCL Grade Writer’s Workshop Mini-Lesson Demo Note-Taking

Materials: Literature:

Mini-Lesson Teaching Points:Connection:

Teaching:Active Engagement:

Link:

Work Period:

Authors Chair:

Final Closing Remarks:

Notations for Rituals & Routines:

Wonderings/Noticings:

Architect of a Mini-LessonThis format was used for each Writer’s Workshop Mini-Lesson as well as for Demo Note-Taking during the observation of CCL WW Mini-Lessons. This document was run on the back of the actual Mini-Lesson Crafted By The Teachers.

Crafting A Course Of Study-CCL

Crafting a Course of Study

School: Alimacani Elementary School Team: 1st Grade (5) Cycle: 1

Identify a student learning goal based on various forms of data.Choose a teacher learning goal linked to the student learning goal.

For students in 1st grade to effectively produce Report or Informational Writing which meets the Standard for their grade level

To provide teachers with strategies to conduct a comprehensive Report or Informational Writing Genre Study

Link these goals to create your group’s course of study.

Our Course of Study will focus on Report or Informational Writing.

Demo Lessons model effective writing for students to produce writing that meets the Standard.

Craft several (2-4) focused guiding questions that explore the link between the student learning goal and the workshop strategy, principle, or structure you’ve chosen to address it with.

What do the students know about Report or Informational Writing?

What strategies are students currently using?

What strategies do students need to learn to have them meet the Standard?

Decide how to measure success and student progress.

LASW: Measure growth from baseline Report or Informational Writing

Class Profile

NCEE: Using Rubrics to Improve Student Writing

Plan inquiry readings and demonstration lessons that will help answer your inquiry questions.Inquiry Texts:

Units of Study for Primary Writing A Yearlong Curriculum by Lucy Calkins

The Art of Teaching Writing by Lucy Calkins

NCEE: Using Rubrics to Improve Student Writing

First Demonstration Strategies:

Baseline

What do the students know about Report or Information Writing?

Plain Talk about CCL: Crafting a Course of Study Boston Public Schools 9-2003

Focus For Pre-Conference - Demonstrating Note-Taking Guide

Alimacani Elementary School Date: 1-31-07 Cycle: IParticipants: Park-Tuten-Rouse-McAvoy-Bolena Host Classroom: #30 Demo Teacher: Rouse

The big picture of our course of study And how today’s demonstration fits in.

What strategies/skills do students need to learn to have them meet the StandardWhat strategies/skills are students currently using What strategies/skills do students need to learn to have them meet the Standard

Teaching practice being demonstrated today:

Student learning goal:� For students in 1st gr. to effectively produce Report or Informational Writing which meets the Standard for their grade level (Writing Standard 2)

As a result of today’s demonstration, we expect to see students:

How we eventually plan to measure each student’s progress:� LASW: Measure growth from Baseline Report or Informational Writing Class Profile� Class Profiles� NCEE: Using Rubrics to Improve Student Writing

During the demonstration, gather evidence to answer the question: Did the teaching practices we saw demonstrated move students toward the learning goal we set for our course of study? Your notes will guide the group’s debrief conversation and for future inquiry readings.

Text RenderingSteps:

First Round:Each person shares a sentence a sentence from the

document that he/she thinks/feels is particularly significantSecond Round:

Each person shares a sentence a phrase from the document that he/she thinks/feels is particularly significant

Third Round:Each person shares a sentence a word from the document

that he/she thinks/feels is particularly significantThe group reviews and discusses what they heard and what it

says about the document.The group shares what emerged, commonalities, and new insights

about the document

Professional Inquiry

Protocol-Text Rendering

NPS: 2 Writing Purposes and Resulting GenresSSS: LA.1.4.6.1 The student will write a simple report with a title and three facts, using Informational sources

Type of Mini-Lesson: Writing Standard 2: Report or Informational Writing

Topic: What A Report Looks Like

Prior Knowledge:� Students will be able to interact with Nonfiction books and become familiar with Nonfiction features (Artifacts: Teacher/Student Generated Charts)

Materials: � NCEE Using Rubrics to Improve Student Writing pgs. 60-63 Report titled: Killer Whales, Chart paper, Markers, Previous Charts

Mini-Lesson Teaching Points:� Come to the Gathering Area� Connection: Remember last week when you wrote FACTS about a Topic you knew a lot about? (Refer to Chart about Bears from week 1-30-07)

Teaching/Active Engagement:� Teacher reads introduction on page 60 of NCEE Rubrics book� Teacher shows and reads the Report titled Killer Whales (Using the enlarged poster of the Report on Killer Whales)� Teacher uses the talking points on page 60 of the NCEE Rubrics book to Chart Facts from the report on Killer Whales

oTeacher says: This is a very good report because it has FACTS. Help me list some FACTS on my chart. (Good idea to reinforce Thumbs Up Practice by calling on students with Thumbs Up to share FACTS from the Report: Killer Whales they remember)

� Chart Is Titled: Killer Whales and lists (3) subtopics:•FACTS VOCABULARY ILLUSTRATIONS

oYou know boys and girls I really liked how the student who wrote the Report on Killer Whales used Vocabulary words that related or told us about Killer Whales. (Teacher gives an example)

� Teacher Charts or uses highlight tape/sticky arrows or sticky markers to spotlight Vocabulary from the Report on Killer Whales (Remember not to use anything permanent since the Chart is shared)

•(Such as: Baleen – Arctic – Blow Hole – etc…)oBoys and girls did you notice the illustrations/drawings on the Report?

� How did the illustrations help you learn more about whales? (Call on students using Thumbs-Up)

Link: Teacher tells students that this student really knows a lot about Killer Whales� When you go back to your seats you are going to write a Report on a topic that you know a lot about� Remember boys and girls we will be sharing at the Author’s Chair at the end of WW

Work Period:� Teacher pulls 2 or 3 students whose previous writing indicates a need for conferencing (Jill Kolb will model Writer’s Workshop Conferencing)� Remaining students are doing Independent Writing � Teacher circulates with sticky notes after observing 1/2 modeled WW Conferences

Author’s/Share Chair: (Scaffold based on what made a good Report)� Teacher selects students to read their Report (2 or 3 students)� Teacher guides students to stretch their comments – develop higher order thinking – ask students to be more specific or say why…etc…

Final Closing Remarks:� Boys and girls…today and everyday as you grow with Report or Informational Writing you will include Facts, Vocabulary and Illustrations that tell about your Report

Teaching Learning RubricInforming Others: Report or Informational Writing

1st Grade

Writing Standard 2Report or Informational Writing

Teaching Rubric

Students produce reports that: Strategies to teach the elements

gather information pertinent to a topic, sort it into major categories – possibly using headings or chapters – and report it to others;

•Mini-Lesson on generating a topic from things we know a lot about.•Mini-Lesson on “what a report looks like.” •Mini-Lesson on looking at the “Learning from the Pros with non-fiction material.”•Mini-Lessons on Features of Print.•Mini-Lesson on using Topics and Headings.

independently recognize and exclude or delete extraneous information according to appropriate standards governing what “fits”; and

•Mini-Lesson on gathering information pertinent to a topic and reporting it to others using features of print.

demonstrate a growing desire and ability to communicate with readers by using details to develop their points; sometimes including pictures, diagrams, maps and other graphics that enhance the reader’s understanding of the text; and paying attention to signing off.

•Students are given an opportunity and enjoy sharing their work in the Author’s Chair.•Students are making their own booklets for their report.

Standards Based Bulletin Board

Report of Information – Student Writing With

Student Generated Commentary

1st Grade Off Cycle CCL Moved Into The Narrative Writing Genre To Start 07-08

NPS: 2 Writing Purposes and Resulting GenresSSS: LA.1.4.1.1- write narratives that include a main idea based on real or imagined events,

characters, and a sequence of events

Type of Mini-Lesson: Sharing Events, Telling Stories: Narrative WritingTopic: Stretching One Small Moment

Materials: Professional Reading: Small Moments: Personal Narrative Writing- L. Calkins/A Oxenhorn, Sessions III & IV p.21-37. “Writing Small Moments” Chart, booklets for ec Connection: “As writers, you all have grown so much! You use to write a whole story on one piece of paper, but now you are writing in booklets like real authors do. Today let’s look at another author who writes a lot like you and Vera Williams. Listen to how Audrey Penn stretches out a small moment to make it cross over several pages like youdo.”Teaching: “Remember The Kissing Hand, we read in Reader’s Workshop? This time, listen how Audrey stretched this moment out across several pages“. Read aloud p.17-19 when Chester was leaving for school and he decided to give his mom the kissing hand. Modeling how her moment went across three pages. Let students ’absorb’ the story. Say “Audrey Penn took a small moment and told it bit-by-bit, page by page, like you guys do.”Active Engagement: Teacher selects a partner to model stretching the story out across three pages like Audrey does. “Be researchers and a good audience; watch and listen closely. “ (Teacher asks the partner to listen to her story and help give her ideas. You may want to use the example of getting a shot, telling the story as you touch the pages of a sample book with no writing.) Finally, ask the students “What did you see me do?”Link: “Remember if you are starting a new book today, before you do, get a blank book and practice stretching out your story by touching each page and saying aloud your story like I did. Ask your partner to listen. Don’t forget to do what writers do while writing small moments.” Point to and refer to previous Writing Small Moments Chart. Work Period: Students begin telling stories pointing to blank pages with their partners. Allow about 10 minutes to share. Teacher points out someone following directions. “Oh look how ____is thinking up his story and touching each page as he says it aloud to his partner. Great job____! Teacher conferences with 2-3 students.Author’s Chair: Teacher selects scaffold students to read their booklets. Encouraging students’ commentary to focus on stretching a small moment over several pages. Close asking ” what did you learn as writers today? Remember while writing, plan out what you’ll write by saying your story first while pointing to the pages.”

Alimacani Elementary School Snapshots: The Way of Work



Snapshot

Third Grade

Off Cycle

Collaborative Coaching and Learning

Documents

A Clean Potty PanHave you ever walked into your house and said, ‘What stinks like a cow

pasture?” Then you realize as you follow the scent it your cat’s potty pan ……STINKO. When was the last time you cleaned it? Are you afraid to clean it because your not so sure how to tackle such a repulsive job? Follow these simple steps and your cat’s potty pan will soon smell like a bed of roses.

Supplies: cat scoop, garbage bag, garbage can, fresh cat litter and rubber gloves.

First, take the cat litter pan outside near the garbage can.Then, remove the top of the cat liter pan.Then, use the scoop to remove the stuff.Then, open the trash bad and put the stuff in it.Next, after the stuff is removed pour some fresh liter in.Next, put the top back on the liter pan.Finally take it back in the house.This is how you do it. Good luck!

Functional/Procedural Writing Genre

Functional/Procedural Writing Genre Teaching Learning Rubric Coupled With An Assessment For Learning

Rubric Was Used To Facilitate/Assist With Student Generated Commentary

Mrs. Kathy Pike

Functional/Procedural Writing Genre

Assessment For Learning Rubric That Was Developed Over The Course Of Several Mini-Lessons With Students

Elements Meeting The Standard Working Towards The Standard Does Not Meet The Standard

Engage The Reader � Hook the readeroSimilesoAwesome adjectivesoBeautiful words

� SOMEWHAT hooks the readeroUses SOME detail

� Does not hook the readeroUses no detail

Identify The Topic � From the beginning, it is clear to the reader what is being made

oIncludes supplies

� It is clear SOMEWHAT, to the reader, what is made in the beginning

oIncludes SOME supplies

� Not clear what is being madeoDoes Not include supplies

Provide A Guide To Action � Steps follow a logical orderoUses a VARIETY of transition words with each step

� SOME steps follow a logical orderoUses SOME transition words

� Steps do not follow logical orderoDoes not use transition wordsoOnly list steps

Uses Considerable Detail � Predicts what reader needs to know and gives EXTENSIVE or a lot of detail with each step

oElaborates on details

� Elaborates on SOME of the steps � Does not Elaborate on step

Includes Relevant Details � Sticks to the topicoFocused on the topic throughout the entire piece

� SOMEWHAT focused on the topic � Not focused or Unfocused

Use straight forward or uncomplicated language

� Steps are clear � Steps are SOMEWHAT clear � Steps are Unclear

Has A Closing and Illustrations

� There is a closing paragraph� Steps are illustrated

� SOMEWHAT of a closing� SOME illustrations

� No closing� No illustrations

Mrs. Erin Burke-Mrs. Ashley Ford-Mrs. Kim Kirton

Functional/Procedural Writing Genre Teaching Learning Rubric Coupled With An Assessment For Learning

Rubric Was Used To Facilitate/Assist With Student Generated Commentary

If you look closely you can see how students reworked the Assessment For Learning Rubric as they revisited their writing

Functional To Writing To Explain: Expository

Mrs. Kim Kirton-Mrs. Ashley Ford

Alimacani Elementary School Snapshots: The Way of Work



Snapshot

4th Grade

Co-Teachers: Ms. DeJournett & Ms. Proctor

Differentiated Instruction - Integrating Reading Strategies In The Content Area:

Science

4th Grade : Reading Strategy Of Three Column Note-Taking Applied To Content Area: Science Along With

Differentiated Instruction That Included Strategies That Addressed Multiple Modalities

4th Grade : Reading Strategy Of Three Column Note-Taking Applied To Content Area: Science Along With

Differentiated Instruction That Included Strategies That Addressed Multiple Modalities


Collaborative Coaching Cycle (CCL) – 4th & 5th

Date: Tuesday, April 8, 2008Time: 8:30-3:10Location: #104

AGENDA

The Way Of Work Marches On With A Vertical CCL Cycle For 4th & 5th ELA Teachers

“Frequently we may think we understand something when we only recognize it; we

confuse familiarity with understanding. This becomes obvious when we have to explain it in

writing.” Sandra Z. Keith

Materials To Bring

4th: Greer-Le-Mosley-Proctor

5th: Beaty-Holland-Payne-Philipp-Edmonds

•Baseline for Report of Information

•All Students are to write about the topic listed below on or before 3/26/08. (Secure your class student writing papers with a paperclip, and place in my box the same day that you administer the baseline-I will need all class sets on or before 3/26/08) Make certain that each student’s paper has their Name, Date, and Teacher Name.

•Topic: Write information about an animal of your choice (Do not give students any other information or prompting)

•Professional Inquiry

•Plain Talk About CCL-Learning in a Lab Site

•Developing a Curriculum for the Writing Workshop

•Crafting A Course of Study

•LASW

•Sort Baseline Student Writing Products

•Pre-Conference-Demonstrating Note-Taking Guide

•Craft Report of Information Lesson

•Review of Handout Items

•Standards Book

•Report of Information Baseline from each student

•If you co-teach bring the same amount as a non-co-teach classroom unless you elect differently