IGP REFLECTION: EVALUATEPlease update your tracking charts based on the implementation of the paragraph planning from last week.

IGP Reflection Questions: Paragraph Planning• What are the characteristics of each proficiency

level? • Which students are still scoring unsatisfactory? • What can you do to help these students

improve? • Consider your refinement goal. How can you

continue growing in that area?

Thinking & Problem Solving – Analytical

WRITING TO A PROMPT

February 21, 2013

OBJECTIVE By the end of cluster, teachers will

implement the Writing to a Prompt (in your content area) into a lesson for next week.

Standards & Objectives

AGENDA

Evaluation: IGP Reflection

Identify Need: Drafting a Paragraph

Obtain New Learning: Writing a Paragraph

Development: Plan for Your Lessons this Week

Apply: Administer

Evaluation: Student Work SamplesPresenting Instructional Content

LONG RANGE PLAN Pre- reading During reading IVF Plan Write Modifications based on student need Future

Inferencing

NEED School Goal:

Based on 2012-2013 state test results: Increase student literacy through the building of acquisition, application, and discrimination of reading comprehension skills between all content areas as measured by various assessments throughout the school year.

Yearly Cluster Goal: By May 2013 all students will improve on the TCAP by

demonstrating at least one year’s growth and as monitored by the department administered monthly assessments and the district MAP tests.

Cycle Cluster Goal: By the end of the cycle 2, all students will increase their

rubric score from their pre-assessment paragraph test to their post assessment paragraph test.

Original Diagnostic TestConstructed Response

4. – 7.54% 3. – 23.41% 2. – 40.87% 1. – 25.4% 0. – 2.7%

Need

TCAP READING DATA

TCAP WRITING DATA

STUDENT WORK SAMPLE

STUDENT WORK SAMPLE

CRITICAL ATTRIBUTES Pre & during reading even if the prompt

is short IVF Planning a paragraph

Only making notes or bulleted points when planning writing (T-chart)

Number each sentence in chart before writing

Use different colors Visuals= prompt and writing paper side-

by-side

Name:_____________________________Date:___________

You are the coach of a soccer team. The team has a star player who wins many games for the team. The other players on the team love to play, but they are not very good. Is it better to win most of your games by letting the star player play all the time, or is it better to let all team members play in every game even though the team may lose many games? State your decision and explain your reasons for thinking the way you do.  

CAREER TEACHER HANDBOOK: PIC DESCRIPTOR #3 The ability to model the use of new

information and the teacher’s expectations for student performance is one of the most important descriptors for this indicator. Effective modeling is not merely explaining or telling students about the strategy or new learning or about how to do it. Modeling requires thoughtful planning and the inclusion of a think-aloud that will give students the experience of the strategy so that they can better understand the thought process behind each step of the new learning.

HOLISTIC WRITING RUBRIC FOR THE CONSTRUCTED RESPONSE TASK - 4THIS RUBRIC IS USED TO SCORE STUDENTS' RESPONSES TO A WRITING PROMPT THAT REQUIRES A SINGLE PARAGRAPH. EACH PARAGRAPH RECEIVES A SINGLE SCORE OF 0, 1, 2, 3 OR 4 POINTS.

Content and Organization Style and Fluency

Supporting details are relevant and provide important information about the topic.

The writing has balance; the main idea

stands out from the details.

The writer seems in control and develops the topic in a logical, organized way.

The writing connects ideas to the specified purpose.

The writer selects words that are accurate, specific, and appropriate for the specified purpose.

The writer may experiment with words and/or use figurative language and/or imagery.

The writer uses a variety of sentence structures.

The writing is readable, neat, and nearly error-free.

STUDENT WORK SAMPLE: SHANE RILEY - 2

STUDENT WORK SAMPLE

STUDENT WORK SAMPLESHANE RILEY - 4

OBJECTIVE By the end of cluster, teachers will

implement the Writing to a Prompt (in your content area) into a lesson for next week.

Standards & Objectives

AGENDA

Evaluation: IGP Reflection

Identify Need: Drafting a Paragraph

Obtain New Learning: Writing a Paragraph

Development: Plan for Your Lessons this Week

Apply: Administer

Evaluation: Student Work SamplesPresenting Instructional Content

DEVELOPMENTIn your lessons this week:

• Determine where you will incorporate the writing to a prompt into your lessons while continuing to incorporate I-V-F.

• In IGP write: How will you incorporate the strategy? How will you support those students who

struggle, and how will you push those students who are proficient?

How will you continue to work on your refinement goal?

Instructional Planning

APPLY

Teach this chunk of the strategy in your lessons this week.

Bring back student work samples from all rubric areas (A, P, PP, U)

What day and time will you implement this strategy into your classroom?

CLOSURE QUESTIONS Why is it important to model the

planning portion of the strategy again? Why do we need to model with colors? Why is it important to model the visuals

side-by-side with kids?