Differentiation+&+Best+Practices

==// Welcome! We are going to explore how some things we use in our curriculum have evolved and how we can best begin to take advantage of that evolution. Thank you for committing to this time and this project! //==

==// * Please complete the "P.A.W.S." sheet during these two days in order to communicate with me about what you found to be useful and what you connected with during the course of the next two days.* //==

==You know, even with the current arguements about how the Indiana Jones films have glorified treasure hunting and made life a little harder for already taxed archaeologists trying to preserve sites and their artifacts, I still love Indie...and I find that he's got something our team has...the willingness to adventure, no matter what may come...I find that most people (who are not in education) underestimate how powerful you are and how flexible and adventurous you can be... ==

= = =media type="youtube" key="wNvWOALp3Ds&hl=en&fs=1" height="344" width="425"= = = = = = So, as our new adventure begins, we should have a basic map of where we are going. Obviously, we have our curriculum maps and our At-A-Glance maps, as well as the newly bundled ELA TEKS (which we will not be required to use in their new form until the 2009-2010 school year), the ELPS, and the CCRSs...We also have what we've designed at each grade level so far within our own campus/departmental planning meetings. =

=// Here is our agenda for __day one__ of our two day odyssey: //=

=9:00 am // Welcome/Get laptops/Sign on to Brain Food for ELA Wiki //=

=9:10 am // STAAR Data Review //= =9:30 am // Grade-level discussions of data review and possible areas of need //=

=9:45 am // Debrief as a department (each grade level offering their input) //= =**10:00 am** break = =10:10 am // Wiki guide for our summer development //=

 **What is our vision as teachers? as an ELA department?** media type="youtube" key="YQPbKhX8G8M&hl=en&fs=1" height="344" width="425" = = =* Reading-Writing Workshop Design (Balancing district expectations with what our campus' students need)= [|Reading/Writing Workshop]

[|Living the Life of a Reader and Writer: What Does It Look Like?]

[|A Quick Overview of Reading-Writing Workshop] = = =* Understanding by Design (Wiggins and McTighe) (Designing assessments before the activities)= [|Understanding by Design: The Basics]

[|Integrating Differentiated Instruction and Understanding by Design] = = =* // Kilgo in the Classroom (Margaret Kilgo) (How does this help to create rigor in our activities, our discussions, and our assessments?) //= [|Margaret Kilgo's Levels of Questioning]

[|Kilgo Levels Lesson Sampler] = = =* // Bloom's, Revised! ( How does the revision of Bloom's Taxonomy reflect student learning more accurately?) //= [|Revised Bloom's Taxonomy Resources]

[|Revised Bloom's Taxonomy (sample verbs, assignments, sources, and activities)] = = =* // Differentiation in the Classroom (How do you compact the curriculum based on your data? What will differentiation look like? Sound like? How do you manage a differentiated classroom?) //=

[|Differentiation: How???]

[|Kathie Nunley/Layering Curriculum]

[|Curriculum Compacting]

[|Flexible Grouping: Why It Works!]

[|Tips for Grouping Students]

[|Tiered Instruction: Nuts and Bolts]

[|Tiered Instruction: Part Two]

[|Anchor Activities: How Does This Create Consistency in Our Classrooms?]

=12:00 pm // Lunch //=

=1:30 pm // Brain research and our students //= = = =* // What does the brain research say about what our students need? How can we take advantage of their natural brain 'wiring' to advance student learning? //=

[|Inside the Teenage Brain]

[|How does brain research apply to my classroom?]

[|What is a brain-friendly classroom?]

=* // What resources do we have on campus to aid in reaching every student's brain? What are our expectations of our inclusion model as ELA teachers? How can we articulate those expectations clearly and effectively? //=

[|How do I create inclusion in my classroom for everyone?]

[|Gifted Students in the Inclusive Classroom]

[|How do I support gifted students in the inclusive classroom AND in the TAG class?]

[|Colored Overlays in the Classroom (Irlen portion)]

[|National Reading Styles Institute]

=2:30 pm // Break/Grade-level discussions of your curriculum documents/at-a-glance maps (to continue tomorrow) //= =[|Revised TEKS ELA (Implementation in 2009-2010)]=

=**3:30 pm** // End of day one //=

=**// Agenda for Day Two //**=

=9:00 am // Welcome/Get laptops/Sign on to the Brain Food for ELA Wiki //=

=// What is our level of committment to each child? What is possible if we believe, as a team, that our children can learn, live, and achieve all that they dare to do? //=

** 9:10 am **// The story of Dick and Rick Hoyt //
media type="youtube" key="Wy8hOOvM0t0&hl=en&fs=1" height="344" width="425"

=9:20 am // Best Practices in the ELA classroom: How will they look in my classroom? //= = = = What are Best Practices? Everyone talks about them, but have we actually understood what the nine standards are and how that will manifest in our classrooms? =

=**AISD Balanced Literacy Model**=

[|RRISD Teaching and Learning Continuum]
=**Best Practices: a Resource for Teachers**= = = = Best Practices in Teaching and Learning = = =

=9:30 am // What Really Matters for Struggling Readers (by Richard Allington) //= =[|Who is Richard Allington?]=

=[|Dr. Allington and RtI]=

=[|The Exemplary Reading Teacher]=

=10:00 am // Mosaic of Thought (by Ellin Oliver Keene and Susan Zimmerman) //=

=[|Comprehension Strategies (Keene)]=

=[|Interview with Ellen Oliver Keene]=

=**10:15 am** break=

=10:25 am // Capturing the Spirit with Our Students: It Does Matter //=

media type="youtube" key="B3Xm-gyv8eI&hl=en&fs=1" height="344" width="425"

=** 10:30 am // Resources for Struggling Readers //**=

=[|Gail Lovely's Struggling Reader Resource Page (organized by need)]= = = =[|TEA Struggling Reader Guide]= = = =[|Strategies for Struggling Readers (Pappas)]= = = =[|Targeted Instruction for Struggling Readers]= = = =[|Older Struggling Readers: What Works? (resources)]= = = =[|Effective Strategies for Struggling Readers (Trainer of Trainers PPT)]=

=** 11:30 am **// Get together with your grade-level teachers to plan what you will accomplish during our afternoon session. Put the plan in writing and save to your departmental server folder. //=

We will have many 'bloopers' by the end of the year, but if we enjoy what we do and keep our sense of humor, we'll be able to laugh and find joy even in the toughest of times!

media type="youtube" key="SU1IQRpmuDA&hl=en&fs=1" height="344" width="425"

= **12:00 pm** // Lunch //= = = = **1:30 pm** Grade-level teachers will use the afternoon session to plan together. = = = = **3:30 pm** // End of day two //=