Agendas

May 21, 2012 Goals:
 * to give time to finish what we have started.
 * to upload completed work to wikis
 * to do a scoring clinic to insure reliability

Writing into the DayWhat I Know Now...Letters to my Younger Self View...

media type="youtube" key="zzKO5wxwFGw" height="315" width="420" align="left"

NCTE author Sarah Brown Wessling offers inspiring ways to think about the CCSS and reminds us that the CCSS are more than a checklist of tasks, but a map for student learning filled with rich, open-ended questions and learning experiences. Be thinking of how her message connects to you and Carson City-Crystal Area School. You can type your connections in the discussion tab on the wiki.

....and Reflect using the wiki discussion tool

What your survey said was important to you:
 * Time to complete what you have started
 * Time to tie things up

What needs to be done:
 * rate/reliability for scoring purposes (end of the year writing)
 * Common core rubrics for all writing genres
 * Fill in the table for their writing assessment on the wiki
 * create and upload useful documents to wiki

Then What.............. create digital models for use with next year's students such as: Glogster, digital stories, podcasts, etc.  Explore: Summer Literacy Ideas Parent and After School Ideas for all ages

At the conclusion of today's session:We'll have a "Gallery Showcase" of resources you've found helpful. You will be encouraged to show where these links are on the wiki. PLEASE be sure to scroll all the way to the end and click submit. media type="custom" key="18013042"

March 19, 2012 Professional Development Goals:
 * Look at all ten writing standards from the Common Core.
 * Unpack the Grade Level standards
 * Create a Grade Level rubric/document for each Common CoreWriting Genre
 * Post all documents to Grade Level page on the Wiki
 * Revise end-of-marking-period writing to reflect Common Core Genres

__**Writing into The Day**__ media type="file" key="Irish Fest.wmv" width="300" height="300" align="left"

__**Unpacking the Common Core Standards**__ Share this by clicking on the blue share button again.
 * 1) __**Look at**__ **Common Core & Writing Blog**
 * 2) The Common Core is more than Argumentative, Narrative and Informational Writing
 * 3) __**Unpack**__
 * 4) Copy the Standards into the first column
 * 5) Unpack the skills within the standards in the second column--
 * EXAMPLE. Include an introduction
 * Transition words-because, and
 * 1) **__Save it__**
 * Where it says Private...Click on the blue Change word to the right
 * Choose the middle option Anyone with a link
 * Click save
 * Copy the link that is at the top
 * Open your grade level’s page on the wiki-click the edit button at the top
 * Place your cursor where you want to put your information.
 * Type Your grade level common Core Writing Standards-- ex. Second Grade Common Core Writing Standards
 * Highlight what you just typed
 * Click on the link button (It looks like chains)
 * On the left, click on external link

Construct a scoring document each of your Grade Level's Common Core Genres

Checklist 3Column Rubric 3 Column Rubric 4 Column Rubric 6 Column Rubric

(Natural Disaster/landforms) || Research (Animal) || Be sure to make changes to your grade level wiki page. Chippewa River Writing Project--Summer One Week-- June 25-29, 2012--9:00 - 4:00 each day =Muskegon Area Intermediate School District's Writing Wiki=
 * Grade level || First Marking Period || Second Marking Period || Third Marking Period || Fourth Marking Period ||
 * Kindergarten ||  ||   ||   ||   ||
 * First ||  ||   ||   ||   ||
 * Second || Opinion || Narrative || Informative
 * Third || Opinion || Informative || Narrative || Research ||
 * Fourth ||  ||   ||   ||   ||
 * Fifth ||  ||   ||   ||   ||
 * Lower El. Special Education ||  ||   ||   ||   ||
 * Upper El. Special Education ||  ||   ||   ||   ||

media type="custom" key="13139206"

January 12, 2012 __**Write Into The Day: Recipe for Writing:**__ //Demonstration//
 * == **KBaker ** == || == **1Naessens ** == || == **2Beedy ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">3Jolls  ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">4Mayle ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">5Larkins ** == ||
 * == **<span style="font-family: 'Comic Sans MS',cursive;">KGordeneer ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">1Nurenberg ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">2Farlee ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">3Hollinshead  ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">4Sharp  ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">5Newkirk ** == ||
 * == **<span style="font-family: 'Comic Sans MS',cursive;">KParmenter ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">1Postema ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">2King ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">3O'Rourke ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">4Trommater ** == || == **<span style="font-family: 'Comic Sans MS',cursive;">5Noll ** == ||
 * __ Mayes __ || == **<span style="font-family: 'Comic Sans MS',cursive;">RESOURCE ** ==

**<span style="font-family: 'Comic Sans MS',cursive;">Cunningham **
|| ==== **<span style="font-family: 'Comic Sans MS',cursive;">TITLE ** ====

**<span style="font-family: 'Comic Sans MS',cursive;">Farmer **
||  || == **<span style="font-family: 'Comic Sans MS',cursive;">TITLE ** ==

**<span style="font-family: 'Comic Sans MS',cursive;">Cook **
|| == **<span style="font-family: 'Comic Sans MS',cursive;">RESOURCE ** ==

**<span style="font-family: 'Comic Sans MS',cursive;">Bailey **
||

= Goals = media type="custom" key="11312698" Study of Models || The Scientific Method || The Scientific Method for Studying Models || Evaluating a Mentor Text ||  ||= Collaboratively Evaluating a Mentor Text || Add Repetition to Writing Craft || BNaessens ||  || TBeedy || CCunningham || GHollinshead || TMayle || MLarkin || ABailey || ||  || RFarlee || SMayes || BJolls || LSharp || DNewkirk || DLambright || || JPostema ||  || DKing || JFarmer || PO'Rourke || PTrommater || JNoll || DBancroft ||
 * How to write a story
 * characters
 * plot
 * story line
 * climax
 * audience || Types of animals
 * mammals
 * habitats
 * eating habits
 * amphibians
 * habitats
 * eating habits
 * reptiles
 * habitats
 * eating habits
 * cold-blooded
 * warm-blooded || Volcanoes
 * where they are found
 * parts of a volcano
 * how they erupt
 * how to make a volcano || Famous Person
 * character traits
 * important events
 * contributions to society ||
 * Use Jeff Andersen's Scientific Method to investigate the value of a mentor text.
 * Create a mentor text resource for informational writing.
 * WritingNext:
 * Read || Observe || Notice ||
 * Analyze || Question || Interact ||
 * ^  || Hypothesize || Name ||
 * Emulate || Test || Experiment ||
 * ^  || Conclude || Reflect ||
 * __10 Things Every Writer Needs to Know__ by Jeff Anderson **
 * Chameleons Are Cool by Martin Jenkins ||  ||= <span class="wiki_link_ext">Collaboratively
 * JBaker
 * MGordeneer || BNurenburg
 * KParmenter
 * ||  ||   ||   || AVandewarker || [[file:Evaluating a Mentor Text-Cook.docx]] ||   ||   || MCook ||

New and Improved/Simplified ||  || 3-5 Using Mentor Text in Informational/Explanatory Writing 3-5 Evaluating Mentor Texts We've Chosen || = = =media type="custom" key="12046901"= =Tech Tip:= =How To:=
 * K-2 Using Mentor Text in Informational/Explanatory Writing

media type="youtube" key="I8wgGbEhqRE" height="360" width="480" =Tutorial Download (you can print this document)= =Remembering Passwords --Create a folder called passwords, things to remember, __'s folder, or some other creative name in Groupwise. Whenever you need to create a new password, send yourself an email with the site's name as the subject and then type your user name and password in the message. Drag the email into the folder for later use. You will always know where to find your password:). = = = = = = After School Wiki "How To" = = November 9th = = Goals =

5-Plan for next marking period
Write a reflection on your end of the marking period writing instruction. Things to think about
 * What went well
 * What did not go well
 * What will you do differently in your instruction
 * List what the students needed to know in order to be successful
 * Other

Review baseline data-pie charts- Review baseline data pie charts

Scoring Clinic- score student papers for inter-rater reliability

Look at 3-4 different papers at grade levels and score them independently. Compare scores for consistency.

Revise Rubrics - revise first marking period rubric

= Break-Morning (9:30-9:45) Afternoon (1:30-1:45) = Teaching Demo- Narrow a topic using The Important Book
 * Include verbiage from Common Core State Standards
 * Revising genre areas that are unclear
 * Spelling

Narrowing a topic using The Important Book by Margaret Wise Brown

[|The Important Book] [|Narrowing the focus] [|Hippo glog] media type="file" key="Important Poem Earth.wmv" width="300" height="300" Digital Story by Bridget Rise-4th grade teacher Beaverton Rural Schools [|Writing a Good Lead Prezi]

Planning for next marking period writing- Plan for next marking period

What will the students in our grade need to know to successfully write in this genre. Add to grade level wiki. Peruse resource books and mentor texts for lessons ideas. [|Writing Fix] Creative alternative to research paper Upload to wiki if time permits.

Evaluation =media type="custom" key="11187732"= = August 31 = media type="custom" key="10156215" Staff suggestions for PD What you suggested for TODAY (8/31)

Writing Into The Day Chippewa River Writing Project- media type="custom" key="10315609" Look What We Have Done-Grade level Pages Common Core State Standards and GLCE's
 * What it meant to me
 * I got to learn things I can do for FREE!

Break (Online stopwatch for break)

Mini-Lesson-Using Mentor Text for Sensory Details lifted text for vivid verbs [|word clouds] Technology Tip-uploading to a wiki Evaluationmedia type="custom" key="10280681" Next Time/ExpectationsThe Important Book