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Group 1 - (put group members names in subject area)

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Group 1 - (put group members names in subject area)

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Write out the agreed upon action steps

Repeat for each station

Feel free to change the color of the post

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1. Identify the core learning objectives and standards that you are building your assignment and expectations around.

2. Assess the criteria for success, determine what makes the assignment meet expectations, exceed expectations, or fall below expectations.

3. Determine what specific vocabulary and writing structures are appropriate for this assignment based on the content area being assessed.

4. Consider the students that you are serving, find differentiation strategies that apply to the students you are evaluating.

5. Ensure that your rubric is student facing and accessible.

6. Test the rubric after making it.

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Mia:

Mia is strong at writing in the present tense when engaging meaningfully in grade appropriate writing assignments. "I go on my phones and watch videos" (p.5). In order to move to Advanced, Mia needs to work on past and future tenses.

Claudio:

Claudio is able to answer the prompt in multiple simple sentences. In order to move to advanced Claudio should work on completing his thoughts before moving on to the next. His writing contains an oral tone, and has evidence of perspective.

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Two actions an incoming CLD Coordinator should take at this school to lead high impact learning in writing specifically:

In an off period, to focus on passing E2 Summative assesment we will:

1. Implement Write aloud models and dialogue journals (That they read to a purposeful partner and bounce ideas off of each other).

2. Implement peer editing with purposeful pairing, as well as teacher editing.

3. Implamenting recording speaking what is written, individually and they can listen to themselves to hear their progression.

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Two ideas we agreed on as a CLD coordinator is Think-Pair-Shares with supports to be able to increase the gap in speaking, and use their writing skills to help accomplish speaking language proficiency. Another idea to increase the language proficiency is having conversational do now’s about the content area of the day and have a reflection as an exit ticket based on their conversations during the do now. This will help students to pass their E2 by exposing students using their strongest assets and building on skills across all content areas to improve where they’re gaps.

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Group at the Front: Autumn, Will, Kate, Alisha

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Group at the Front: Autumn, Will, Kate, Alisha

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Both Nicole and Hector have the ability to tell engaging stories. They can start and end a sentence with the correct punctuation. They comfortable use high-frequency vocabulary, and can apply that to their writing about content. We placed Nicole in the intermediate and Hector in the advanced categories Here are some next step activities/instruction:

1. Organizing ideas through a writing structure graphic organizer. Both students offer several ideas, but would benefit from structuring them. Students are welcome to use their L1 for the drafting process and going forward based on what they need. This would help consolidating these ideas, and preventing repetition.

2. Around the room/Station activities for practice with past, present, and future tense. Specifically, past and future tense grammar would make their writing more accurate. Modeling and sentence stems would be helpful supports.

3. Explicit instruction with academic vocabulary do deepen their writing voice. Interactive activities such as flash cards and peer conversation.

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1. Identify the learning target and standards- what is the goal of your lesson? What do you want students to learn from the writing task.

2. Identify the most important skills students will build on during the writing assignment.

3. Determine performance levels. Write observable, specific descriptors for each level. Acknowledge the range of levels of proficiency to build off of.

4. Make the rubric kid friendly/kid facing.

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1. Recap proper writing to grasp basic verbs, tenses, grammar features and sentence patterns.

2. Deconstruct the writing process, go through grammar rules, establish content area vocabulary and usage of academic tone in writing.

3. Establish the use of past, present and future tense while also modeling the way in which they are supposed to be used.

4. Model how to use descriptions, explanations and narrations to provide clarity in writing.

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1. Identify Learning objectives and standards. Understand what those specifically mean and look like.

2. What is the grade level expectation? build around that expectation, exceeds expectations would be higher than grade level, then build down from grade level.

3. Understand your classroom community, how do they learn best? How will you differentiate based on them as people?

4. Clear direct expectations, deelopmentally appropriate for the age group this rubric is made for.

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Group at the Front: Autumn, Will, Kate, Alisha

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Group at the Front: Autumn, Will, Kate, Alisha

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An incoming CLD coordinator should consider these ideas to help pass the upcoming state test:

1. The majority of students are rated higher on writing than they are in speaking. School wide, the school can implement write-then-perform writing/speaking activities to bridge this gap. The CLD coordinator might prepare lesson plans for the teachers. These activities can ask about the student's prior knowledge, while also lending toward the state standards that determine the upcoming test.

2. Strategic grouping would either help blend students with a range of abilities, or target a heterogeneous groups. The CLD coordinator can create choice-board activates for teachers to use within the strategic ability groups.

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First step for teachers for creating writing rubrics would be identifying what is the standards “meets expectations” and being able to scaffold down for students who needs more support and remove supports for students who are exceeding those “meets expectations“.

Step two would be the wording of the rubric be student facing gear towards the assignment.

Step three for teachers is placing an understanding of what is required and what the teacher would be looking based on their required standard.

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Claudio

Claudio was able to use short, simple sentences, uses high frequency vocabulary and is using literal translastions.

To push Claudio to advanced we would push him create cohesive sentences and complete his thoughts before moving on.

Mia

Mia used cohesive sentences, writing is mostly understood, and used sentence patterns well.

To push Mia to advanced we would have her work on tenses and more complex sentence patterns.

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1. Implement paraphrasing workshops in class to assess reading comprehension, increase use of academic and content area language in writing and to further familiarize students with writing in an academic setting using L1 or L2 when appropriate as a support for lower level students.

2. Implement podcast activities where students write out their script that centers around a content area topic, then explicitly use their written script to expand with detail while rehearsing the podcast script with their podcast partner and utilize peer review to edit the script, then students will record their podcast with their partner and post it to the podcast forum.

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The data shows that there is a clear deficit in speaking performance. The CLD coordinator should implement 2 actions using the students strengths in writing and listening.

-a readers theater would help increase their speaking practice while utilizing their strengths in reading.

-Bilingual story telling

- Turn and Talks before writing activities allowing students to practice in a low risk environment

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Action Steps that lead to high impact student learing in terms of writing classroom instrution:

1. State clearly what you expect before any work is done. Break down that expectation and model what it looks like.

2. When modeling, go into detail, have anchor charts around the room on some of the longer processes within writing. Do not be to emphasize when modeling/explaining it to students.

3. Understand and work with students who have questions, help them understand the instructions competely, give examples.

4. Include past, present and future examples as well as transitional words, descriptors and uncommon adjectives.

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Group at the Front: Autumn, Will, Kate, Alisha

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Group at the Front: Autumn, Will, Kate, Alisha

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Action steps for creating a rubric:

1. Determine what skills you want the students to demonstrate, and what's required to complete the assignment with proficiency.

1. The same goes for demonstrating an understanding of content.

2. Make sure what you're asking the students to demonstrate aligns with the academic standards.

3. Have a prepared example of the highest and lowest tiers for students to model off.

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1. The rubric's objectives needs to be clear and concise and to include behavioral and academic expectations.

2. Rubric should hold ALL students to high standards.

3. Rubric should be student facing

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1. The rubric's objectives needs to be clear and concise and to include behavioral and academic expectations.

2. Rubric should hold ALL students to high standards.

3. Rubric should be student facing

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Given the amount of students that scored 1’s for the speaking rating we believe that a new CLD coordinator should focus on the use of sentence stems for think, pair, share, and Socratic seminars that use reading and writing before speaking.

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Some actions steps that will lead to students to create writing proficiency is have modeling practice as I do, we do, and you do so students can see different writing formats and getting active feedback from peers and teacher. Another action step is having vocab words and sentence stems for students to have a structure and be able to aligned with the rubric so students have an understanding of what is expected.