1. IGP Reflection: Evaluate Please 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

2. Developing Paragraph Using Planning Guide February 14, 2013

3. Objective By the end of cluster, teacher will implement the drafting and writing plan into a lesson for next week Fill out the student data chart as to the student’s proficiency level Bring back student work samples (two from each proficiency level) Standards & Objectives

4. 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 Samples Presenting Instructional Content

5. 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.

6. Original Diagnostic Test ▫Constructed Response  4. – 7.54%  3. – 23.41%  2. – 40.87%  1. – 25.4%  0. – 2.7% Need

7. Student Work Sample

10. TCAP Scores- Writing 8 th grade Need

11. TCAP Scores- Writing 7 th grade Need

12. TCAP Scores- Writing 6 th grade Need

13. TCAP Sample

15. Drafting a Paragraph Critical Attributes ▫Pre-Reading & During Reading ▫I-V-F Chart ▫Planning a Paragraph Based on Text  Visual needs to be side by side- chart and the piece they are writing.

17. Modeling

18. Holistic Writing Rubric for the Constructed Response Task - 4 This 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 OrganizationStyle 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.

19. Student Work Sample

22. Objective By the end of cluster, teacher will implement the drafting and writing plan into a lesson for next week Fill out the student data chart as to the student’s proficiency level Bring back student work samples (two from each proficiency level) Standards & Objectives

23. 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 Samples Presenting Instructional Content

24. Development In your lessons this week: Determine where you will incorporate the writing a paragraph 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

25. Apply Teach this chuck 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?