September 17, 2012 6:00 – 7:00 pm

1.  Please sign in & take handouts  Welcome to Irwin’s K-1 LI/TD PLC September 17, 2012 6:00 – 7:00 pm Please complete the “anticipation guide” included in your handouts! Mark Agree or Disagree & explain your thinking!

2. Tonight’s Agenda Welcome and hellos Review our PLC’s Norms Anticipation guide: Review & Discussion Portfolio Process: Brief Overview Intro to Advanced Language as it relates to portfolio products Review of any purchased materials and resources Q & A Thinking ahead … Our next meeting is October 15, 2012 @ 6:00Topic: Analytical thinking as it relates to the portfolio process

3. Today became great when you arrived! • Let’s introduce ourselves… • Hello! • Your Name • Child’s name and grade level

4. Our PLC’s Norms Start & End on Time Cell phones on silent Materials and/or “Take Aways” will be made available on-line or as hard copies Respect All Ideas Present & Engaged Listen Attentively & Participate

5. Let’s Discuss Our Anticipation Guide • Evidence 1This statement is true. “Readers cannot understand what they are reading without knowing what most of the words mean.” • Implications: • Review new words together • Use “fix up strategies” • Immediately use newly learned words in their writing.

6. Let’s Discuss Our Anticipation Guide Evidence 2This statement is true. Children learn most vocabulary indirectly when they hear and see words used in a variety of contexts, (e.g., through conversations with adults, through being read to, and through reading extensively on their own.) Implications: For a broad vocabulary to develop, children need to interact with adults who will converse with them, read to them, and provide them opportunities and resources to read extensively on their own.

7. Let’s Discuss Our Anticipation Guide • Evidence 3This statement is false. Although students need to learn how to use dictionaries and glossaries to help deepen their knowledge of words, these resources alone are not sufficient for students to learn how to use new words correctly. For example, a dictionary may offer a number of different definitions, or give definitions that are too difficult for students to understand; moreover, many dictionaries do not include a variety of examples of words used correctly in context. Direct instruction should include both specific word instruction and teaching students word-learning strategies. • Implications: • Specific word instruction should include: • teaching specific words before reading • extended instruction in which students are actively engaged with using new words in meaningful ways and in different contexts • repeated exposure to new vocabulary terms • Word-learning strategies can include • how to use dictionaries and other reference tools to learn word meanings • how to use information about word parts and to figure out the meanings of words in text • how to use context slues to determine word meanings.

8. Let’s Discuss Our Anticipation Guide • Evidence 4This statement is true. It is impossible for teachers to provide specific instruction of all the words their students do not know. Consequently, children need to learn how to learn new vocabulary on their own. • Implications: • Knowing some common prefixes and suffixes, base words, and root words equips students with the knowledge they need to decipher what unfamiliar terms might mean. “…if students learn just the four most common prefixes in English (un-, re-, in-, dis-), they will have important clues about the meaning of about two thirds of all English words that have prefixes.”

9. Let’s Discuss Our Anticipation Guide Evidence 5This statement is false. The knowledge we have of word meanings is on a continuum. Children may have never seen a word before; or, they may have a vague understanding of what the word means; or they may understand what a word means when they hear it or read it in a text passage, but be unable to use the word in their own speech and writing. Implications: - Using the word correctly in context shows internalized understanding. Do not accept definitions unless the word is used in context.

10. Let’s Discuss Our Anticipation Guide • Evidence 6This statement is true. There are four different kinds of word learning: • learning a new meaning for a known word • learning the meaning for a new word representing a known concept • learning the meaning of a new word representing an unknown concept • clarifying and enriching the meaning of a known word • Learning the meaning of a new word representing an unknown concept is the most difficult. Typically, learning content area vocabulary falls into this type. For example, when students first encounter the term photosynthesis, they are not only exposed to a completely new and relatively complicated process but also must learn a five-syllable label given to this unfamiliar process.] • Implications: • - Provide diagrams, examples and a thorough explanation of new words representing unknown concepts

11. Portfolio Process • All 2nd graders who do not qualify as Academically Intellectually Gifted through aptitude & achievement testing have an additional opportunity to qualify through the portfolio process. • 5 strong work samples

12. Portfolio Review Process • Products that effectively advocate giftedness demonstrate depth,complexity, and the ability to process and reorganize information to produce a product unique for that age or grade level. • Advanced Language • Analytical Thinking • Motivation / Perseverance/ Leadership • Perspective / Sensitivity / Humor • Creativity / Artistic Talent

13. Advanced Language Advanced Language and Analytical Thinking are scored first. If a child has demonstrated evidence or strong evidence in two or more samples for either Advanced Language, Analytical Thinking or BOTH, the other categories are then scored. If a student has not demonstrated Evidence of Advanced Language or Analytical Thinking after five samples, other criteria is not considered and the process stops.

14. Intro to Advanced Language Advanced Language Words specific to a topic Figurative language Advanced Language Thoughts & feelings Details and descriptions Show! Paint a picture sensory

15. What Can I Do as a Parent? • Optional parent piece is stronglyrecommended! • Possible Options … • News reporting: Write a news reportfor “Channel 2 Evening Breaking News” • Compose a rap or song about a story. Create the music and the lyrics! • Pick a short story or picture book. Rewrite the story with you as the main character. What choices would you make? How would the story change with you as the main character? • Take the main character and change it from a man to a woman (or woman to a man) and rewrite the story. How does this change the story? • Research and/or draw your own map from one of the stories you read. Review Google Lit Trips: http://www.googlelittrips.org Create your own power point explaining the book’s changing settings. Write about each setting. Include facts and questions for each.

16. Exemplars Let’s check out some writing samples (handout) • Below standard • On standard • Above standard • Let’s looking for differences in regards to … • Focus • Organization • Elaboration • Word usage

17. Handouts • Menu of detail generating questions and sentence starters • Tell & Show • S is for Senses • Sentence Builder

18. Suggestions for Materials Bananagrams Rory's Story Cubes Tell Tale Apples to Apples Junior

19. Thank you for coming! • Closing comments … • Next Time … October 15th @ 6 pmAnalytical thinking as it relates to the portfolio process