Introducing the PPLC & the Powerful Practice
2014-2015
Morrill School
PPLC Flex Day Agenda
September 23, 2014
“Purposing our Powerful Practice”

Explain purpose of the PPLC

Explain reasoning behind Powerful Practice and how it came

Brief definition of Access Points and Breakout sessions
“Getting to Know Our Powerful Practice:
An Introduction to each access point”

Purpose & Modeling: Monica & Lettie

Close Reading: Monique & Kristin

Collaborative Conversations: Sherry & Lupe

Independent Reading: George & Jeannine

Assessing Performance: Akiba & Anthony
Share Out and Wrap Up
Each member/group will recap and share the big ideas from the breakout session for their
access point.
 The PPLC is a group of teachers that represent the staff of Morrill
School. They meet bi-monthly to share ideas/concerns having to do
with instruction.










Mrs. Medellin Kindergarten
Mrs. Blathras Kindergarten
Ms. Stephens 3rd Grade
Ms. Moss 3rd Grade
Ms. Rivera LSC/4th Grade
Mrs. Morrow 4th Grade
Mrs. Edwards 5th Grade
Mr. Mcmahon 6/7th Grade
Mrs. Readouz 7/8th Grade
Mr. Abata LSC/Physical Education
 The purpose is to help determine instructional practices and
communicate best practices with the staff.
 Communicating with all teachers and sharing ideas centered on
teaching is critical.
 The PPLC will lead Professional Development once a month. PD will
be based on our powerful practice.
To make instructional shifts, we have found that it is best
to determine a powerful practice the whole school shares.
Access to Complex Text
 Purpose and Modeling
 Close & Scaffolded Reading Instruction
 Collaborative Conversations
 An Independent Reading Staircase
 Demonstrating Understanding and Assessing
Performance
 Why did we choose Text Complexity?
 Last year, the PPLC studied the shifts of the Common
Core in Literacy. It was decided that the shift towards
addressing Text Complexity was the most rigorous and
the one we would need the most support.
Literacy CCSS Shift #2:
In order to prepare students for
college & career readiness, each
grade level requires growth in
text complexity
 Purpose: The purpose flex days dedicated to our
Powerful Practice:
 A. The PPLC will provide our team research based
instructional strategies and enriched conversations that
will support all students k-12 in achieving proficient
understanding of complex texts, and to see how that
carries over into other subject matters.
 B. To have open and honest conversations that will allow
the work of the PPLC to be what is desired from all
teachers on this team.
Establishing the purpose of the lesson, or the learning
target, and explains the way that teachers can model
their critical thinking for students as they read.
How do we do this?
 Think Alouds
 Interactive Shared Readings
This practice emphasizes repeated readings, discussion,
and critical thinking, requires scaffolded instruction.
The intent is to foster critical thinking skills to deepen
comprehension.
How do we do this?
 Text-Dependent Questions
 Prompts & Cues
 Teacher Supported Experience
Peer-led learning experiences require tasks that
encourage students to interact and to apply what they
have learned through close reading to develop deeper
understandings of complex texts.
How do we do this?
 Student to Student Collaboration
 Literature Circles & Roundtables
 Reciprocal Teaching
Focuses on students’ ability to access a figurative reading
staircase as they apply what they have learned and read
increasingly complex texts independently.
How do we do this?
 Use Text that Builds Background Knowledge
 Peer-Conferencing Strategies
Assessing performance concerns itself with
demonstrating understanding and assessing
performance. These practices are not only for the
teacher to use when measuring mastery but also for
students to use to propel future learning.
How Do We Do This?
 Model expectations
 Ask text-dependent questions
 Formative Assessments
1st
2nd
3rd
4th
5th
Purpose & Modeling
K/1
2/3
7/8
7/8
4/5
Close Reading
2/3
K/1
6/7
4/5
7/8
Collaborative
Conversations
4/5
6/7
K/1
6/7
Independent Reading
6/7
4/5
2/3
K/1
6/7
Assessing Performance
7/8
6/7
4/5
2/3
K/1