Humanities Memo

The School Leaders' Edition: April 3rd-10th


SBAC Lesson Video: Pacing and Flow

Adhering to the flow and pacing of SBAC lessons is critical to maintain engagement and to ensure that both nonfiction and narrative prep lessons are taught each day.

This video of Rachel Smallwood (G4, RDP) , one of the SBAC planning specialists, demonstrates what the flow of this lessons should look like. Note how the the I Do and the We Do not take more than 30 minutes. The You Do is then worked on during literacy workstations.

Use this video with your teachers as you model or observe SBAC meetings and/or lead PD this week.

SBAC Prep Week 1- R. Smallwood

Campus Highlights

Annotated SBAC Notes

At RRWC, teachers internalize their lessons by annotating the students notes prior to delivering lessons. This is a great way to process the plans that are provided each day by the planning specialist. This step helps teachers to think through what they want to see on student papers. As they write their own notes they are both thinking and practicing what their specific modeling will both sound and look like.

Here are some photos and a copy of these annotated notes.


SBAC Assessments

SBAC Assessments will uploaded onto Illuminate. I want to also thank you all for being patient as we worked out a few glitches during first week of assessments.

SBAC Student Facing Notes

As we go into this upcoming week, here are a few things we ask that you please note for your teachers to best set our Rocketeers up for success.

In order to transfer more of the cognitive load onto students to find the genre and thinking job, the table that you saw in Week 1 plans with the thinking job and genre written out should not be shown to students in this upcoming week. Instead, teachers should state the following key points and model for your students how to find the genre and thinking job:

Key points for finding genre:

Good readers always infer what the genre is before reading. When we infer the genre, we:

  • Look for clues, which include
    • Title
    • Pictures and text features
    • The first and last paragraphs
  • Think about what we know about different genres
  • Put our clues and what we know about different genres to come up with a genre for this text

Key points for determining the thinking job:

Good readers always think about thinking jobs for different genres. When we find our thinking job, we:

  • Think about what genre this text is
  • Remember the most important questions we should ask ourselves as we read the text and annotate

Once each of these key points are stated, your teachers can then work with your students to identify the exact genre and thinking job for the text. In order to support you, we have made student facing SBAC prep plans for next week. These student facing plans can be found at the same Box links and will include blank tables so that students can fill in the exact genre/thinking job after teachers deliver the key points/teacher model.

Teachers may continue to use the teacher-facing versions just for their reference. Additionally, our fabulous planning specialists will include these blank tables and answers for the right genre/thinking job in teacher facing plans in Week 3 plans and onwards.

Please reach out if you have any questions, and we look forward to seeing students engaging in this thinking work for genres/thinking jobs next week in your classrooms!