Preparing Career Ready Graduates

Day 2

Common Core ClassroomsELA 3rd Grade

2 Welcome

Agenda

Engage

X-Plore

Communicate

Empower

Launch

4 Engage

Share Artifacts

• What changed in your planning?• What changed in your teaching?• What changes did you see in students?• What would you do differently?

Complete page 1 in resource packet.• Concerns• Questions • Success

RP pg 1

7 Explore

Learning Objectives Participants will discuss implementation of DAY 1

learning and will demonstrate this by completing a graphic organizer and sharing out.

Participants will be able to design lessons reflective of Shift #2 and will demonstrate this by developing a unit using multiple texts around a big idea.

Each teacher will deliver the unit before session three and will demonstrate this by bringing back artifacts.

To Create a Collaborative Supportive Environment…….

LeadersSupport teachers in taking risks when planning and teaching units that require students to read, write, and speak grounded in evidence

CoachesSupport teachers with planning and teaching units that require students to read, write, and speak grounded in evidence

TeachersCommit to planning and teaching units that require students to read, write, and speak grounded in evidence

Students Reading , writing, and speaking grounded in evidence

Professional Meeting Norms10

Value the opportunity to learn by coming prepared and by being willing to participate with an open mind.

Keep side-bar conversations to a minimum. Put all questions on the parking lot.

Silence all cell phones. Refrain from texting during the meeting.

Close laptops until collaboration work time. Start and end on time. Honor break and lunch times. Stay for the entire meeting

11 Communicate

ELA Shifts

Read, write, and

speak grounded

in evidence

Text complexity

& vocabulary

Informational Text

FUSD Common Core Classrooms

College and Career Ready

Anchor StandardsMathematical Practices

Instructional Shifts

-ELA/Literacy-Mathematics

Common Core

Standards

CC Training

12

K

14

Less Complex

CCSS Reading Anchor Standard Key Ideas and Details

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Kindergarten CCSS Reading Informational

Text#2 With prompting and support, identify the main topic and retell key details of a text.

4th grade CCSS Reading Informational Text

#2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

7th grade CCSS Reading Informational Text

#2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide anobjective summary of the text.

11-12th grade CCSS Reading Informational Text

#2 Determine two or more central ideas in a text and analyze their development over the course of the text; include how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

More Complex

What are Text Dependent Questions?

Questions that can only be answered with evidence from the text

Can be literal but can also involve analysis, synthesis, evaluation

Focus on a word, sentences, phrases, and/or paragraphs as well as larger ideas, themes or events

Focus on difficult portions of text in order to enhance reading proficiency

Types of Text-Dependent Questions

When you're writing or reviewing a set of questions, consider the following categories:

• Questions that assess themes and big ideas

• Questions that assess knowledge of vocabulary

• Questions that assess syntax and structure

16

www.achievethecore.org

Non-Examples and Examples

In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

What makes Casey’s experiences at bat humorous?

What can you infer from King’s letter about the letter that he received?

“The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech?

Not Text-Dependent Text-Dependent

Application

FOCUS ON:Making

Meaning from the Text

Purpose: Reading & Student Meaning

How will we help our students make meaning from the text?

Cause and Effect

Compare

and

Contrast Author’s Purpose

Predict

Making

Generalizations

THEME/Big Idea

with Culminating Task

Inference

Vocabulary

Connection to theme

Syntax

Grammar

Text

Dependent

Question

Text

Dependent

Question

Text

Dependent

Question

Text

Dependent

Question

Text Dependent Question

Text Dependent Question

Text Dependent Question

Text Dependent Question

Text Dependent Question

Text

Dependent

Question

Theme/Big Idea

Comprehension Skills

Reading, speaking &

writing grounded in evidence Reading for

Meaning

Text Dependen

t Questions

Culminating Task

Where are we going?

Using a Big Idea to teach standards in context within a unit.

Utilizing resources that best support the Big Idea and standards. Balance between literature and informational text.

Teaching within context for student to make meaning and think critically.

Multiple opportunities for students to read, write and speak grounded in evidence.

Research

Read: pages 7-8. Write: Why is it important to plan around a

big idea? Discuss at your tables and be ready to share

out.

RP pg 7-8

22 How

Unit Overview

http://soc.li/WXSKaxI Part 1Unit

OverviewPart 2

Analyzing Text Brainstorm

Part 3Text Talk

Part 4Putting

Thoughts on paper

T-Chart: RP pg 2

Analyzing Text Brainstorm

http://soc.li/aJ4xewc Part 1Unit

OverviewPart 2

Analyzing Text Brainstorm

Part 3Text Talk

Part 4Putting

Thoughts on paper

Text Talk Time

http://soc.li/Gn4AqZR Part 1Unit

OverviewPart 2

Analyzing Text Brainstorm

Part 3Text Talk

Part 4Putting

Thoughts on paper

Analyzing Texts: Putting Thoughts on Paper

http://soc.li/I8oDNkI Part 1Unit

OverviewPart 2

Analyzing Text Brainstorm

Part 3Text Talk

Part 4Putting

Thoughts on paper

“Thematic Units” vs “Big Ideas”

Based on a topic Teach skills Teacher choice based on

their likes Disconnected

understanding

Conceptual understanding that fosters deep thinking and connections

Apply skills Standards based and

appropriate rigor Learning progression of

knowledge Measurable

Thematic Units Big Ideas

28Common Core Learning and Application

Learning and Application from Day 1

- Develop Text Dependent Questions - Provide structured opportunities for students to process questions

Teachers will utilize the following planning processes to engage students in reading, writing and speaking grounded in evidence.

Day 2 Stage 3

All of Stage 2 PLUS:

• Identify texts/resources to be used. Replace and/or supplement multiple pieces of text from HM theme.

• I.D. opportunities to reread for spelling and grammar

- Develop Text Dependent Questions- Provide structured opportunities for

students to process questions

Day 2 Stage 2

All of Stage1 PLUS:

• Identify texts/resources to be used. Replace and/or supplement a minimum of two pieces of text from HM theme.

• Write culminating task for each piece of text

- Develop Text Dependent Questions- Provide structured opportunities for students to process questions

Day 2 Stage 1 • Identify Standards• Identify texts/resources to be

used. Replace and/or supplement a minimum of one piece of text from HM theme.

• Identify a Big Idea• Write a culminating task for

the Unit- Develop Text Dependent Questions- Provide structured opportunities for students to process questions

RP pg 4

Process for Planning a Unit RP pg 3

The Thinking Behind the Unit

What curriculum are we all familiar with?

What is the Theme/Big Idea identified in HM?

The Thinking Behind the Unit

Does the theme/Big Idea work?

Does it tie in with any science or social studies standards?

Animals coexist with people in a variety of habitats.

The Thinking Behind the Unit

What standards are taught during this Instructional Period?

Human impact on the environment affects animals’ survival.

The Thinking Behind the Unit

Keeping in mind the standards that need to be taught, and the Big Idea of

the unit, what text is the best fit for the unit?

Human impact on the environment affects animals’ survival.

The Thinking Behind the Unit

What text is the best fit for the

unit?

Human impact on the environment affects animals’ survival.

How will we know our students made the connection to the big idea at the end of the unit AND after each text?

UnitCulminating

Task

Culminating Task

after selection 3

Culminating Taskafter

selection 2

Culminating Taskafter

selection1

Selection Culminating Tasks

Selection:Could a Polar Bear

Survive in the Desert?Jigsaw Activity: Students will use the graphic organizer to create an encyclopedia page that describes the animal’s environment and adaptations to survive.

Selection:Harcourt Science Text

Unit 3 Lesson 4Write a paragraph that describes a change in an environment that helps some animals but harms others.

Selection: Helping Giant Pandas

Internet Article In groups create and present a poster that illustrates a Panda Bear issue or problem with evidence about how humans impact the problem. Independent Writing: Take a stand. Do humans help or hurt panda survival? Support your opinion using details from the text.

Selection: Nights of the Pufflings (HM)

Determine whether humans harmed or helped the pufflings

in this story? Write a paragraph using evidence from the story

to support your answer. Students will then use their

writing to support their claim in a class debate.

Unit Culminating TaskEvery day endangered animals are dying. The Fresno Bee thinks humans are responsible, others disagree. Take a stand, do people impact animals in a positive or negative way? Write a letter to the Fresno Bee using evidence from the unit to support your opinion.

The Thinking Behind the UnitHuman impact on the environment affects animals’

survival.

Keeping in mind the standards, the big idea, the text, and

the culminating tasks, What types of questions will get our

students reading, writing, speaking

grounded in evidence? How will our students process

this information?

UnitCulminating

TaskCulminating

Taskafter text 3

Culminating Task

after text 2

Culminating Task

after text 1

Unit Planning

Identify the Big Idea Write Unit Culminating Task Identify Standards

Curriculum Guide Identify Resources

Houghton Mifflin Science textbook, readers Social Studies textbook, biographies Additional resources (internet, picture book, newspaper)

Unit Planning

Text Analysis Planning

Text Analysis Read the text carefully Check in with the Big Idea Write culminating task and objective for the selection Develop text dependent questions

Various types Aligned to Instructional Period Standards

Planning Questions

Read Skillful Teacher pg 211-212

In your journal, write a connection you made between this article and text dependent questions.

RP pg 9-11

Unit Planning

Planning Spelling and Grammar

Plan opportunities to reread for spelling and grammar Text Dependent Questions (question 4 pg. 7) Opportunities to reread and identify grammar and spelling

skills within the text (pg. 9 and at end of every selection) Application of grammar and spelling during

responses(question 2 pg.26) Grammar and spelling question stems (RP pg 5)

RP pg 5

Unit Overview

Review unit as a table group. As you Review, write connections, questions and ideas on sticky notes.

Group Discussion What parts of the unit reflect the CCSS shifts? What connections can you make between the unit

and current and/or prior work?

45 Empower

Let’s Share out

Questions, Thoughts, Comments on this process?

Closure

FUSD Feedback form Commitment form Request for coaching support

Accountable Community 1 X 1 coaching support

Turn in Unit, include all members’ names. If you want more time to work on it email it to allyson.burns@fresnounified.org by January 31, 2013.

Thank your for commitment!

“Continuous improvement

requires a commitment to

learning.”D. Garvin

Engagement Strategies

http://soc.li/qHpeCcd (Talk Moves) http://soc.li/mHuPKmM (Share Who Said That) http://soc.li/K9m7Bhc (Pick a Side) http://soc.li/iLPm07j (Stop Light Method)