tlc3 elementary level ccss training focus on inquiry
TRANSCRIPT
TLC3 Elementary Level
CCSS Training
Focus on Inquiry
TLC3 Elementary Level Training
Brought to you by the Washington State Library, a Division of the Office of the Secretary of State with funding from the Institute for Museum and Library Services (IMLS).
Special thanks to OSPI and WLMA for their support.
Logistics
• Restrooms• Breaks• Standing• http://www.corestandards.
org/ELA-Literacy/
TLC3 Elementary LevelAgenda
9:00 – 9:15 Welcome & Review9:15 – 10:00 Read Aloud10:00 – 10:45 Using Informational TextBREAK10:55 – 11:40 Research Bursts11:40 – 11:50 Share Out11:50 – noon Resources & Evaluation
4
The Big Ideas(CCSS introduction, page 7)
Demonstrate independence
Build strong content knowledge
Respond to varying demands of audience, task, purpose and discipline
Comprehend as well as critique
Value evidence Come to understand other perspectives and cultures
Use technology strategically and capably
What has your building already done with CCSS?
Discuss with table group
http://librarydoor.blogspot.comPaige Jaeger: Think Tank Library, Libraries Unlimited, Dec 2014
“Basically, if you are aiming to increase your collaboration, you'll want to bait your hook. Know the reasons teachers should be opening your doors. You should need a revolving door . . . or devices connected to your virtual librarydoor.
These are information, or ‘evidence,’ reasons for which classrooms should be visiting your library if you are operating within Common Core Standards.”
Why “Short Bursts” of Inquiry?
• Time • CCSS emphasis • Collaboration opportunities• Modeling instructional strategies• Provides opportunity for formative
experience • Allows flexibility in instruction• Information literacy skill building
Lesson Template
Lesson Theme: Target Grade: Creator:
Lesson Resources:
Essential Question:
Learning Target(s):
Common Core Standards
Instructions & Steps Students will…
Possible Extensions in library media center/classroom:
Follow up resources/texts:
Inquiry 1. Read-Aloud
How do we modify our teaching strategies to emphasize CCSS in read-alouds?
I Wish That I Had Duck Feet
Target Grade: 2• Lesson Resources: I Wish That I Had Duck
Feet by Theo LeSieg
• Essential Question: What would happen if his ideas came true? What can we learn about the boy's relationships with other characters in the book?
• Learning Target(s): I can show understanding of a story by infering information from the text and pictures.
Model Lesson: Fiction Read-Aloud
Possible Extensions in library media center/classroom: Have students create their own “I Wish That I Had” page to copy the pattern of the book. One front side, “I wish that I had (animal body part) and a why. On back, “But my mother would not like it because _________.” Leave room for students to draw on both sides. I usually collect them to read aloud the next week. Students enjoy guessing which classmate wrote/drew each idea. BONUS: Bind them together as a class book! Follow up resources/texts:What Do You Do With a Tail Like This is a good non-fiction connection, showing how animals use their parts differently.
Model Lesson “I Wish I Had Duck
Feet”
CCSS.ELA-Literacy.RL.2.3Describe how characters in
a story respond to major events and challenges.
CCSS.ELA-Literacy.RL.2.7Use information gained from
the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.
ANCHOR STANDARDCCSS.ELA-
LITERACY.CCRA.R.3Analyze how and why individuals, events, or
ideas develop and interact over the course
of a text.
CCSS.ELA-Literacy.W.2.5With guidance and
support from adults and peers, focus on a topic
and strengthen writing as needed by revising and
editing.
Read-Aloud Sample Standards
• CCSS.ELA-LITERACY.CCRA.L.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
• CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• CCSS.ELA-LITERACY.CCRA.R.2Determine central ideas or themes of a text and analyze their development; summarize the academic supporting details and ideas.
• CCSS.ELA-LITERACY.CCRA.R.3Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
• CCSS.ELA-LITERACY.CCRA.R.5Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
• CCSS.ELA-LITERACY.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
• CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Depth of Knowledge (DOK)
Read-Aloud Standards Activity
1.Select read aloud book/resource2.Identify standards and academic
vocabulary3.Develop DOK level 3 & 4 questions for
book4.Plan for extension activities5.*Check out related resources
*provided at end of presentation
Share Read-Aloud AH-HAs!
Inquiry 2. Informational Texts
How do we modify our teaching strategies to emphasize CCSS in
informational texts?
Animal Adaptations
Target Grade: K• Lesson Resources: Selection of nonfiction,
informational animal books at a range of reading levels
• Essential Question: Why do animals have different body parts from other animals? How do those parts help them to adapt/survive in their habitats?
• Learning Target(s): I can find information about an animal and make an inference about how a special body feature helps it to survive.
Model Lesson: Informational Text
Common Core Standards
Instructions & Steps Students will…
RI.K.10: Actively engage in group reading activities with purpose and understanding.SL.K.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.SL.K.6: Speak audibly and express thoughts, feelings, and ideas clearly.
TL gives students directions for table work.TL circulates and assists groups. Asks questions to probe for deeper levels of thinking.TL chooses or has volunteers share ideas on doc cam, etc.TL shows students where to find informational texts on animals in the library.
Students move to tables/computers (or can stay on floor while books passed out)Students select pictures, take turns noticing and talking about specific animal features.Students share pictures/ideas with the class.Students can select animal books for check out.
Possible Extensions in library media center/classroom: Check out basket of informational animal books for the classroom. Choose a new animal next time and compare animals.
Follow up resources/texts: What Do You Do with a Tail Like This? Oh, No!
Model Lesson “What Do You Do with
a Tail Like This?”
SL.K.1: Participate in collaborative
conversations with diverse partners about kindergarten topics and texts
RI.K.1: With prompting and support,
ask and answer questions about key details in a text.
RI.K.10: Actively engage in group reading
activities with purpose and understanding.
CCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text
says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.
Informational Texts Sample Standards
• CCSS.ELA-LITERACY.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
• CCSS.ELA-LITERACY.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
• CCSS.ELA-LITERACY.CCRA.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
• CCSS.ELA-LITERACY.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
• CCSS.ELA-LITERACY.CCRA.SL.1Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
Informational Text Standards Activity
1.Select informational text and/or image
2. Identify standards 3.Develop DOK level 3 / 4
activities4.Provide extension activities5.*Related resources
*provided at end of presentation
Share Informational TextsAH-HAs!
BREAK
Inquiry 3. Research Bursts
How do we modify our teaching strategies to emphasize CCSS in research?
Moving from scaffolds to independent inquiry
•Inquiry vs. topical focus•More frequent, shorter opportunities for inquiry•Emphasis on using and citing textual evidence from multiple sources and determining what the text teaches•Practice in selecting, evaluating and defending best resources
CC Image Search and Attribution
Target Grade: 4-5• Lesson Resources: Document
template, school network, web access• Essential Question: How can I use
the images of other while respecting copyright rules?
• Learning Target: I can find, use, and attribute images in my work that respect copyright and fair use rules.
Model Lesson: Research Skill
TLC3 Elementary Lesson:
Lesson Theme: CC Image Search and Attribution Target Grade: 4-5th grade Creator: Seasholes
Lesson Resources: Document template, school network and web access
Essential Question: How can I use images of others while respecting copyright rules?
Learning Target(s): I can find, use and attribute images in my work that respect copyright and fair use rules.
Possible extensions in library media center/classroom: Design a poster or t-shirt you could sell to raise funds for your project. Resources: This lesson adapted from suggestions from Joyce Valenza: School Library Journal NeverEndingSearch blog: http://blogs.slj.com/neverendingsearch/2014/01/16/google-search-by-usage-rights/ Additional information in Joyce’s Smore Toolkit https://www.smore.com/f677-a-copyright-friendly-toolkit. See also Creative Commons http://search.creativecommons.org/.
Common Core Standards
Instructions & Steps
Students will…
CCSS.ELA-LITERACY.
CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCSS.ELA-LITERACY SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. CCSS.ELA-LITERACY. CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while
1. TL queries subjects for which an image is needed for display or document. 3. TL models basic Google Image Search copy/paste an image into Word document template. 5. TL introduces topic of image fair use/ copyright. Revisit original image search, note “advanced/usage rights” option and explain 3 “filter by” terms” “reuse, modifications, and non-commercial use.” 7. TL introduces finding the source of an image with “non-commercial use with modification” and demonstrate how to insert a text box below the image in which to insert caption, credit or URL. 1. TL queries subjects for which an image is needed for display or document. 3. TL models basic Google Image Search copy/paste an image into Word document template. 5. TL introduces topic of image fair use/ copyright. Revisit original image search, note “advanced/usage rights” option and explain 3 “filter by” terms” “reuse, modifications, and non-commercial use.” 7. TL introduces finding the source of an image with “non-commercial use with modification” and demonstrate how to insert a text box below the image in which to insert caption, credit or URL. 1. TL queries subjects for which an image is needed for display or document. 3. TL models basic Google Image Search copy/paste an image into Word document template. 5. TL introduces topic of image fair use/ copyright. Revisit original image
2. Students create new document from lesson template, insert their name and topic; save to network file. 4. Students open browser to http://images.google.com then conduct basic search, copy, paste into document. 6. Students conduct second image search with advanced/usage rights option to “non-commercial use with modification.” 8. Students elect best image, insert into document, add text box and transfer caption, image credit and URL information. Save (and print, if required). 2. Students create new document from lesson template, insert their name and topic; save to network file.
4. Students open browser to http://images.google.com then conduct basic search, copy, paste into document. 6. Students conduct second image search with advanced/usage rights option to “non-commercial use with modification.” 8. Students elect best image, insert into document, add text box and transfer caption, image credit and URL information. Save (and print, if required).
Research Sample Standards• CCSS.ELA-LITERACY.CCRA.W.7
Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
• CCSS.ELA-LITERACY.CCRA.W.8Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism (bibliography and citation)
• CCSS.ELA-LITERACY.CCRA.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.
Research Burst Activity
1.Select research skill and resource2.Identify standards 3.Detail steps of the activity4.Connection to research process 5.Related skills
Research Bursts AH-HAs!
Small Bursts in the Big Picture
• Can be used to form a unit• Provide collaboration opportunities• Model instructional strategies• Lead formative experiences to
become summative success• Allow flexibility in instruction• Help build information literacy skills• Place emphasis on CCSS
Resources to Support Our Work• “I Can” Statements• How will we continue to
share our work?• WCCPBA• Towner Awards• E-bins exemplar
(http://bit.ly/Q1UgW3)• Related Resources
WCCPBAhttp://childrenschoiceaward.wikispaces.com/
Book Author
The Black Rabbit Leathers, Philippa
Carnivores Reynolds, Aaron
Crankee Doodle Angleberger, Tom
The Day the Crayons Quit Daywalt, Drew
The First Drawing Gerstein, Mordicai
Hoop Genius: How a desperate teacher and a rowdy gym class invented basketball Coy, John
The Invisible Boy Ludwig, Trudy
Lion vs. Rabbit Latimer, Alex
Little Dog Lost: the true story of a brave dog named Baltic Carnesi, Monica
Lost Cat Mader, C. Roger
The Magic Bojabi Tree Hofmeyr, Dianne
Memoirs of a Hamster Scillian, Devin
Nugget & Fang Sauer, Tami
Outfoxed Twohy, Mike
Sea Otter Eszterhas, Suzi
The Snatchabook Docherty, Helen
Sophie’s Squash Miller, Pat Zietlow
That is Not a Good Idea Willems, Mo
Toys in Space Grey, Mini
The Yuckiest, Stinkiest, Best Valentine Ever Ferber, Brenda A.
Towner Awardshttp://towneraward.wikispaces.co
m/
Title AuthorThe Animal Book Steve Jenkins and Robin Page
Barbed Wire Baseball Marissa Moss
Best Foot Forward: Exploring Feet, Flippers, and Claws Ingo Arndt
Electrical Wizard: How Nikola Tesla Lit Up the World Elizabeth Rusch
The Great American Dust Bowl Don Brown
Look Up! Bird Watching in Your Back Yard Annette LeBlanc Cate
Meat Eating Plants: Toothless WondersEllen Lawrence
Shimmer and Splash: The Sparkling World of Sea LifeJim Arnosky
Volcano RisingElizabeth Rusch
When the Beat Was Born: DJ Kool Herc and the Creation of Hip Hop Laban Carrick Hill
E-bins exemplarhttp://bit.ly/Q1UgW3
Evaluations and Clock Hours
Please fill out the elementary evaluation online.
https://www.surveymonkey.com/s/H3ZXKGD
Your trainers will then give you your signed clock hours form.