Utah Core Standards Training

1. Utah Core Standards Training ELA Elementary October 25, 2013 Each teacher has a quote at their table from the article, Closing in on Close Reading. Read your quote and be prepared to discuss it with other teachers.

2. Tea Party Activity • Closing in on Close Reading (Boyles, N., 2013) • Find another teacher with your “Letter” • Share & Discuss • Find other teachers with your “Shape” • Share & Discuss

3. Grouping Cards

4. SAGE ELA and Literacy • Reading • Single and Paired Passages • Literary/Informational ratio follows Core • Listening • Short (1 min) passages: dialogue, discussion, etc. • Headphones—all content areas for text-to-speech • Language • Edit draft passage of student writing • Vocabulary http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

5. SAGE ELA and Literacy • Writing • Extended writing • Student writing will draw on information and evidence from passages • •Two Compositions: • •Informative/Explanatory • •Opinion/Argument http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

6. Natural Language Response Sample Question

7. Equation Response Sample Question

8. Hot TextSample Question

9. Graphical Response Sample Question

10. Writing about text

11. Video

12. Resources To view webinar and get additional info http://ut.portal.airast.org/ To see and try more demo questions http://demo.tds.airast.org/airassessment Must have Firefox Browser to Access

13. Depth of Knowledge (DOK) Levels

15. Applying Webb’s Depth-of-Knowledge Levels to Blooms’ Cognitive Process Dimensions 2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited (khess@nciea.org) For full article, go to www.nciea.org

16. Diving Deeper Into Close Reads

17. ELA and Literacy • Reading, Listening, Language • Variety of Item Types • Multiple Choice (one or more correct responses) • Selected Response • Drag and Drop • Hot Spot • Constructed Response http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

18. Craft and Structure RL4 Interpret 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. Vocabulary & Word Choice

19. Standard RL4 & RI4 – Use of Vocabulary • 1. Breakdown Standard RL4 or RI4 • Concept, Skills, Prerequisite Skills • 2. Brainstorm Teaching Ideas for 2nd Read • What words and phrases are used in the text? • What do they mean? • How do they influence the text? • 3. Narrow Ideas to One Idea for Your Table • 4. Share Table’s Idea with Large Group • Additional Resources in Appendix A – Three Tiers of Vocabulary

20. Breaking Apart the Standard & Sharing Teaching Strategies

21. Sample Performance Tasks for Standard RL4 • K-1--Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feeling of happiness experienced by the owner of the restaurant ( e.g., clapped, played, loved, overjoyed). • 2-3—Students read Paul Fleishchman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use of nonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning. • 4-5—Students determine the meaning of the metaphor of a cat in Carl Sandbur’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s the Echoing Green.”

22. Literal/Nonliteral • Simile • Metaphor • Personification • Onomatopoeia • Hyperbole • Idiom • Clichés • busy as a bee • you are what you eat • my teddy bear gave me a hug • snap crackle pop • skinny as a toothpick • on the same page • As if! 3rd Grade Standard

23. Don’t Front Load Use context clues

24. Craft and Structure RL5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. Text Structure

25. Standard RL5 & RI5 – Text Structure • 1. Breakdown Standard RL5 or RI5 • Concept, Skills, Prerequisite Skills • 2. Brainstorm Teaching Ideas for 2nd Read • How is the overall text structured? • What makes this structure different from other structures? • How does this structure influence the text? • 3. Narrow Ideas to One Idea for Your Table • 4. Share Table’s Idea with Large Group • Additional Resources in Appendix A – Text Complexity, pg. 6-7

26. Breaking Apart the Standard & Sharing Teaching Strategies

27. Sample Performance Tasks for Standard RL5 • K-1—Students read two texts on the topic of pancakes and distinguish between the text that is a storybook and the text that is a poem. • 2-3—Students describe the overall story structure of The Thirteen Clocks by James Thurbeer, describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end. • 4-5-- Students refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem and contrasting the impact and differences of those elements to a prose summary of the poem.

28. Important Components of Text Text Feature – vs – Text Structure

29. Text Features

30. Text Structure • Common Text Structures:

31. WORD HUNT A great activity to help your students practice how to site their evidence in the text. It also helps students learn the parts of stories, dramas, and poems. (e.g., chapters, scenes, and stanzas). • Turn to: • Stone Soup • 6th page • 3rd paragraph • Line 2 • 5th word • Answer is: ___________

32. Students need to go deeper! REMEMBER: Text is more than just words. It includes any resource from written, illustrations, audio, and video. *Students need to understand that every narrative has a problem and solution. *Plot is more than just beginning, middle, and end. *Students need to understand how the parts of the story build upon each other. *Improve the graphic organizers you use to help students dive deeper in the text so they can gain greater understanding .

33. Resources Florida Center for Reading Research Graphic Organizers Learning Activities for text structures (narrative and expository/informational) http://www.fcrr.org/Curriculum/studentCenterActivities23.shtm Uen.org PreK-12 Education Core Academy Resources Elementary English Language Arts 2nd-3rd Grade: Day 2

34. Craft and Structure RL6 Assess how point of view or purpose shapes the content and style of a text. Point of View / Purpose

35. Standard RL6 & RI6 – Point of View • 1. Breakdown Standard RL6 or RI6 • Concept, Skills, Prerequisite Skills • 2. Brainstorm Teaching Ideas for 2nd Read • What point of view is being used? • How is this different from another point of view on topic? • How does this point of view influence the text? • 3. Narrow Ideas to One Idea for Your Table • 4. Share Table’s Idea with Large Group

36. Breaking Apart the Standard & Sharing Teaching Strategies

37. Sample Performance Tasks for Standard RL6 • K-1—Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by ToveJansson. • 2-3—When discussing E. B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well as from that of the narrator.. • 4-5-- Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr.

38. Point of View Who is telling the story? • First Person – Told by someone inside the story, from someone’s own experience • (I, me, my, mine, we us, our, ours) • Second Person – Telling someone how to do something or giving advice • (you, your, yours) • Third Person – Told by someone outside the story, someone else’s perspective. The author tells what someone else sees, feels, thinks, and/or does. • (he, she, him, her, his, hers, their, theirs, it, its)

39. First Person I am a student at Mapletown Elementary. I have a lot of friends in my third grade classroom. My favorite thing to do is stand on my hands upside down. I’m pretty good at it and win all kinds of contests at recess with my friends.

40. Third Person Sarah walked briskly with her friend Adam into school. Adam didn’t know that she was in a hurry to get to the library before class. She listened to his story about his dog but she really just wanted to walk faster. What if the book was already checked out? What would she do for her project?

41. Unpack http://www.youtube.com/watch?v=6OGMlrRSALY

42. First Day Of School • First Day Jitters • Nemo's First day 3rd Grade Sample

43. Lesson Planning Template (2nd read portion for Close Read) 1st Read—Get the gist, focus on main idea & details 2ndRead—Select one specific purpose and specific part of text to focus on

44. Summary Activity • Find your group with the same “animal” • Share one new idea or concept you learned today • Share one idea you can use in your classroom tomorrow