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Common Core State Standards Curriculum Camp Summer 2013. Group Norms. Introduction Quick-View of Agenda/Times Please Silence Cell Phones. Questions to Parking Lot. Please keep track of your questions on a post-it note and place on the chart paper labeled “Parking Lot.”
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Group Norms • Introduction • Quick-View of Agenda/Times • Please Silence Cell Phones
Questions to Parking Lot Please keep track of your questions on a post-it note and place on the chart paper labeled “Parking Lot.” We will try to answer questions before the end of the day!
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ELA Learning Progressions • Review an ELA Standard of your choice with a partner • Start in Kindergarten and read your way towards fifth grade • Discuss how the standard becomes more complex at each grade level
ELA Common Core State Standards Instructional Shifts • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-based Answers • Writing from Sources • Academic Vocabulary
Six Shifts in ELA Literacy • Divide into 5 small groups • A shift will be assigned to each group • Group will read, discuss, and be ready to share out definition of their shift and what it means for instruction. • What does this look like for students? • What does this look like for the teacher? • What support is needed from administration? • Would this look different in fall, winter and spring? How?
The videos we are about to see will focus on the standards, shifts, strategies, and instructional practices that should be implemented within our classrooms. • Teachers should not be searching for more instructional reading materials, but rather focus on these effective strategies with the core selections in Imagine It! • Used to enhance what we already have in place. • While participating in the next activities, be thinking about how you can make these shifts happen in your room.
ELA Literacy Shift 1: Balancing Informational and Literary Texts
What does Shift 1, “Balancing Informational and Literary Texts,” look like in the classroom? http://vimeo.com/55950927 As you watch the video take notes about effective teaching strategies you see taking place within the classroom.
Think-Write-Pair-Share • Think about the standards you saw being taught throughout the video and the shifts that were being modeled. • Record ideas on given note sheet. Use your copy of CCSS to help you. • Turn to the person sitting next to you and share your answers.
ELA/Literacy Shift 3: Staircase of Complexity
What does Shift 4, “Text-Based Answers,” look like in the classroom? • http://vimeo.com/55950930 As you watch the video take notes about effective teaching strategies you see taking place within the classroom.
Think-Write-Pair-Share • Think about the standards you saw being taught throughout the video and the shifts that were being modeled. • Record ideas on given note sheet. Use your copy of CCSS to help you. • Turn to the person sitting next to you and share your answers.
Shift 3 and 4 • http://vimeo.com/57618644 • Focus on how these shifts build throughout the grade levels
What does Shift 6, “Academic Vocabulary,” looks like in the classroom? • http://vimeo.com/55966098 As you watch the video take notes about effective teaching strategies you see taking place within the classroom.
ELA/LITERACY ShIFTS IN TEACHING AND ASSESSMENT Balancing Informational & Literary Texts - Passages will be content rich and balanced across informational and literary. Knowledge in the Content Areas - Assessment will contain knowledge-based questions about the informational text; students will not need outside knowledge to respond. Grade-level Text Complexity - Passage selection will be based on text complexity that is appropriate to grade level per Common Core. Text-based Answers & Writing from Sources - Questions will require students to marshal evidence from the text, including from paired passages at the inference level. Academic Vocabulary - Students will be tested directly on the meaning of pivotal, common terms from which the definition can be discerned from the text. Academic vocabulary will also be tested indirectly through general comprehension of the text.
Exit To Lunch Located near NIMS is Orange Avenue and N. Monroe street which is home to many fast food eating establishments. A list of near-by restaurants can be found at the door as you exit. Enjoy your lunch!
Use of Core Program • What do we mean by fidelity? • Follow Sequence of Instruction • Core Components • Selections • Assessments • Common Core State Standards • K-2 All in CCSS/3-5 Blending: still accountable for NGSS and FCAT 2.0 • BAP • Think and Write • CCSS Correlation Guide K-2 • CCSS Literacy Handbook
How Can We Teach Imagine It! In An Interactive Manner? • We know the content and sequence of instruction within Imagine It! is important. • Think about video clips we saw earlier illustrating the shifts to CCSS. • Let’s take the opportunity to discuss which strategies can be used for some of the core components of Imagine It!
Vocabulary • How do you introduce vocabulary words to your students? • What are some activities you do throughout the week to ensure students are understanding the meaning and using the vocabulary words in both conversation and in writing?
Strategies for Teaching Word Structure • In groups of four, brainstorm variations to teaching Word Structure • Record ideas on chart paper • Share strategies out to the group
Good-Bye Round Robin Reading • In groups of four, brainstorm alternatives to round-robin reading • Record ideas on chart paper • Share strategies out to the group
Instructional Strategies for Asking Questions and Monitoring Student Responses • Think-Pair-Share • Think-Write-Pair-Share • Dry-Erase White Boards • Activ-Vote Responders • Paper Responders • Students need to be reading longer sections before they are interrupted with a question. • DO NOT have to ask question exactly where the number is in TE • Too often when we ask questions exactly where they are numbered, students do not have to search for answers---they know it is in the short section just read. • How can you make your teaching more interactive?
Exit Ticket • Write down one strategy you learned today and how you will implement it in your classroom.
Why do we need the Basal Alignment Project? Traditionally in Basal Readers • Many questions not text-dependent • Many culminating assignments not text dependent • Focus on comprehension strategies • Do not focus as strongly on academic (tier two) vocabulary • Some number of texts not aligned in terms of complexity • Narrative/Informational proportions at each grade level not aligned
Basal Alignment Project • Big Ideas/Key Understandings • Text-dependent questions • Importance of rereading and returning to the text • Academic (Tier Two) vocabulary • Culminating tasks • Additional activities • Notes to the Teacher
WHAT BAP DOES NOT ADDRESS • Will not alter sections on phonics, spelling, grammar, word study, science and social studies connections • Will not be supporting any supplemental texts such as leveled readers.
ROLE OF PRE-READING • Multiple readings (required in Imagine It!/Jr. Great Books, BAP revisions) often make prereading activities unnecessary • Too often, prereading activities provide information to students that they could have gained themselves from careful reading of the text–in many cases prereading provides a complete summary of the story---does all the work for students • Almost impossible to wean students from this • Teachers feel helpful when they can “smooth the road” for their students–this is hurting them, not helping them • There is no research base to prove pre-reading is an effective strategy
WHY TEXT-DEPENDENT QUESTIONS? or, WHY NOT GO OUTSIDE THE TEXT? • We need teachers to spend more time inside the text- less outside the text • Going outside the text privileges those who have that experience • It is easier to talk about our experiences than to analyze the text • These are college and career standards
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 word, sentence and paragraph as well as larger ideas, themes or events • Focus on difficult portions of text in order to enhance reading proficiency
Text-Dependent Questions are not… • ONLY low-level, literal, or recall questions (a few though, help students feel early success). • Focused on comprehension strategies
What makes Casey’s experiences at bat humorous? What can you infer from King’sletter 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? Non-Examples and Examples Not Text-Dependent Text-Dependent 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?
VOCABULARY IS ESSENTIAL • Role in complex text • One of the two features of text most predictive of student difficulty (Chall1996, Stanovich 1986, Nelson et al 2012) • Many of the basal stories have a great deal of powerful academic vocabulary • From, “Officer Buckle” third grade (department, attention, speech, applauded, frowned, onstage, swivel, frowned, afterward, announced, discovered, grinned, roared, enormous, bowed) • Vocabulary is difficult to catch up
CULMINATING TASKS • Should relate to comprehension of the story just read through written responses of students. Think and Write! scaffolded writing lessons make GREAT culminating tasks. • Comparing stories within a theme would also make excellent culminating activities. • These types of culminating assignments will be a significant shift for students and teachers—take more time
Think and Write! Scaffolded Writing Lesson K-2 : “Wanda’s Roses” “Suki’s Kimono” “The Elves and the Shoemaker” https://www.sraimagineit.com/g_login.html
Work With Partner to Complete Scaffolded Writing Lesson • Read selection for understanding • Choose one focus question (text dependent question) • Complete graphic organizer using focus question and evidence from the selection • Complete a Think and Write! Lesson using the template provided – addressing the focus question with evidence from the selection • Re-read the selection to choose additional vocabulary words students need to know in order to comprehend story. Include the vocabulary words selected by Imagine It as well as additional words you choose. • Complete vocabulary template
Look Out Kindergarten, Here I Come! • snapped, almost, pack, supplies • How does Henry get ready for school? • According to the story, what makes school fun? • How does Henry feel at the end of the story? What makes you say that?
