Teaching is Core in the ELA Classroom. http://vimeo.com/68500209. Robin Hecht Marlboro Central School District. Expectations for this session :. Review the 6 Shifts Think about how to shift your teaching practices Walk through a lesson design so can create in your district
Marlboro Central School District
Knowing the Standards
Instructional Shifts as Demanded by
the CCLS in ELA/Literacy
aren’t yet able to read but raise their interest
The two-part performance task centers on
NYSP12 ELA Standards W.4.2, W.4.5, W.4.9, and L.4.3.
NYS Social Studies Core Curriculum
Unit 1: Haudenosaunee: The Great Peacemakers
A Close Reading of The Preamble
that compel students to reread specific passages and discover the structure and
meaning of the preamble.
constantly by modeling and holding students accountable for looking in the context
1. What opportunities do you see to enhance student learning?
2. What challenges do you see for instruction?
3. What practices do you think teachers will have to change, with regard to how they teach reading?
Task: Students will write their own class preamble……..
We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.
Higher level Questioning
Application of knowledge
Day Activities focus on CCSS Standards for Grade 4 RL4, RI1, RI2, L4, L3.A, L3.A, L4.A, W2.B
1. Teacher introduces the text and students read the
Preamble independently. 2. Teacher then reads the text out loud to the class
and students follow along in the text. 3. Teacher asks students to highlight vocabulary
words that are new to them.4. Teacher introduces vocabulary carousel activity.
5. Students will write the vocabulary word and
definition in notebook.
1. Students are reacquainted with the first paragraph of the constitution while rereading it independently.
2. Teacher reads the text out loud to the class and students follow along in the text
3. Students will translate the paragraph in their own words.
4. Teacher asks the class a small set of guiding questions and tasks about the text.
5. Students will rewrite their sentences of the meaning of the preamble.
1. Teacher will post the four categories for rules (on chart paper,
SmartBoard, around the room). The four categories will be encourage
peace, create fairness, give us freedom, and encourage safety.
2. Students will choose the topic that they have ‘burning thoughts’ about
and write it on a post-it note. Ex: “I like it when my brothers and sisters
aren’t home because it is quiet and peaceful.”
3. They will put the post-it notes on the chart that is labeled to match the
category of their ‘burning thought.’ The example above would get
posted under the category “encourage peace.”
4. The groups will be formed based on where the students placed their
5. Students will work in cooperative groups to establish a rule based on their group topic
that will apply to classroom and school-wide behavior.
1. Student will share the rules with the class.
2. The class will edit the rules to be posted in the classroom for the year.
3. Students will use the rules, vocabulary, their translations of the preamble, and relevant information to write their own preamble for the classroom/school community.
4. Students will share and peer edit their preambles in small groups.
-We the Kids: The Preamble to the Constitution of the United States by David Catrow-The U.S. Constitution (American Symbols) by Norman Pearl-A More Perfect Union: The Story of our Constitution by Betsy Maestro and Giulio Maestro-Shh! We’re Writing the Constitution by Jean Fritz
Source: Heath, C. & Heath, D. (2010). Switch: How to Change Things When Change is Hard. New York: Broadway Books