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Johnson’s 8th graders are gathering for art class. They collect their pastels and charcoals, their graphite sticks and Strathmore sketchpads. But today,

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Presentation on theme: "Johnson’s 8th graders are gathering for art class. They collect their pastels and charcoals, their graphite sticks and Strathmore sketchpads. But today,"— Presentation transcript:

1 Johnson’s 8th graders are gathering for art class. They collect their pastels and charcoals, their graphite sticks and Strathmore sketchpads. But today, instead of the fake-fruit basket that’s been collecting dust since summertime, Ms. Johnson pulls out a biology textbook. “I want you to pick one thing in here to illustrate,” she says. “It can be anything — a chloroplast or a reptile, mitosis or evolution. But here’s the catch: You have to cover up the picture in the book and just use your imagination. What color would your ribosome be? How would you show out-of-Africa? Imagine that you’ve never before seen the double helix…Could Educator Enhancement Academy ELA, Grade 3 Day 1 Summer 2013 Joanna Mulligan - Wood County Kristen Cunningham – Tyler County Cheri Gray – Wirt County Credit: Epsos.de

2 Hunt Institute Video: Intro to the Standards er_detailpage&v=9IGD9oLofks er_detailpage&v=9IGD9oLofks

3 Session Objectives Create a beginning understanding of the instructional shifts in the Next Generation ELA Standards Provide an introduction to the standards themselves Define standards-based teaching

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6 Implications of the Common Core Shifts:Descriptions: An Emphasis on Integrated Literacy Reading, writing, speaking and listening cannot be separated and still be effectively taught. Writing is taught in the context of reading and discussing complex texts. This integration cannot be lip service. It must be actual, it must be significant, and it must be sustained. An Emphasis on Building Strong and Deep Content Knowledge Literacy is not fragmented; rather, it is the result of consistent, purposeful attention on the part of teachers and curriculum to building a strong and deep “base of knowledge over a wide range of subject matter.” This is the opposite of the “today we’re reading about dinosaurs, tomorrow about tomatoes” approach to the text. Instead it recognizes that students will learn to read well and deeply only if they are given the opportunity to build strong and deep domains of knowledge and understanding that matter. An Emphasis on Expository, Text-Based Writing Narrative writing is included in some form at all grade levels. However, the majority of the writing standards are expository: opinion (K-5) and informative/explanatory. This writing is consistently evidence-based, with evidence coming from working with rich text and other rich materials in various ways, and thinking about it honestly and critically. It is also writing that demonstrates deep understanding of and clear thinking about its subject. From Writing for Understanding by Vermont Writing Collaborative (preface)

7 CLOSE READING Please read the book, Kamishibai Man, by Allen Say, to yourself.

8 The text states, “One day Baachan said, ‘Jiichan, you haven’t said a word in three days.’ Based upon the text, why has he not spoken? On page 6, Jiichan says, “Well, good morning to you, rickety old bridge…” Based on the text and illustration, what does the word “rickety” mean?

9 After Jiichan’s ride to the city he states, “You’d think I was in another country.” Why did he say this? Based upon the text, compare and contrast the city from when he was younger to the present in the story.

10 As Jiichan was setting up his box he opened the bottom drawer and said, “Umm, you little jewels…” To what is he referring? Why did he call them jewels? On page 14 the words “Clack, clack!” are written in italics. Words can be written in italics for many reasons. Based on the text, why do you think the author chose to italicize these?

11 On page 15, to who is he referring when he says, “I can see you now, all your bright faces?” Based upon the text, what is a kamisibai man? What does he do?

12 What is the significance of “when television antennas started to sprout from rooftops like weeds in the springtime?” What are antennas? What is the author trying to say by comparing antennas to springtime weeds?

13 As Jiichan is telling the story he states, “The children started to act as though they didn’t know me anymore.” Based on the text, what did they do that made Jiichan believe this?

14 What evidence do we have about how the kamishibai man felt about the children returning as adults to hear his stories? How did the adult children feel about rediscovering the kamibashai man?

15 In the end, Baachan asks Jiichan if he will be going out tomorrow. After he says “yes” she agrees to make twice the usual amount of sweets. Based on the text, why might he need twice the usual amount?

16 The last line: “I’ll see if I have enough sugar,’ she said, and shut the television off.” Based on evidence found in the text, why would the author end the story with this sentence?

17 Collaborative Conversation Using text evidence as the basis for your answers, assume the role of one of the children, explain the importance of storytelling and how it changes and stays the same throughout your life.

18 Writing Prompt Using text evidence as the basis for your answers, assume the role of one of the children, explain the importance of storytelling and how it changes and stays the same throughout your life.

19 Close Reading Steps 1.Students read story to self 2.Teacher reads story aloud 3.Teacher asks text dependent questions Students defend their answers by finding evidence to support their answers from the text (tell page number and restate where it was found) 4. End with a text dependent writing prompt.

20 Literacy Standards Reading Writing Speaking/Listening Language

21 What was my target? Identify ELA 3 rd grade Standards to which I could have been teaching.

22 Log on:

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27 Objective across grade levels K 1 st 2 nd 3 rd 4 th 5 th Students will… …quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. …refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. …ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. …ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. …ask and answer questions about key details in a text. …with prompting and support, ask and answer questions about key details in a text.

28 Standards are… students a description of what students should know, understand, and be able to do.

29 FMM8

30 Danger!!!! Misunderstanding of how to use standards Watch out for checklists!

31 Documents to Consider The Structure is the Standards A Cautionary Note about Unpacking, Unwrapping, and Deconstructing… Harvard Literacy Document

32 Predominate Focus Prior StandardsNext Generation Standards

33 Without Fail… Daily chapter book read-aloud from the 4-5 grade band Rich language Appendix B, a resource NOT a reading list

34 Book Pass One book per student Many genres Book Pass form Timer—1 minute per book Use for reference Read at least 10 minutes each day

35 We MUST… Provide opportunity for self-selected reading DAILY Model self-selected reading Find reason and purpose to share reading Protect time by avoiding “activity” while reading (post-its)

36 Personal Reflection ConnectExtendChallenge How are the ideas and information presented connected to what you already know? What new ideas did you get that extended or broadened your thinking in new directions? What challenges or puzzles have come up in your mind from the ideas and information presented?

37 Thermometer Reflection


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