1. TLC3 Elementary Level CCSS Training Focus on Inquiry

2. 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.

3. Logistics Taking Care of Your Needs – Restrooms – Standing Questions/Parking Lot 3 Minute Video and link to CC ELA Standards http://www.corestandards.org/ELA-Literacy/ 3 Minute Video http://www.corestandards.org/ELA-Literacy/ Parking Lot

4. TLC3 Elementary Level Agenda 9:00 – 9:15Welcome & Overview 9:15 – 10:00Inquiry 1: Read Aloud 10:00 – 10:45Inquiry 2: Informational Text BREAK 10:55 – 11:40Inquiry 3: Research Bursts 11:40 – 11:50Share Out 11:50 – noonResources & EvaluationEvaluation 4

5. “Clock Partners” 12 o’clock : Same District/Region 3 o’clock: Another District/Region 6 o’clock: New Colleague 9 o’clock: Same Birthday Month

6. 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 evidenceCome to understand other perspectives and cultures Use technology strategically and capably

7. What has your building already done with CCSS? Discuss with table group

8. http://librarydoor.blogspot.com Paige 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 library door. These are information, or ‘evidence,’ reasons for which classrooms should be visiting your library if you are operating within Common Core Standards.”

9. 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

10. Lesson Template Possible Extensions in library media center/classroom: Follow up resources/texts:

11. Inquiry 1. Read-Aloud How do we modify our teaching strategies to emphasize CCSS in read-alouds?

14. 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. Suggestion: 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 strong informational text connection, showing how animals use their parts differently.

15. Model Lesson “I Wish I Had Duck Feet” CCSS.ELA-Literacy.RL.2.3 CCSS.ELA-Literacy.RL.2.3 Describe how characters in a story respond to major events and challenges. CCSS.ELA-Literacy.RL.2.7 CCSS.ELA-Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. ANCHOR STANDARD CCSS.ELA- LITERACY.CCRA.R.3 CCSS.ELA- LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS.ELA-Literacy.W.2.5 CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

16. Read-Aloud Sample Standards CCSS.ELA-LITERACY.CCRA.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.CCRA.L.5 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.1 CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the academic supporting details and ideas. CCSS.ELA-LITERACY.CCRA.R.2 CCSS.ELA-LITERACY.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. CCSS.ELA-LITERACY.CCRA.R.3 CCSS.ELA-LITERACY.CCRA.R.5 Analyze 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.5 CCSS.ELA-LITERACY.CCRA.R.4 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. CCSS.ELA-LITERACY.CCRA.R.4 CCSS.ELA-LITERACY.CCRA.SL.1 Prepare 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. CCSS.ELA-LITERACY.CCRA.SL.1

17. Depth of Knowledge (DOK)

18. Depth of Knowledge Flip Chart Cost: $6.50 + 10% standard shipping For purchase of this book, contact: Cindy Higgins Northeast Regional Professional Development Truman State University 100 E. Normal St. Kirksville, MO 63501 (660) 785-7377 chiggins@truman.edu Webb recommends* Reading DOK Sample Questions * per e-mail & conversation with Mary Bannister when asking permission to use DOK chart.

19. Read-Aloud Standards Activity 1.Select read aloud book/resource 2.Identify standards and academic vocabulary 3.Develop DOK level 3 & 4 questions for book 4.Plan for extension activities 5.*Check out related resources *provided at end of presentation

20. Share Read-Aloud AH-HAs! 12 o’clock Partners

21. Inquiry 2. Informational Texts How do we modify our teaching strategies to emphasize CCSS in informational texts?

22. Animal Adaptations version 1 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.

23. Model Lesson version 1 “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.1 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.

25. Model Lesson version 2 “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.1 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. RI.K.3: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

27. Common Core Standards Instructions & StepsStudents 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!

29. 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.R.1 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.SL.2 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.L.4 CCSS.ELA-LITERACY.CCRA.R.4 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. CCSS.ELA-LITERACY.CCRA.R.4 CCSS.ELA-LITERACY.CCRA.SL.1 Prepare 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. CCSS.ELA-LITERACY.CCRA.SL.1

30. Informational Text Standards Activity 1.Select informational text and/or image 2.Identify standards and academic vocabulary 3.Develop DOK level 3 questions and level 4 projects for selection 4.Provide extension activities 5.*Related resources *provided at end of presentation

31. Share Informational Texts AH-HAs! 3 o’clock Partners

32. BREAK

33. Inquiry 3. Research Bursts How do we modify our teaching strategies to emphasize CCSS in research?

34. Moving from scaffolds to independent inquir y 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

35. 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. Image Search and Attribution

36. Model Lesson: Research Skill

39. 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.7 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 (bibliography and citation) CCSS.ELA-LITERACY.CCRA.W.8 CCSS.ELA-LITERACY.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. CCSS.ELA-LITERACY.CCRA.W.9

40. Research Burst Activity 1.Select research skill and resource 2.Identify standards and academic vocabulary 3.Detail steps of the activity 4.Connection to research process 5.Related skills

41. Research Bursts AH-HAs! 6 o’clock Partners

42. 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

43. Resources to Support Our Work “I Can” Statements How will we continue to share our work? WCCPBA Towner Awards Towner E-bins exemplar (http://bit.ly/Q1UgW3) E-binshttp://bit.ly/Q1UgW3 Related Resources

44. WCCPBA http://childrenschoiceaward.wikispaces.com/ BookAuthor The Black RabbitLeathers, Philippa CarnivoresReynolds, Aaron Crankee DoodleAngleberger, Tom The Day the Crayons QuitDaywalt, Drew The First DrawingGerstein, Mordicai Hoop Genius: How a desperate teacher and a rowdy gym class invented basketballCoy, John The Invisible BoyLudwig, Trudy Lion vs. RabbitLatimer, Alex Little Dog Lost: the true story of a brave dog named BalticCarnesi, Monica Lost CatMader, C. Roger The Magic Bojabi TreeHofmeyr, Dianne Memoirs of a HamsterScillian, Devin Nugget & FangSauer, Tami OutfoxedTwohy, Mike Sea OtterEszterhas, Suzi The SnatchabookDocherty, Helen Sophie’s SquashMiller, Pat Zietlow That is Not a Good IdeaWillems, Mo Toys in SpaceGrey, Mini The Yuckiest, Stinkiest, Best Valentine EverFerber, Brenda A.

45. TownerTowner Awards http://towneraward.wikispaces.com/ http://towneraward.wikispaces.com TitleAuthor The Animal BookSteve Jenkins and Robin Page Barbed Wire BaseballMarissa Moss Best Foot Forward: Exploring Feet, Flippers, and ClawsIngo Arndt Electrical Wizard: How Nikola Tesla Lit Up the WorldElizabeth Rusch The Great American Dust BowlDon Brown Look Up! Bird Watching in Your Back YardAnnette LeBlanc Cate Meat Eating Plants: Toothless Wonders Ellen Lawrence Shimmer and Splash: The Sparkling World of Sea Life Jim Arnosky Volcano Rising Elizabeth Rusch When the Beat Was Born: DJ Kool Herc and the Creation of Hip HopLaban Carrick Hill

46. E-binsE-bins exemplar http://bit.ly/Q1UgW3 http://bit.ly/Q1UgW3

47. Share #tlc3 and @wlmalit Email lessons you created to Mary Bannister mebannister@seattleschools.org so they can get forwarded to the group.

48. Trainer Contact Information Carrie Willenbring cwillenbri@bethelsd.org‎ cwillenbri@bethelsd.org‎ Margy VanDyke margy.vandyke@comcast.net margy.vandyke@comcast.net Mary E. Bannister mebannister@seattleschools.org or info@booksforbeginners.org mebannister@seattleschools.org info@booksforbeginners.org

49. Evaluations Please fill out the elementary evaluation online.elementary evaluation https://www.surveymonkey.com/s/H3ZXKGD Your trainers will then give you your signed clock hours form.