1. Introduction to Grades 4 & 5 English Language Arts Common Core State Standards Maplewood December 17, 2013 Session 1

2. Objectives for Session 1 Overview of CCSS Content Objectives: Teachers will examine the “Shifts” from the Oregon ELA Common Core State Standards Teachers will understand the organization and structure of standards document Language Objectives: Teachers will read, write and discuss as they learn about the Common Core “Shifts” and the organization and structure of the ELA CCSS document. I can statements: I can orally identify some of the ways I am already meeting the “Shifts” from Oregon ELA Standards to CCSS I can navigate the CCSS Standards document with ease

3. Pre-assessment What do you already know about ELA CCSS? -Quick Write -Partner Share

4. Objective #1: Preparing Teachers and Students for CCSS 2010-2011 2011-2012 2012-2013 2013 – 2014 2014 -2015 YOU ARE HERE K-3 Roll Out 4-5 Roll Out CCSS Assessments Begin

5. Common Core State Standards Adopted by 45 states CCSS Adopted by Oregon in October 2010 Developed by -State Departments of Education -Researchers -Professional Education Organizations -Teachers -Parents and Students

6. Introduction to the ELA Common Core State Standards Video: CCSS Principles of Development for Literacy http://www.engageny.org/resource/common-core-in-ela- literacy-an-overview http://www.engageny.org/resource/common-core-in-ela- literacy-an-overview USE GRAPHIC ORGANIZER TO TAKE NOTES Table Discussion: Guiding Questions  What big ideas did you identify from the video?  How do these big ideas relate to the current teaching practices in your school and classroom?

7. Use the Graphic Organizer to Take Notes http://www.engageny.org/resource/common-core-in-ela-literacy-an-overview

8. Introduction to the ELA Common Core State Standards Video: CCSS Principles of Development for Literacy http://www.engageny.org/resource/common-core-in-ela- literacy-an-overview http://www.engageny.org/resource/common-core-in-ela- literacy-an-overview USE GRAPHIC ORGANIZER TO TAKE NOTES Table Discussion: Guiding Questions  What big ideas did you identify from the video?  How do these big ideas relate to the current teaching practices in your school and classroom?

9. Shifts and Implications for PPS Grades 4-5 Shift 1: Increase Reading of Informational Text SF meets criteria for balance between literature and informational texts. Shift 2: Text Complexity for Grade 4-5 Grade 4 – 24/28 SF selections meet criteria Grade 5 – 25/27 SF selections meet criteria

10. Literary and Informational Texts in Reading Street 2008 Analysis Based on Main Selection Titles in Student Anthologies

11. Text Complexity in Scott Foresman

12. Shifts and Implications PPS Grades 4-5 Shift 3: Academic Vocabulary Scott Foresman includes explicit and systematic academic vocabulary instruction. Shift 4: Text-based Answers Questions at end of anthology selections need be revised to meet criteria of ELA CCSS. See Close Reading Lessons http://www.pps.k12.or.us/departments/curriculum/8431.htm

13. Shifts and Implications for PPS Grades 4-5 Shift 5: Increase Writing from Sources Teachers need to emphasize using evidence from texts when teaching informational, persuasive and research writing units. Additional units for opinion writing need to be included. Shift 6: Literacy Instruction in All Content Areas Intended for middle and high-school

14. NAVIGATING THE ELA CCSS DOCUMENT

15. Design, Organization & Key Vocabulary 1. Four Strands Reading Reading Literature (RL) Reading Informational Text (RI) Reading Foundational Skills (RF) Writing (W) Speaking and Listening (SL) Language (L) Strand Anchor Standard Grade- Specific Standard

16. READINGSPEAKING & LISTENING WRITINGLANGUAGE STRANDS

17. Design, Organization and Key Vocabulary 2. Anchor Standards (CCR – College & Career Ready Broad expectations consistent across grades and content areas Based on evidence about college and workforce training expectations

18. ANCHOR STANDARDS

19. Design, Organization & Key Vocabulary 3. Grade Level Standards Grade-specific end-of- year expectations Cumulative progression of skills and understandings One-to-one correspondence with Anchor standards

20. Grade-Specific Standards

21. Structure of the Standards 21 Strand Anchor Standard Grade-Specific Standard

22. Identify the Standard 22 RI. 4. 2 StrandGrade Standard Number

23. CCSS Treasure Hunt Work with a partner. Skim and scan the 4-5 Oregon ELA Common Core State Standards to complete the CCSS Treasure Hunt. (20 minutes) Check for Understanding. Using the Answer Key provided, work with your table to check your answers. (5 minutes)

24. I Can Statements Check for Understanding I can orally identify some of the ways I am already meeting the “Shifts” from Oregon ELA Standards to Common Core State Standards I can navigate the CCSS Standards document

25. Grades 4 & 5 ELA Common Core State Standards Next Session: January 21 Topic: Close Reading

26. Objectives for Module 2: Literature and Information Standards and Introduction to Close Reading Content Objectives Teachers will analyze the Common Core standards for Literature and Informational Text Teachers will examine features of Close Reading Language Objectives Teachers will read, write and discuss as they - familiarize themselves with the standards for Literature and Informational Text -examine the components of Close Reading and Text Based Questions/Answers

27. Standards for Literature and Informational Text Partner Activity: Use Graphic Organizer 1.Read Standards for Literature 2.Read and list verbs and key phrases on graphic organizer 3.Compare selected words with your partner 4.Repeat steps 1-3 with Standards for Informational Text 5.Identify similarities and difference between each corresponding standard of Literature and Informational Text

28. Common Core Shifts Shift 2. Text Complexity Shift 4. Text Based Questions/Answer. Close Reading of Texts

29. Close Reading of Text: Professional Reading “Closing in On Close Reading” Read the article and answer the embedded Text Based Question Table Discussion 1. Discuss your responses to the Text Based Questions 2. What strategies did you use?

30. I Can Statements Check for Understanding I can take notes on the differences and similarities in the RL and RI standards. I can answer text-based questions

31. Participants will:  become familiar with the increased emphasis on close reading and text-based questions and answers in Common Core classrooms  recognize examples and non-examples of text-based questions in Scott Foresman  write text-based questions for a Scott Foresman anthology selection or other text of their choosing Participants will:  examine Shift # 4 ( Text-based Questions and Answers) and it’s impact on classroom instruction by reading, writing and discussing Content and Language Objectives

32. Students who can comprehend and think more deeply about complex text Text-dependent Questions help readers dig deeply into the text to fully understand key ideas and central message of author Close Reading multiple reads of text to uncover layers of meaning Culminating Activities students write in response to reading using evidence to support their ideas Shifts in Comprehension Instruction COMMON CORE

33. http://engageny.org/resource/close-reading-strategies-with- informational-text-by-expeditionary-learning Video: Close Reading Strategies with Informational Text Debrief Activity 1.Highlight 3 positive comments to share 2.Highlight 1 challenge to share 3.Use 3 Step Interview (SIOP Strategy) See Handout Interview Questions: Tell me 1 or 2 things you thought were positive about this video. Tell me a challenge.

34. Students who can comprehend and think more deeply about complex text Text-dependent Questions help readers dig deeply into the text to fully understand key ideas and central message of author Close Reading multiple reads of text to uncover layers of meaning Culminating Activities students write in response to reading using evidence to support their ideas Shifts in Comprehension Instruction COMMON CORE

35. Why Text-Based Questions

36. Features of Text-based 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 large themes or events Focus on difficult portions of the text in order to enhance comprehension Focus on evidence –based answers instead of experienced –based answers Are worth asking

37. Part 1:  Read through the questions  With a partner, determine which questions are text-dependent  Sort questions into the appropriate columns Looking at Exemplar Questions

38. Represent the 3 sub-strand of standards? Key Ideas and Details Craft and Structure Integration of Knowledge and Idea (Vocabulary RI 4) Activity: Part 2 (CCSS pgs. 11 – 14) Identify Sub – strands of Text-Based/Text-Dependent Questions Additional Consideration Do my questions…

39. Evaluating and Writing Text-based Questions in Scott Foresman Teacher Activity: Choose selection from SF Evaluate comprehension questions in margins Revise and rewrite using Feature of Text-based/Text- dependent questions Planning Template

40. I Can Statements Check for Understanding I can write text-based questions and answers that address key ideas and details, craft and structure and integration of ideas

41. Content and language objectives Content Objectives  Participants will review and deepen their understanding of text- dependent questions  Participants will evaluate the Reader Response section following each anthology selection and write “Culminating Tasks” that align to the Common Core’s call for more depth & rigor in reading and writing Language Objectives  Through reading, writing, listening and discussion, participants will create ‘Culminating Activities ‘that reflect the rigor and depth of knowledge expected by the CCSS. Comprehension

42. Students who can comprehend and think more deeply about complex text Text-dependent Questions help readers dig deeply into the text to fully understand key ideas and central message of author Close Reading multiple reads of text to uncover layers of meaning Culminating Activities students write in response to reading using evidence to support their ideas Shifts in Comprehension Instruction COMMON CORE

43. Vocabulary of Oral Language versus Written Text 96% of spoken language is made up of 4,000 words To read complex text, you need a vocabulary of one million words Marilyn Adams. “Advancing Our Students’ Language and Literacy” The Challenge of Complex Texts.” American Education (winter 2010-2011) Comprehension

44. Academic Vocabulary Shift #6 Tier 1Tier 2 (Shift #6)Tier 3 Words most English- speaking students know Examples House, grocery, run, dog High utility, high frequency words most students do not know Appear frequently across a variety of domains Used by mature language users Examples devious, typical, nonchalantly) Low frequency, low utility words Examples nucleus, timbrel, Stratosphere

45. Increasing Rigor and Depth of Understanding by… Reasoning using supporting evidence Responding to tasks with multiple correct responses Solving problems and answering questions with multiple steps Using strategic thinking to plan and respond to task Comprehension

46. Culminating or Concluding Activity Demands that students write in response to the text and use evidence Relates to big ideas and key understanding Call on the knowledge and understanding acquired through text-based questions Asks students to identify the central message, theme or author’s intent using supporting evidence from the text Reflects one or more standard What does rigor look like?

47. Example: Culminating Activity 4-5 Culminating or Concluding Activity (Revision of Reader Response) Step 1: Review the author’s overall message or theme and Unit Concept, Weekly and Daily Questions Review Targeted Comprehension Skill & Strategy Step 2: Review features of Culminating or Concluding Activities Calls on the knowledge and understanding acquired through the text-based questions asked during repeated close readings Demands that students write in response to the text and use evidence Students are asked to identify the central message, theme or author’s intent using supporting evidence from the text Calls on students to restate new information in their own language. Step 3. Design and Write Culminating Activity 1.Using the graphic organizer, sequence the events of the story. 2.Does Jonathan understand what it means to be responsible? State your opinion, use reasons or evidence from the story to support your opinion. Use transition words to connect your ideas. Be sure to write a conclusion or ending sentence. Comprehension

48. Aligning Comprehension Instruction to CCSS Read through sample lesson Concept Questions Big Idea Text-based questions Culminating Activity

49. WORK TIME USING THE PLANNING TEMPLATE, WRITE TEXT- BASED QUESTIONS AND A CULMINATING ACTIVITY FOR A SELECTION YOU WILL BE TEACHING.

50. Students who can comprehend and think more deeply about complex text Text-dependent Questions help readers dig deeply into the text to fully understand key ideas and central message of author Close Reading multiple reads of text to uncover layers of meaning Culminating Activities students write in response to reading using evidence to support their ideas Shifts in Comprehension Instruction COMMON CORE