1. What CCSS is NOT … just having students read and write more … assigning more vocabulary words to look up and write definitions for …asking the same old questions from NCSCOS using more NF. … giving students Venn diagrams and sentence diagramming assignments in social studies to “integrate” …assigning more writing where the teacher edits, grades, and files it in a portfolio.

2. “Reading like a detective, writing like a reporter.”

4. 4 Using a 50/50 Balance of Fiction and Nonfiction Shift #1 High Quality Texts in a Wide Variety of Genres...especially

5. What the Student Does… *build content knowledge through reading high quality texts *finds evidence *exposed to the world through reading *handles primary source documents *makes connections across disciplines What the Teacher Does… *provides students with 50/50 fiction/nonfiction text balance *scaffolds informational texts *models the use of a variety of comprehension strategies *teaches through and with informational texts by having students read the text and not just summarize or lecture an overview of it SHIFT #1 50/50 Fiction and Nonfiction…Variety of Genres

6. Shift #2 Reading &Writing Grounded in the Text 6 Text-based Evidence Writing from Sources

7. Shift #2

8. What the Student Does… *Finds evidence to support their answer *Creates their own judgment or opinion from facts in the text *Reads text more than once Compares multiple sources What the Teacher Does… *Facilitates text based questions and gives students time to write about texts *Encourages students to spend time in the text and reread *Uses questioning to help students analyze the text *Provides opportunities for students to argue a point and share their conclusions and opinions SHIFT #2 Reading and Writing Grounded in the Text

9. “Because“… is the magic word because it tells everyone where your answer is coming from, it's not your answer, it's the reason for your answer, it's the evidence for your inference, or the schema for your predication. Teachers model how to ask questions and show thinking! SHIFT #2—Text Evidence

11. Shift #3 Regular Practice with Complex Texts and its Academic Vocabulary 11 Academic – Tier 2— Vocabulary Tier 3: Precision Vocabulary Tier 2: Descriptive Vocabulary Tier 1: Basic and General Vocabulary Text Complexity

12. What the Student Does… *Rereads (K will listen!) *Able to work through frustration when engaged with challenging text-reading or listening. *Uses academic vocabulary and content specific vocabulary when answering or retelling. *Learns and uses new vocabulary from text read What the Teacher Does… *Exposes students to complex text in a variety of genres *Uses shorter texts and teaches students power of rereading and models strategies for reading complex text. *Provides scaffolding and strategies for accessing high level text *Fewer words more deeply SHIFT #3 Text Complexity and Academic Vocabulary

13. SHIFT #3—Complex Text and Academic Vocabulary

14. Tier 2 Words How to determine which words to teach: Examples 1) surface 2) package 3) lean 4) distance 5) mostly 6) certain 7) lost 8) 9) 10) 11)  Students are likely to see the word often in other texts and across domains/content areas.  The word will be useful in students’ writing.  The word relates to other words or ideas that the students know or have been learning.  Word choice has significance in the text.  The context of the text does not provide enough information for students to infer the meaning of the word.  The word has multiple meanings that are high frequency. SHIFT #3

15. General Understandings in K-2 Retell the story in order using the words beginning, middle, and end. SHIFT #3 Text and Academic Vocabulary

16. Key Details in K-2 How long did it take to go from a hatched egg to a butterfly? What is one food that gave him a stomachache? What is one food that did not him a stomachache? SHIFT #3 Text and Academic Vocabulary

17. Vocabulary in K-2 How does the author help us to understand what cocoon means? SHIFT #3 Text and Academic Vocabulary

18. Author’s Purpose in K-2 Who tells the story—the narrator or the caterpillar? SHIFT #3 Text and Academic Vocabulary

19. A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

20. Inferences in K-2 The title of the book is The Very Hungry Caterpillar. How do we know he is hungry? SHIFT #3 Text and Academic Vocabulary

21. Opinions and Intertextual Connections in K-2 Narrative Is this a happy story or a sad one? How do you know? Informational How are these two books similar? How are they different? SHIFT #3 Text and Academic Vocabulary

22. Old Style of Questions New CCSS of Questions What are some differences you notice in the new questions? SHIFT #3 Text and Academic Vocabulary

23. How do to tempt students into reading hard text for long periods?? Set up situations in which students need information, cool science experiment—they have to read to do! Set up an earthworm box or tadpole tank-only students who get their “license” by answering questions from complex text can care of the creatures! Leave out magnets and items to experiment with as well as texts/articles about magnets. Articles about weird, scary, gross, surprising topics! HOW CAN YOU DO THIS IN YOUR CLASSROOM? 23

24. Shift #1 Read 50/50 F/NF Digging Deep! Close reading in all genres! Expository Persuasive Narrative Shift #2 Text Evidence Shift #3 Complex Text & Tier 2 Vocabulary Teaching the READER, not the reading!

25. http://pcskindergarten.pbworks.com http://pcs2ndgrade.pbworks.com http://pcs3rdgrade.pbworks.com http://pcs4thgrade.pbworks.com http://pcs5thgrade.pbworks.com http://pcsesccpd.pbworks.com Wiki Online Sharing PCS Wiki’s Common Core Resource Page Curriculum Maps

26. Instructional Planning Checklist (Unit/Lesson Plan)  Has Essential Question(s) –  Has Essential Understandings (The student knows/understands)  Has Strategic Interdisciplinary Connections (all contents areas plus the arts)  Clearly Identifies the Learning Outcome (What the student can do )  Has Pre-Assessment(s)  Has Formative Assessment(s) with Learning Targets  Clear Connection to Summative Product/Assessments  Has Rubrics Connected to Summative Product/Assessments with specific skill goals based on assessment results  Has differentiation  Has engaging activities connected to accomplish the Summative Product/Assessment  Has resources clearly identified and connected to Common Core/Essential Standards using 21 st  Century Skills/Future Ready Skills Includes purposeful writing Uses self-directed, collaborative and group leaning/sharing

27. Long Term Planning Best Practices Has a balance of fiction and nonfiction Has no less than 20% of complex text with close reading Has daily opportunities for critical thinking and problem solving skills Includes Active Learning Strategies to promote student engagement Has a variety of instructional methods to meet the Learning Styles of students Holds students to High Expectations Has the opportunity for self-directed, collaborative and group leaning/sharing

28. Lesson Plan Checklist Small Group Sorting Activity Answer Key Next Slides—click forward after groups finish

29. Essential Question How can I solve problems? What can I learn from books? Common Core/Essential Standard RL K.1 With prompting and support, ask and answer questions about details in a text. Essential Understandings Ask questions Answer questions Give details Listening for information Learning Outcome SWBT : *answer and ask questions about who, what, where, when questions about a story *draw a picture to show who was in the story. *tell what the story was about. *draw or tell what happens next. Pre-Assessment Alphabet checklist, Letter-sound checklist Book and print assessment NC Phonemic Awareness Assessment Aimsweb (LNF, LSF) Drawings Kindergarten

30. Formative Assessment Individual conferences Peer conferences Teacher observations Small group observations, Drawings, think-pair-share Summative Assessment Alphabet checklist Letter-sound checklist Book and print assessment NC Phonemic Awareness Assessment Drawings Differentiation Individualized instruction and support (providing instruction on their level: leveled books, multiple readings of familiar books, pre- reading strategies, small groups) Peer-partnerships/buddy reading Resources w/21 st century skills/ Future Ready United Streaming/ Youtube video, Tumblebooks, Global connection projects Purposeful writing journals, grocery lists (writing integrated centers), Real world connections Kindergarten

31. First Grade Essential Question How are people and animals important to one another and our community? Common Core/Essential Standard RL 1.1 Ask and answer questions about key details in a text. Essential Understandings Character/setting/events Cause/effect Sequence How to ask questions Locating text evidence Learning Outcome SWBT Ask and answer questions about character, setting, and events (details, cause/effect) and sequence beginning, middle, and end. SWBT complete a story map identifying character, setting, and major events Pre-AssessmentDRA Fresh Reads AimsWeb Story map

32. Formative Assessment Class discussion/observations (questions) Dry Erase Boards Conferences and Interviews Story map (whole/partner/independent) Summative Assessment Skill specific assessment Multiple Choice/Open ended response with rubric Story map (independent) with rubric Differentiation Guided reading groups Different leveled sight words/vocabulary Scaffold/Choice literary stations Word banks for story mapping Question prompt cards (teacher-created) Resources with 21 st century skills/Future Ready Visual Presentations using flip cameras/iPads Global connection projects Purposeful writing Interactive notebooks (two column notes: text/think) Open ended response with evidence from the text Real world connections First Grade

33. Essential QuestionHow can we learn from exploring places and things? Common Core/Essential Standard RL 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Essential Understandings Character/setting/events Cause/effect Sequence How to ask questions Locating text evidence Learning OutcomeSWBT Ask and answer questions about details about the character, main idea (who, what, where, when, why, how) SWBT complete a story map identifying character, setting, and major events SWBT create a character map Second Grade

34. Pre-Assessment Aimsweb, Spelling Pretest, STAR, Story map Formative Assessment Class discussion/observations (questions) Dry Erase Boards Conferences and Interviews Story/Character map (whole/partner/independent) Summative Assessment Weekly Vocabulary, Spelling, Comprehension Tests Open ended tests using rubric Story map/Character Map (independent) Differentiation Spelling Tests/Vocabulary (modified/challenged) Read Aloud Weekly Tests Word Bank for open ended/graphic organizers Word banks for story/character mapping Question prompt cards (teacher-created) Resources w/ 21 st century skills Visual Presentations using flip cameras/IPADS/ Global connections Purposeful writing Interactive notebooks/two column notes (text/thinking) Open ended response with evidence from the text Real world connections

35. Click on Wiki Links below to show sample weekly or unit templates— you can also pull up examples of your own unit to share. http://pcskindergarten.pbworks.com http://pcs2ndgrade.pbworks.com http://pcs3rdgrade.pbworks.com http://pcs4thgrade.pbworks.com http://pcs5thgrade.pbworks.com http://pcsesccpd.pbworks.com

36. Teachers will be working on writing rubrics together as a county by grade levels on the first PD day – September 28 th. They will need to bring a class set of writing papers to grade with the rubrics they create that afternoon!