MS ELA COMMON CORE PD August 21, 2012

Our Objectives  Review the ELA Common Core strands, clusters, and standards  Practice matching literature with the CC Standards  Gain an understanding of the 3 Instructional Shifts with teaching the CC Standards  Gain knowledge and practice in creating text dependent questions  Receive background information and knowledge of the GCS Pacing Units and their design  Begin lesson planning for Unit 1

BINGO REVIEW GAME

Understanding the CC Anchor Standards for Reading using text  Skim through the book to gain a basic understanding of the text format

Key Ideas and Details Cluster  What the text says.  Students read for meaning across a story

R.CCR.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.  Independently read the first section about Courage, look for key details in the text.  With your partner, turn and talk recounting what happens in the text.

R.CCR.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. R.CCR.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.  Return to the first section (Courage) and discuss with your partner: What is this story beginning to be about?

Craft and Structure Cluster  How the text says it  Craft, Structure, and Meaning are all interconnected

R.CCR.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. R.CCR.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. R.CCR.6 Assess how point of view or purpose shapes the content and style of a text.  Return to the first section (Courage) and consider the following then share with your partner:  Which words contribute to the story's meaning and tone?  How do portions of this text relate to each other and the whole?  How does point of view shape the content and style?

Integration of Knowledge and Ideas cluster  Students develop tools to think across text sets

R.CCR.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. R.CCR.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (Applies to informational texts.) R.CCR.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take Consider with your partner, What texts could you consider alongside this text to deepen your understanding and thinking?

CC Reading Standards Reflection  Based on this activity of linking what the standard wants our students to be able to do with a complete piece of text, how has your understanding of these standards changed? Share you thoughts with your partner.

Shifting Gears  The CC Standards leads to Instructional Shifts

Shift One  Building knowledge through content-rich nonfiction and informational text

Shift One- The thinking behind the shift  Much of our knowledge base comes from informational text.  Informational text makes up a vast majority of required reading in college/workplace.  It is harder to comprehend than narrative text  YET…students are asked to read very little of it in elementary and middle school.

Practice 1. Closely read and annotate Shift One in the brochure. 2. How will this shift translate in terms of classroom instruction? Review examples. 3. What changes might this shift bring to your classroom/school/district? Complete the lined section of the brochure. 4. Discuss with a partner.

Shift Two  Reading and writing grounded in evidence from the text

Shift Two- The thinking behind the shift  Ability to cite evidence differentiates student performance on NAEP  Most college and workplace writing is evidence- based and expository in nature (not narrative).

Practice 1. Closely read and annotate Shift Two in the brochure. 2. How will this shift translate in terms of classroom instruction? Review examples. 3. What changes might this shift bring to your classroom/school/district? Complete the lined section of the brochure. 4. Discuss with a partner.

Shift Three  Regular practice with complex text and its academic vocabulary

Shift Three- The thinking behind the shift  The gap between complexity of college and high school texts is huge.  What students can read in terms of complexity is the greatest predictor of success in college (ACT study).

Practice 1. Closely read and annotate Shift Three in the brochure. 2. How will this shift translate in terms of classroom instruction? Review examples. 3. What changes might this shift bring to your classroom/school/district? Complete the lined section of the brochure. 4. Discuss with a partner.

Summarizing the Shifts 1. In small groups, choose one of the three instructional shifts. Write a brief summary for the chosen shift. 1. Go to this website: Create a voki that will share you summary.

Text-Dependent Questions and Evidence-Based Answers  Independently read and annotate the Excerpt from: “Deeper Reading” and “Text-Dependent Questions” by Christina Hank

Text-Dependent Questions  How does Christina Hank define Text-Dependent Questions?

Text-Dependent Questions  How do we recognize a good text-dependent question?

Text-Dependent Questions  Why does Christina say we need to engage in a “different kind of planning”?

Text-Dependent Questions  How has Christina’s questioning changed?

Modeling Text-Dependent questions with

Text-Dependent Questions Demonstration  Review the Courage section of the text  What does the word “surfaced” mean in this text? Why do you think the authors chose this word? (pg. 3 of the Courage section)

Text-Dependent Questions Demonstration  The text begins with: “There once was a curious bird who wondered, What can a small bird be? Why do you think the authors chose to begin the text with this question?

Text-Dependent Questions Demonstration  What is the meaning of “courage” and how does the Tortoise demonstrate “courage” in this text?

Text-Based Answers  Text-based evidence facilitates rigorous evidence- based discussions and writing through specific, thought-provoking questions about common texts (including, when applicable, illustrations, charts, diagrams, audio/visual, and media).

Matching Activity  Directions: Yellow cards: Sort the QUESTIONS (yellow cards) into two categories: example and non- examples of text-based questions.

Did you sort out these non-examples? Non-Examples Have you ever been bullied? The Bird says to Toroise, “And you showed yourself, too. “Describe a time when you showed yourself you could do something. The Tortoise demonstrates courage with Bird’s help. Why is courage an important character trait to have?

Matching Activity Continued…  GREEN CARDS:  Align the STANDARDS (green cards) with the QUESTIONS (yellow cards)

QuestionsStandards What does the word Surfaced mean in this text? Why do you think the authors chose this word? L.8.4 Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 6 reading and content, choose flexibly from a range of strategies. a. Use context as a clue the meaning of a word or phrase. The text begins with: There once was a curious bird who wondered, What can a small bird be? Why do you think the authors chose to begin the text with this question? RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. What is the meaning of courage? How does Tortoise demonstrate courage in this text? RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone. RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

QuestionsStandards What evidence is there that shows Bird wondering, “What can a small bird be?” and working on a solution? LRL.6.3 Describe how a particular story’s or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. What evidence shows that the crows are bullying the Tortoise? What is Bird’s response? RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. What words or phrases does the author choose to persuade you that the crows are bullies? RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting or plot.

Creating Text-Dependent Questions  Using the read aloud text you brought with you today, create a few examples of text-dependent questions.

Creating Text-Dependent Questions  Share the text-dependent questions you created with a partner.

Morning Reflection  Using a sticky note, jot down 2-3 things that you have gained from the morning activities.  Share your thoughts with a partner.  On your way out the door, place your sticky note on the chart.