Welcome! Please take part in this Activating Strategy: DIRECTIONS: Place a Post-It (on each chart displayed around the room) in the area of the rubric that corresponds to your level of knowledge and expertise in reference to the Delaware Prioritized Curriculum and the Common Core State Standards.

Rubric for Posters Minnow-I have no experience in this area Sea bass- I have limited experience in this area Dolphin- I have adequate experience in this area Whale- I am an expert in this area

Whats in Your Toolbox? These are all of the items in Section Introduction section of the binder. 1. Agenda 2. Introduction Overview 3. Teacher Blackboard Directions 4. Activating Charts UbD vs. LFS

THE DELAWARE PRIORITIZED CURRICULUM & THE COMMON CORE STATE STANDARDS Component Two Train The Trainer Summer 2010 Denise DiSabatino AllenGregory Fulkerson Deb Hansen Library/Media/TechnologyWorld Languages Visual and Performing Arts Juley HarperCrystal Lancour April McCrae English Language ArtsMathematics Science Diana RoscoeDusty Shockley John Moyer MathematicsSocial Studies Science

Why Are You Here? Delaware is a participating member in the 48-state consortium focused on development and adoption of rigorous, K-12 Common Core Standards in English Language Arts and Mathematics You are here to receive training about the Delaware Prioritized Curriculum and the Common Core State Standards

What will you get out of this training? You will … receive an overview to the scope, purpose and implementation plan for proposed Delaware Prioritized Curriculum and the Common Core State Standards in ELA and Math following their adoption by the State Board of Education. learn about where to access the adopted Delaware Prioritized Curriculum and the Common Core State Standards on the DOE website. become familiar with the general format of the Delaware Prioritized Curriculum and the Common Core State standards.

What will you get out of this training? learn more about the Common Core Comparison that was completed to create a crosswalk between the existing Delaware Prioritized Curriculum and the Common Core State Standards. become familiar with the impact of the Delaware Prioritized Curriculum and the Common Core State Standards on the new DCAS state assessment in ELA and Math explore next steps related to the Delaware Prioritized Curriculum and the Common Core State Standards for planning for the upcoming years teaching and learning.

Race to the Top Scope of Work (SOW) Implement rigorous college and career ready standards and link with high-quality formative and summative assessments (SOW Areas 1, 2) Implement and provide training in rigorous new Common Core Standards, align grade- level expectations to guide curriculum

Necessary Transitional Steps: Prioritization of Standards Delaware employed LFS to help with prioritization-completed 2009 Adopt Common Standards Delaware has had necessary law in place since 1995 Delawares common standards are hosted online with Grade Level Expectations and recommended instructional units

Component One… Provides an overview of the scope, purpose, and implementation plan for the Delaware Prioritized Curriculum and the Common Core State Standards in ELA and Math Is a series of online modules using Blackboard ® Available July 16, 2010 Estimated to take 2 hours to complete _prit_comstandards.shtml

Do you have new staff members who may not have access to Blackboard? As you make changes with staff, just let us know via our help ,

Do you still want to register staff for Train the Trainer Sessions? Please contact Shervon Bolden for registration, , suites/staff/ci/de_prit_comsta ndards.shtml suites/staff/ci/de_prit_comsta ndards.shtml

Component 1 Modules Module A Introduction to the Delaware Prioritized Curriculum in ELA, Mathematics, Science and Social Studies and the Common Core State Standards for ELA and Mathematics Essential Question: What are the Common Core Standards and Prioritized Curriculum? Module A

Component 1 Modules Module B Prioritized Curriculum and Common Core State Standards and Comparisons Essential Question: How does the Prioritized Curriculum compare to the Common Core State Standards in ELA and/or Mathematics? Module B

Component 1 Modules Module C Impact of Standards Prioritization and Adoption of Common Core State Standards on the DCAS State Assessment Essential Question: How will adopting the Prioritized Curriculum and the Common Core State Standards impact DCAS? Module C

Component 1 Modules Module D Next Steps for Teaching and Learning Essential Question: How will the Prioritized Curriculum and the Common Core State Standards impact my next steps in planning for instruction? Module D

What is Component 2? A deeper discussion of the standards within each assessed content area. Secondary teachers and specialists will participate in a half-day session in their primary content area. Elementary teachers will be provided with a full-day equivalent of component #2, with coverage of all four assessed areas (English Language Arts, Mathematics, Science, Social Studies).

What is your role in Component Two? You will… receive a toolkit of materials needed to lead the trainings in your district and schools. lead the structured activities for Component Two in your district involve your teachers in a deeper discussion of the standards within each assessed content area. provide secondary teachers and specialists in your district/schools with a half-day session in their primary content area. provide elementary teachers with a full-day equivalent of Component Two with coverage of all four assessed areas (English Language Arts, Mathematics, Science, Social Studies).

Who are your facilitators? Delaware Center for Teacher Education ELA- Carol Vukelich, Bonnie Albertson, Chris Evans Math/Science- MSERC-Jon Manon and staff Social Studies- Fran OMalley Southern Delaware Professional Development Center (SDPDC) ELA- Tracy Hudson, Aleta Thompson, Patti Bunting, Ann Lewis Math- Molli Carter Science- John Moyer, April McCrae, Todd Dunnn Social Studies- Tim Young

Content Area Breakout Sessions

ELA Bonnie Albertson More….matching CCSS to DE standards 21

Next Steps for Teaching and Learning 22 Essential Question: How are DE ELA Prioritized Curriculum and the ELA Common Core State Standards aligned?

23 Reading Standards for Literature Standard 2 Standard 3 Standard 4 Reading Standards for Informational text Standard 2 Standard 3 Foundational Skills Standard 2 Standard 1 Writing Standards [Informative, Persuasive/Argumentative, Narrative] Standard 1 Standard 3 Standards for Speaking and Listening Standard 1 Language Standards Standard 1 Standard 2 CCSS Anchor Standards and Delaware Standards

Terms…. 24 COMMON COREDELAWARE Strands: 1.Reading Literature Informational Text Foundational Skills (K- 5) 2.Writing 3.Speaking/Listening 4.Language Standards: 1.Composing Written Oral 2.Reading 3.Research 4.Literature CCR [College/Career Readiness] Anchor Standards Performance Indicators [PIs] Grade Specific StandardsGLEs

More Terms…. 25 Topics: Reading Literary/Informational: Key Ideas & Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity Foundations (K-5) Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Writing Text Types and Purposes Production and Distribution of Writing Research to Build Knowledge Range of Writing Speaking/Listening Comprehension and Collaboration Presentation of Knowledge and Ideas Language Conventions in Writing and Speaking Vocabulary Acquisition and Use Topics: Delaware does not really have topics; however, here are some possible parallels – 1.Written and Oral Communication Purposes: Informative, Persuasive, Expressive Development Organization Word Choice/Style Sentence Structure Conventions 2.Reading Determining Meaning Interpreting Meaning Extending Meaning Connecting to Self 3.Research 4.Literature Determining Meaning Interpreting Meaning Extending Meaning Connecting to Self

Anticipation Guide True/False: The secondary match between CCSS standards and DE PIs is stronger than the elementary match. True/False: The weakest match between CCSS grade level standards and DE GLEs can be found at grade 4. True/False: Grade Level match between GLEs and CCSS grade level indicators is stronger at 5 th and 6-8 th grades Which of the content strand(s) has/have some kind of a weak match – literature, informational, reading foundations, writing, speaking/listening, language? Which of the content strand(s) has/have the strongest match – literature, informational, reading foundations, writing, speaking/listening, and/or language? 26

ELA Common Core State Standards Analysis % It doesnt get any better than that!

28 K Exc.71%65%79%88%90%92%97% 96% Good26%35%21%10%9%6%3% 4% Weak3%1% CCSS match to DE PIs

Grade Level match between GLEs and CCSS grade level indicators 29 K CC standard appears before it does in DE 18%11%4%3%1%0% CC standard appearing after it does in DE 0%21%1%2% 0% Same82%68%95% 98%99%

CCSS match within content strands – 30 ELA strandsExcellentGoodWeak Literature91%9% Informational94%5% Reading Foundations (K- 5) 75%25% Writing100%0 Speaking & Listening 98%2% Language76%22%2%

Anticipation Guide True/False: The secondary match between CCSS standards and DE PIs is stronger than the elementary match. True/False: The weakest match between CCSS grade level standards and DE GLEs can be found at grade 4 True/False: Grade Level match between GLEs and CCSS grade level indicators is stronger at 5 th and 6-8 th grades Which of the content strand(s) has/have some kind of a weak match – literature, informational, reading foundations, writing, speaking/listening, language? Which of the content strand(s) has/have the strongest match – literature, informational, reading foundations, writing, speaking/listening, and/or language? 31

Segment 1 Essential Question How will Race to the Tops (RTTTs) focus on the Common Core State Standards (CCSS) inform teaching and learning in Delaware? Treasure Hunt

Treasure Hunt-Numbered Heads Count of by 1s and 2s 1s locate the answers to the odd numbered items 2s locate the answers to the even numbered items Be prepared to share

Find Someone who Knows At the signal get up and move around the room to find individuals who know the answers to items you did not complete. Discuss those items and be ready to share out.

Common Core Comparison-Multiple Match Common Core Standard Delaware ELA GLE Grade Difference MatchNote CC.3.W.2.c Text Types and Purposes: Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. DE.3.1(WO).1/2/3.41 Organization: Persuasive Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3] 0 3 = Excellent match between the two documents DE refers to linking words as transitional words or phrases DE.3.1(WO).1/2/3.46 Organization: Informative Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3] 0 DE.3.1(WO).1/2/3.51 Organization: Expressive Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3] 0 Segment 1 Train the Trainer, Juley Harper, July

Common Core Comparison-No Match Common Core Standard Delaware ELA GLE Grade Difference Match Note CC.3.R.F.3.b Phonics and Word Recognition: Decode words with common Latin suffixes. DE.6.2(Rea).1.1: Vocabulary: Identify and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g., bio, derm, anti, graph, tele) [Grade Level 6] -3 1 = Weak match. Major aspects of the Common Core not addressed. Greek and Latin (specifically) begin in Gr. 6 in DE. Segment 1 Train the Trainer, Juley Harper, July

Reading Standards for Literature Standard 2 Standard 3 Standard 4 Reading Standards for Informational text Standard 2 Standard 3 Foundational Skills Standard 2 Standard 1 Writing Standards [Informative, Persuasive/Argumentative, Narrative] Standard 1 Standard 3 Standards for Speaking and Listening Standard 1 Language Standards Standard 1 Standard 2 CCSS Anchor Standards and Delaware Standards Segment 1 Train the Trainer, Juley Harper, July

CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges. Segment 1 Train the Trainer, Juley Harper, July

How do we read the CCSS? CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges. DE.2.4 (Lit).4.a.1: Read stories and relate characters experiences to shape own decisions by asking questions: * I felt like that character when I…* If that happened to me, I would…* I can relate to that character because one time… CC=Common Core 2= Grade R= Reading L=Literary 3=3 rd bullet DE=Delaware 2= Grade 4.4a=Standard and Performance Indicator Lit=Literary 1=1 st bullet Segment 1 Train the Trainer, Juley Harper, July

How do the two standards align? CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges DE.2.2(Rea).4bL.2 Identify other characters in a story or in a poem DE.2.2(Rea).4d.1 Retell a story, identifying the main characters and major events in a literary text DE.2.2(Rea).4g. Make connections between ideas/ characters in stories (e.g., what story that we have read does this remind me of?) DE.2.2(Rea).4g.2 List similarities and differences between ideas/characters in text(s) DE.2.4(Lit).4a.1 Read stories and relate characters' experiences to shape own decisions by asking questions: * I felt like that character when I.... * If that happened to me, I would.... * I can relate to that character because one time.... DE.2.4(Lit).3a.2 Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities DE.2.2(Rea).6a.2 Explain personal connections to the topics, events, characters, and actions in texts Segment 1 Train the Trainer, Juley Harper, July

Burning Question With your partner discuss any AHA or OH NO thoughts you had during this segment of training. What questions/observations do you have regarding the ELA Common Core State Standards?

Segment 2 ELA EQ: How are the DE Prioritized Curriculum and the CCSS alike and different? Anticipation Guide (or Make a Match) Find Delaware KUD Gr. 2 and 7 Text Features and Text Structures in Segment 3 Section in notebook. (Color Coded) Move to follow Anticipation Guide Segment 2

CCSS/DE ELA Prioritized Curriculum KUD Text Structures and Text Features 1s Examine Gr. 2 KUD 2s Examine Gr. 7 KUD Look for similarities and differences between CCSS (on the left) and the DE PIs (on the right)

T-Chart On the T-Chart in your binder work with your partner to record your observations about the similarities and differences between the CCSS and DE Prioritized Curriculum –Specific to Text Structures at the 2 nd and 7 th levels.

Give One Get One Meet with at least two other pairs to add two similarities or differences to your T- Chart.

Explanation of KUDs and Color-Coding of KUDs Red- Knowledge (Know s ) Blue-Skills (Do s ) Purple-Concepts (Understand s )

A More Detailed Comparison Contrast Create a foldable 1. Fold a sheet of paper into 6 sections 2. Label each left hand box (front and back) with the following categories: a. Organizational format b. Goal of each document c. Specificity of the skills, knowledge understandings at each grade level d. Text recommendations e. Scope and Sequence for language instruction f. Early Reading Standards

Work in Pairs With your partner look through both of these documents and record your observations about each Left –CCSS Right- DE Prioritized Curriculum Pair Square to Share

Now What do You Think? Revisit Anticipation Guide

Common Core Standards Component 2 Segment 3: Comparing CCSS/DE and district curriculum Summer, 2010

Verb Sort With your partner arrange the verbs in the first envelope from lower to higher cognitive level. Now match the definitions in the second envelope to the appropriate verb. Discuss with your partner any revisions you want to make to the cognitive order Summarize by using a physical array.

CCSS Standard 5 Decode this Standard and 4 th Grade Expectation What does it mean? Anchor Standard Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole. Grade 4 [Informational] Describe the overall structure (e.g., chronology, comparison, problem/ solution) of events ideas, concepts, or information in a text or part of a text)

DECODE the standard Content: text structure Task (cognitive demand) –Anchor standard – analyze –Grade level standard - describe

CCSS Standard # 5Delaware Performance Indicator/GLE Anchor Standard: Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole. PI 2.4.b I/T Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.-E Grade 4 - Reading Informational text: Reading Craft and Structure [Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text) 2.4.bI/T Grade 4 GLE Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text-E Identify text structures in informative/ technical texts (e.g., sequence/ chronological order, classification, simple definition, simple process, description, comparison, problem/ solution, simple cause/effect)-I

CCR Anchor Standard for Reading DE Performance Indicators Reading Craft and Structure (#5) - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole. 2.4.b I/T Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.-E CCR – Grade Level Reading StandardDE 4 th Grade Level Expectations Grade 4 [Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text) Grade 3 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Grade 5 - Compare and contrast the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information overall structure in two or more texts. 2.4.bI/T Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text-E Identify text structures in informative/ technical texts (e.g., sequence/ chronological order, classification, simple definition, simple process, description, comparison, problem/ solution, simple cause/effect)-I

KUD KNOWUNDERSTANDDO Various text structures: sequence/chronological order, classification, definition, process, description, comparison, problem/ solution, simple cause/effect, conflict/resolution Various text features: title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices, key words, sidebars, hyperlinks) Difference between informative, technical, and literary texts Difference between text structure and text feature Relationships between parts of text and whole text (as indicated by text features and structures) Genre characteristics Parts of a text: a section, chapter, scene, or stanza Recognizing how a text is structured is one key to making meaning from text. Text features help the writer chunk and organize the information so readers can deconstruct the text. Understanding genre characteristics works as an advance organizer for reading comprehension. When readers know what to expect from text, they can more easily make sense of what they read. Authors choices of structures, features, etc. control the message and the readers perceptions. Identify genre Identify text type: literary vs. informative/technical Identify text features Identify text structures Identify texts purpose and message Analyze/make connections between text features/sections and the texts purpose/ message Analyze/make connections between authors choice of text structure and the texts purpose/message Make predictions about text based on text features and text structures Explain how structure and/or features enhance texts purpose/message Identify how the message/purpose would be different if different features/structures were used. Describe the relationship between text organization and development of ideas Describe the relationship between form/structure and meaning in text

CCSS Standard # 5Local School District Curriculum Anchor Standard: Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole. New to grade 4 Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) Carry-over or review Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text. Identify text structures in informative/technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect) to make meaning of text. Grade 4 - Reading Informational text: Reading Craft and Structure [Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text)

CCSS Standard # 5Local School District Curriculum Anchor Standard: Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole. New to grade 4 Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) Carry-over or review Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text. Identify text structures in informative/technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect) to make meaning of text. Grade 4 - Reading Informational text: Reading Craft and Structure [Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text) Grade 3 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Grade 5 - Compare and contrast the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information overall structure in two or more texts.

Anthology list of grade 4 skills/strategies TitleGenreSkill/Strategy Inside OutRealistic FictionCompare/Contrast text structure Satchel PaigeBiographySequence Exploding AntsExpository nonfictionGraphics/charts Mystery of St Matthew Island Case StudyText Structure/sequence Journey to the Center of the Earth Science FictionProblem/Solution text structure Special Effects Film and TV Expository NonfictionGraphics Jane Goodalls WildlifeExpository NonfictionComparison/text structure

Alignment Continuum Decide with your partner how you would score this districts curriculum segment on text features and text structures to the CCSS Standard 5 at the 4 th grade level. Mark your decision in the appropriate box on the continuum. (Question 1)

Elementary/Secondary Expert Groups In your groups, you will be examining how a districts curriculum might or might not be aligned with the CCSS. Elementary CCSS Standard 5, districts 3 rd grade curriculum Secondary CCSS Standard 9, districts 10 th grade curriculum or CCSS Standard 1, districts 8 th grade curriculum

Step 1: Decode CCSS Anchor and GLE What is the content requirement (focus of the standard-inferencing, comparing and contrast, point of view, etc? What is the cognitive demand at that grade level (note verb used)?

Step 2: Compare the DE and CCSS standards and GLES Is there a content match? If so, how close is it? What differences are there? How important are those differences? Is there a cognitive level match? What differences are there and how important are those differences?

Step 3: Compare the districts recommendations with the CCSS Is there a content match? If so, how close is it? What differences are there? How important are those differences? Is there a cognitive level match? What differences are there and how important are those differences?

Alignment Continuum Decide with your group how you would score this districts curriculum segment in relation to its alignment with CCSS. Mark your decision in the appropriate box on the continuum. (Question 2)

Alignment with CCSS This is the process you would use to determine your districts curriculum alignment with CCSS

NAEP Framework for Reading GRADELiteraryInformative 450% 845%55% 1230%70% The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K-5, the Standards follow NAEP's lead in balancing the reading of literature with the reading of informational texts, including texts in history/ social studies, science, and technical subjects. In accord with NAEP's growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6-12 ELA requires much greater attention to …informational text…

Grade 4 TitleGenreTitleGenre Because of Winn-Dixie Story Realistic The Houdini Box Story Hist Fiction Lewis and Clark and Me Story Fantasy Encantado: Pink Dolphin of the Amazon Informational Grandfathers Journey Story Hist Fiction The King in the KitchenDrama The Horned Toad PrinceFairy TaleSeeker of KnowledgeBiography Letters Home from Yosemite Story: Narrative Non- Fiction Encyclopedia Brown Story Realistic Fiction What Jo DidStory Sailing Home: A Story of a Childhood at Sea Story Hist Fiction Coyote School News Story Hist Fiction Lost City: The Discovery of Machu Picchu Story: Narrative Non- Fiction Grace and the Time Machine Play Amelia and Eleanor Go for a Ride Story Hist Fiction Marven of the Great North Woods BiographyAntarctic JournalJournal So You Want to be President InformationalMoonwalk Story Science Fiction Stranger Story Fantasy My Brother MartinBiography Avelinas WhalesPhoto EssayJim Thorpes Bright PathBiography How Night Came from the Sea Traditional TaleHow Tia Lola Came to Stay Story Realistic Fiction Eye of the StormInformational To Fly: Story of the Wright Bros Biography Great Kapok TreeStory Fantasy The Man Who Went to the Far Side of the Moon Story: Narrative Non- Fiction

CCSS Exemplars for Grades 4-5 Alices Adventures in Wonderland by Lewis Carroll (1865) Casey at the Bat by Ernest Lawrence Thayer (1888) The Black Stallion by Walter Farley (1941) Where the Mountain Meets the Moon by Grace Lin (2009) Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger (1992) Hurricanes: Earths Mightiest Storms by Patricia Lauber (1996) A History of US by Joy Hakim (2005) Horses by Seymour Simon (2006) Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by Sy Montgomery (2006) Zlateh the Goat by Isaac Bashevis Singer (1984)

Range of Text Types for K–5 Stories: Includes childrens adventure, stories, folktales, legends, fables, fantasy, realistic fiction, and myth Dramas: Includes staged dialogue and brief familiar scenes Poetry: Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Literary Nonfiction and Historical, Scientific, and Technical Texts: Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed

Work with a partner How aligned are the local districts text/passages with the requirements of this CCSS standard?

Questions: Do the range of genre match recommendations? Do the percentages of fiction and nonfiction match? Is the complexity of the readings similar to the complexity of the CCSS exemplars? In other words, would reading these works prepare students for reading the CCSS exemplars?

Alignment Continuum Decide with your group how you would score this districts texts/passages/book lists with the requirements of the CCSS. Mark your decision in the appropriate box on the continuum. (Question 5)

Alignment checks….. Look for matches between your curriculum and both Common Core and DE standards. Look for a match in both CONTENT and COGNITIVE demand. If your curriculum appears to be misaligned with Common Core, check grade levels before and after – some vertical tweaking may be indicated. Use Common Core Text Complexity and recommended text types/exemplar guidelines to evaluate the appropriateness of your reading selections.

Alignment Continuum Now predict how well aligned your curriculum and text/passages/book lists might be with the CCSS. Mark your decision in the appropriate box on the continuum. (Question 3 and 4)

Pass the Problem Each table or group gets a different problem, written across the TOP of the paper and they must brainstorm (collectively, as a group) a possible solution. They get 2 minutes to find a solution. They write their solution at the BOTTOM of the paper and then fold their paper (from the bottom) so that the next group gets their problem but cannot see the proposed solution(s). The second group writes their solution (without seeing the previous groups solution) on the exposed flap; after 2 minutes they fold again and pass to next table. Final group (usually 4 rounds is about enough) synthesizes all solutions into one and reports out.

Exit Ticket