1. CHILDREN FIRST NETWORK 209 APRIL 8, 2011 KAREN HAYNES- INSTRUCTIONAL COACH CCSS RENEE MARIN- NETWORK SUPPORT SPECIALIST COMMON CORE STANDARDS READING AND WRITING INFORMATIONAL TEXTS

2. Setting the Stage For this Work Goal of Sessions: By the end of the 6 sessions, participants will have a deeper understanding of the expectations of the CCSS. Participants will understand how to make connections between reading and writing informational texts across grades. Participants will bring back instructional practices and engage students in learning experiences that will support them to meet exceed standards.

3. Session Outcomes By the end of this session participants will:  be introduced to the concepts of differentiated instruction, diverse learning styles and multiple intelligence theory.  reflect on their own learning styles and the impact on classroom instruction.  look at the essential elements of a curriculum map and identify how it guides instruction  create an assessment that is CCSS aligned and differentiated by product, process and content.

4. Our Norms for working together Notebook or Journal Active Participation: - Respectful communication -Freedom to ask for clarification -Freedom to push our “collective thinking” Application at School Level : -Take it back and make it yours -Share with colleagues -Try it and share with group

5. The Paint Problem You need to paint your living room. How much paint and supplies do you need?

6. The Barbeque Your principal has asked you to plan a barbeque for the staff at your school and their spouses/partners. Imagine that this is your first time event planning. How would you learn what to do?

7. Assessment Course You have been asked to enroll in a very complex college course on Assessing Readers. Your principal expects you to gather all the information presented so that you can train your colleagues at school. What will you do to ensure that you gather all the information and it well enough to share with others ?

8. What do you think your response to the scenario tells about your learning style?

9. How do you get to know your students’ learning styles? Does your learning style affect your teaching style? How do we alter our teaching to address our students’ learning styles?

10. Four Audiences

11. Multiple Intelligences Linguistic - Verbal Logical-Mathematical Musical Bodily-Kinesthetic Spatial-Visual Interpersonal Intrapersonal Nature Smart

12. Linguistic - Verbal ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.

13. Logical -Mathematical ability to use reason, logic and numbers. These learners think conceptually in logical and numerical patterns making connections between pieces of information. Always curious about the world around them, these learner ask lots of questions and like to do experiments. Their skills include: problem solving, classifying and categorizing information, working with abstract concepts to figure out the relationship of each to the other, handling long chains of reason to make local progressions, doing controlled experiments, questioning and wondering about natural events, performing complex mathematical calculations, working with geometric shapes

14. Musical ability to produce and appreciate music. These musically inclined learners think in sounds, rhythms and patterns. They immediately respond to music either appreciating or criticizing what they hear. Many of these learners are extremely sensitive to environmental sounds (e.g. crickets, bells, dripping taps). Their skills include: singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music

15. Bodily/Kinesthetic Intelligence ability to control body movements and handle objects skillfully. These learners express themselves through movement. They have a good sense of balance and eye-hand co-ordination. (e.g. ball play, balancing beams). Through interacting with the space around them, they are able to remember and process information. Their skills include: dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build, expressing emotions through the body

16. Visual/Spatial Intelligence ability to perceive the visual. These learners tend to think in pictures and need to create vivid mental images to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. Their skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.

17. Interpersonal Intelligence ability to relate and understand others. These learners try to see things from other people's point of view in order to understand how they think and feel. They often have an uncanny ability to sense feelings, intentions and motivations. They are great organizers, although they sometimes resort to manipulation. Generally they try to maintain peace in group settings and encourage cooperation. They use both verbal (e.g. speaking) and non-verbal language (e.g. eye contact, body language) to open communication channels with others. Their skills include: seeing things from other perspectives (dual-perspective), listening, using empathy, understanding other people's moods and feelings, counseling, co-operating with groups, noticing people's moods, motivations and intentions, communicating both verbally and non- verbally, building trust, peaceful conflict resolution, establishing positive relations with other people.

18. Intrapersonal Intelligence ability to self-reflect and be aware of one's inner state of being. These learners try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. Their Skills include: Recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others

19. Natural Intelligence ability to appreciate and understand nature. These learners can activate their naturalist intelligence by linking learning experiences to the natural world. They explore nature through field trips and camping to learn about things in their natural settings. Likes learning through the outdoors, animals and field trips. Their skills include: identifying and recognizing patterns and relationships in natural science. Recognizing their own connection to nature by applying science theory to life, recognizing and classifying plants, minerals, animals, etc., categorizing and collecting things, reading about explorers and enjoying studying plant parts.

20. What is Differentiated Instruction? A systematic approach to planning curriculum and instruction for diverse learners. The teacher in a truly differentiated classroom considers two factors: - The nature of the student - The essential meaning of the curriculum - Tomlinson

21. Pedagogy that is differentiated (Differentiated instruction) Differentiated instruction is “…modified instruction that helps students with diverse needs and learning styles master the same challenging academic content… through the use of varied material, varying instructional activities and varied assessment.” (Tomlinson, 2009) Differentiated instruction and goals are developed for students to directly address improving student achievement by addressing a learning challenge or a learning strength. QR Indicators: 1.2, 2.2, 3.2

22. If we understand who we teach and what we teach, we are more likely able to be flexible in how we teach.

23. 3 student characteristics to respond to Readiness Interest Learning Profile How ready are the students to jump in ? What does the student know, understand and can do today? What does this student enjoy learning about and doing? What is this student’s preferred mode of learning? How can a teacher help a learner to learn in the way they learn best and extend ways that they can learn effectively?

24. 5 elements that a teacher may modify/differentiate Content Product Process Affect Learning Environment

25. Content:Teachers should address the same concepts but adjust the degree of difficulty. The same concept can be explained in a way that comprehensible to a young child or in a way that challenges a Ph.D Candidate Examples: Videos, Books on tapes, Different texts on the same concept, genre, Ebooks Process:Teachers can modify activities that help students make sense of the ideas and skills being taught. Provide some students with more complexity and others with more scaffolding depending on their readiness levels Examples: Genre, Ebooks, Literature Circles vs. Reciprocal Teaching, Shared Reading vs. Independent Reading, Independent Research vs. Teacher made data folio Product:Teachers allow students to produce culminating projects that allow students to demonstrate and extend what they have learned. Different students can create products based on their readiness levels, interests and learning preferences. Examples: Interviews, Demonstrations, Persuasive Speech, Report, Debate, Media Product, Project, Film 1 2 3

26. Essential Principles of Differentiation 1. Good Curriculum Comes First 2. All tasks should be respectful of the learner 3. When in Doubt, Teach UP! 4. Use flexible grouping. 5. Become an Assessment Junkie 6. Grade for Growth (Value Added)

27. Curriculum Map Journey CCSS Reading and Writing Informational Text S.S. Scope and Sequence Content/Essential Question AssessmentsResources

28. Industrial Growth and Immigration- What is its impact on our state? – Grade 4 How does immigration impact change in a community?

29. Theme, Enduring Understandings, & Essential Questions for This Unit Content Understandings How Students will Demonstrate Their Understanding Standards- based Essential Skills & Concepts to be Targeted Throughout the Unit Strategies / Best Practices Used to Explicitly Teach the Skills & Concepts Resources for this Multi-Genre Unit Essential Question: Guiding Questions:  Why would people leave their homeland and start a new life in a foreign country?  What contributions did immigrants from various lands and creeds make to our nationhood?  What factors contributed to making life better or easier for some people and why ?  What was the impact of immigration on growth in New York ? 1. – Reasons for immigration- “push/pull” factors. The Melting Pot Metaphor. Reasons for immigration to New York, (Better living conditions, The Great Irish Potato Famine,Land acquisition financial gain, Forced migration war, politics, religion etc). 2.Immigrant experiences in New York (during travel, Ellis Island, life in America) 2.Contributions of immigrants (culture, recreation, food, language, skills) 2.What were/ are the effects of immigration/migration on New York City’s growth? Development of new buildings Mass transportation Building codes Public health laws Modern sewer and water systems Professional fire department Social impact of immigration/migration (labor movement and child labor) New York City neighborhoods as ethnic enclaves Summative Performance assessment (Reading and Writing) Group 1: Push /Pull Group Opinion Writing Create an argument supporting why an individual in a foreign country should OR should not consider coming to America to join you at the turn of the century (early 1900s). Be sure to: - select your stance and clearly state your opinion - support your opinion with evidence gathered during your research about the living conditions, opportunities and life in NYC at the turn of the century. Possible products: 1. A letter to a relative 2. An editorial/article in an “ old country” Newspaper Group 2: Immigrant Experience Group Narrative Writing Select one of Jacob Riis’ photographs that depicted immigrant life in the early 1900’s. Take on the persona of one of the subjects in the photograph. Write a narrative that tells the story of this person’s immigrant experience. Be sure to include details and facts from your research about: -Life in the “old country” ( reasons for leaving) -The Journey to America and Ellis Island experience - Life in America (integrating into a community, finding employment, conditions of home/work etc.) -Support our narrative with artifacts such as photographs Group 3: Life in America and Contributions of Immigrants Group ( Food, Culture, Language etc.) Informational Report Create an informational report to share with your classmates the contributions of immigrants to life in NY. Be sure to : - Decide on the organizational structure of your report. You may organize the text by immigrant group or by contribution or ABC structure, Question and Answer structure, Compare/Contrast etc.) - For each contribution, include facts, details, graphics, photographs to support your writing. Possible Products: An ABC Book, A digital photo book, Reading: R.I 4.1 R.I 4.2 R.I 4. 3 R.I.4.4 R.I. 4.6 R.I. 4.7 R.I.4.8 R.I. 4.9 R.I 4.10 Writing: W 4.1 W. 4.2 W 4.3 W 4.4 W.4.5 W 4.6 W 4.7 W 4.8 W.4.9 W 4.10 Speaking & Listening: SL 4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. SL 4.4 – 4.6 Activating Prior Knowledge Activities: Mosaic Brain Storming Activity Lists I’m Curious Gallery Walks RAN Charts Shared Immigrant Kids Unit 5 of SS Text I was Dreaming to Come to Memories from the Oral History Project Selected and Illustrated by Veronica Lawlor Guided Crossing Borders When Children Worked Taste of America Interactive Read Aloud When Jessie Came Across the Sea by Amy Hest Fire and Triangle Factory by Holly Littlefield Graphic Organizers Ran Charts Cause and Effect – Double Bubble Maps It Says, I think, SO… Anchor Text(s): Fire at the Triangle Shirtwaist Factory, Short Story/Memoir/Primary Source/Informational: I was Dreaming to Come to America Memories from the Ellis Island Oral History Project Selected and Illustrated by Veronica Lawlor ( Gp1) Realistic Fiction: When Jessie Came Across the Sea by Amy Hest ( Gp1) Informational Texts: Immigrant Kids by Russell Freedman ( Gp. 2.) Arriving at Ellis Island by Dale Anderson( Gp 1) If Your Name Was Changed at Ellis Island by Ellen Levine Amazing Impossible Eerie Canal by Cheryl Harness Unit 5: Growth in New York Social Studies Text Book Welcome Home by Lola Schaefer Coming to America: The Story of Immigration by Betsey Maestro When Children Worked by Robert Morales ( Gp2.) Taste of America by Melissa Whitcraft ( Gp2.) Crossing Borders: Stories of Immigrants by Thomas Lang Industrial Growth and Immigration- What is its impact on our state? – Grade 4 How does immigration impact change in a community ?

30. Creating a Learning Plan for a Unit WHERTOWHERTO Where are we headed – What’s the BIG IDEA? How do we HOOK students into the content? “THE TRUNK” Equipping students with learning experiences to explore the key ideas and issues ( timeframe _ whole to small group) Providing opportunities to revise thinking and rethink the content Tailor Content to needs of diverse learners Organize for effort( use of datafolios etc.)

31. Flow of The Unit Launch Introducing the BIG IDEA and content of the unit (EQ) Hook Lesson – The TRUNK Prior Knowledge Gallery Walk- To Activate Prior Knowledge and Build Curiosity/Inquiry around Immigrant Life in NYC 1890s-1910s Whole Group READ AND RESEARCH Film Clip- Triangle Shirtwaist factory Fire (RAN Strategy) Reading Informational Text – “Leap for Life, Leap of Death” – To build understanding of the impact of immigration on New York City safety and union laws Modeling and practicing Reading Strategies, Note-taking, researching skills Small Research Groups Students engage in group research around their topic/guiding question Students use datafolios created by teacher to view films, read text and gather evidence about the topic Students work to plan their writing and draft their writing piece based on their research Teacher works with students in small groups to set expectations for the text type being crafted ( provide mentor texts as exemplars, and provide feedback to students ) Group Presentation After students have completed their individual writing pieces. The group comes together again to collaborate by producing a presentation for the entire class that captures the big ideas of their group research. Each group presents to the class and addresses the essential question of the unit of study. This can be followed by individual reflection on the Essential Question and students may produce a final reflective entry.

32. Equipping Students with Learning Experiences- Whole Group Launch What was the impact of immigration on safety laws and regulations in New York?

33. The Trunk

34. To my wife, Toba, Every Thursday there is a ship sailing from Hamburg to New York. I wrote in the papers that Maier is 3 years old and Anna is 1. This, you will have to tell them in the office in Hamburg. You have to hold on to that ticket with the address of the travel agency. When you get off the train in Hamburg, a policeman will show you the way to the office. Everything from Hamburg to New York is prepaid. Do not pay any more. And should You have to pay any way, then ask for a receipt because in Hamburg they are all robbers and thieves. And my dear, take from home the kinds of things that do not spoil easily. Everything else you can get in Hamburg. Do what the others will do. And we will meet You in Castle Garden. All we need to know is when the ship sets sail from Hamburg. Even though You may have a hard time in Hamburg, You must manage somehow with the money You have because I am not able to send You any more. Otherwise You will have to remain in Europe longer. Let my father take You to the train and send You off. I shall be grateful to him. The end.

35. Why do you think this person left their country ? What can we infer about this person’s integration into American life (New York)? What do we want to find out about this person’s new life in America? How do you think this person feels about migrating to America? Discussion Prompts based on “The Trunk”

36. Gallery Walk  Walk with your group and look at the Jacob Riis photographs  Discuss the image of the picture (use prompts)  Capture your group’s thoughts on a post it note and leave it on the frame. (Any questions you have)

37. Watching The Triangle Shirtwaist Factory Fire VideoShirtwaist Watching The Triangle Shirtwaist Factory Fire VideoShirtwaist

38. What I think I know What was confirmed as I read? What NEW facts did I learn ? What MISCONEPTIONS surfaced as I read ? What wonderings do I still have? MY RAN Chart for the Triangle Shirtwaist Factory

39. What have the Students done so far? How does this address the CCSS? Students have engaged in groups over the course of several days. They have read related informational texts on the same content. They have explored the files in their datafolios to do research around the topic of the Triangle Shirtwaist Factory Fire.

40. Next Steps in the Unit They are going to work in groups to do research around specific content Students will be grouped by interest and by level of text complexity Students will conduct research around the Triangle Shirtwaist Factory Fire( insert 3 groups) using their datafolios Students will work toward a final product that you will share with them ahead of time. This product must assess their understanding of the content and address the grade level CCSS standards.

41. Task – Designing a Performance Task that is aligned to CCSS Working as a table team, determine roles for all of the members (readers, time keeper, scribe, etc.) Use the items in your data folio to learn more about the Triangle Shirtwaist Factory. Collectively determine the type of assessment that you can create for a class using the CCSS in Reading Informational Text or Writing. On Chart paper write the task you have assigned and the CCSS standard(s) you have addressed. “Students need to understand that their membership in a learning group means that they either succeed or fail—together. (Deutsch, 1962).

42.  AN INTER-DISCIPLINARY UNIT THAT YOU AND YOUR TEAM HAS PLANNED  ANY ARTIFACTS OF WORK YOU HAVE SHARED WITH YOUR CLASS/COLLEAGUES (BRAINSTORM MOSAIC, WORK AROUND THE THE CCSS TEXT COMPLEXITY TEXT SAMPLES, TEST PREP STRATEGIES OR CHARTS, ETC) Next Meeting: June 2 nd Linden Place