1. The ELA Common Core Journey... Claire Wick Yvonne Harness Sept. 19, 2013

2. Welcome Back! Video clip (Motivation – Justin)

3. Today’s Goals To deepen understanding of teaching and learning with the ELA Common Core Standards for K-5 To debrief and share feedback about launch lessons in OEU 1 A To continue work on writing ELA Curriculum Companion elements

4. Agenda 8:00-8:15 Welcome 8:15-9:00 Debrief/feedback OEU 1A lessons 9:00-10:00 New Learning: Calkins Book (ch. 4-5) 10:00-11:30 Grade level CC work 11:30-12:00 LUNCH 12:00-12:30 Mini-lesson (Notebooks) + Extension 12:30-2:45 Grade level CC work 2:45-3:00 Debrief/closure/next steps

5. 8:15 Debrief OEU 1A Lessons

6. 1.Use the organizer to record your individual reflections (observations, celebrations, and wonderings) about the first weeks of school. 2.Discuss with your grade level team. 3.As a team, select your most important observation, celebration, and wondering to share with the entire group. 4.Choose a reporter to share. 5.Turn in a team organizer with your most important reflections.

7. 9:00 New Learning Book Study: Calkins et. Al Ch. 4: Reading Literature (standards 2-9) Ch. 5: Reading Informational Text (standards 2-9) 1.Divide grade level team into two groups (ch. 4 and ch. 5). 2.Each chapter group will further divide into two groups for Part 1 and Part 2. 3.Each smaller group will use the organizer to record their thinking. (10 min.) 4.Smaller groups share new learning with grade level team. Jigsaw strategy

8. 10:00 Grade Level Work Teams CC Work Process  Review OEU, Inquiry Module (IM) Overview, Essential Questions  Review Focus Standards and Reading Foundational Skill Standards  Create student learning targets for the IM using the unpacked standards; document on Inquiry Module Map  Identify lesson teaching points on Inquiry Module Map that connect to the appropriate student learning targets  Sequence the IM lesson teaching points and document in CC Lesson Planning Tool  Choose appropriate instructional materials for IM

9. 10:00 Grade Level Work Teams Continued Work on OEU 1 (all modules): What work is needed for you to teach the remaining modules in OEU 1? - Team goals? New Work on OEU 2

10. LUNCH

11. 12:00 Mini-lesson Readers’ and Writers’ Notebooks

12. 12:00 Mini-lesson Reader’s Notebook Purpose: “The reader’s notebook is an integral part of reading workshop and is a great tool for authentic assessment. It goes hand-in-hand with read-aloud with accountable talk and will really be powerful if students learn to talk deeply in preparation for writing. The main reason for a reader’s notebook, in my opinion, is to deepen students’ ability to think, talk, and write about their reading. Pictured here are a few entries from my own reader’s notebook.” Retrieved from http://www.julieballew.com/A_Literate_Life/Readers_Notebook.html on Sept. 18, 2013 http://www.julieballew.com/A_Literate_Life/Readers_Notebook.html

13. 12:00 Mini-lesson The Reader’s Notebook is interactive. The Reader’s Notebook is structured but personal. The Reader’s Notebook is a powerful teaching tool. The Reader’s Notebook is a place to “catch” new learning and thinking. Retrieved from http://www.julieballew.com/A_Literate_Life/Readers_Notebook.html on Sept. 18, 2013 http://www.julieballew.com/A_Literate_Life/Readers_Notebook.html

14. 12:00 Mini-lesson Basic Components of a Reader’s Notebook (Gr. 3-5) Books I’m Currently Reading List Books I Want to Read List Response Section -Collect/respond to/react to/reflect on reading -Graphic organizers -Forms of writing (e.g., short write, two-column, lists, summaries) Vocabulary Section -Document new words and their meanings from context -Word study

15. 12:00 Mini-lesson Basic Components of a Reader’s Notebook (Gr. K-2) Response Section -Collect/respond to/react to/reflect on reading -Graphic organizers -Forms of writing (e.g., short write, two-column, lists, summaries) Types of Writing Section -Shared writing -Dictated writing -Independent writing Vocabulary Section -Document new words and their meanings from context -Word study

16. 12:00 Mini-lesson Purpose: “We want them to see themselves as writers. The writer’s notebook can make this happen. A student who keeps a notebook can begin to livelike a writer—noticing, paying attention, listening, collecting, musing, wondering, playing with language, taking pleasure in her own words. And because the notebook is portable, it encourages kids to write not just during the workshop but at all hours of the day” (Fletcher, 2001)

17. 12:00 Mini-lesson Basic Components of Writer’s Notebooks Ideas for Writing Drafts of Writing Resources for Writing -High-frequency word lists -Rules for punctuation -Rules for capitalization -Rules for spelling -Personal spelling lists (ex. ABC chart)

18. 12:00 Mini-lesson Extension Podcast: Aimee Buckner and Frankie Sibberson conversation http://www.choiceliteracy.com/articles-detail-view.php?id=1058

19. 12:30 Grade Level Work Sessions CC Work Process  Review OEU, Inquiry Module (IM) Overview, Essential Questions  Review Focus Standards and Reading Foundational Skill Standards  Create student learning targets for the IM using the unpacked standards; document on Inquiry Module Map  Identify lesson teaching points on Inquiry Module Map that connect to the appropriate student learning targets  Sequence the IM lesson teaching points and document in CC Lesson Planning Tool  Choose appropriate instructional materials for IM

20. Debrief/Closure Whole Group Report out work progress Document on “Parking Lot” any professional development needs

21. Next Steps Next Session: OCT. 22, 2013 Goals: GradeGoals for Next Session K 1 2 3 4 5