2. Learning Objectives Participants will be able to … understand the benefits of anchor charts interact with standards-based visual charts know how to implement charts into the classroom

3. Brief definition of Anchor Charts Explore & Utilize the following Charts: Textual Evidence Comparing Texts with a Twist Chart Implications Treasure Hunt

5. Interactive visual TOOLS that make learning visible and permanent Build on prior learning Provide visual cues to develop independence 4 Types of Types: Ritual, Toolbox, Classification, Interactive (Debbie Miller, 2002)

6. What does this mean for Common Core teaching and learning?

8. Captain Hook

9. What are the connotations of the word pirate? Could the benefits of being a pirate outweigh the risks? Would you consider being a pirate an equal employment opportunity? Why or why not? Standard 1: Textual Evidence

10. “Ten Facts About Pirates” Read the article titled – “Ten Facts About Pirates” like a Private Investigator Locate evidence to support and/or refute your responses to the guiding questions regarding “Pirates” Write your supporting statements on a sticky note and place outside the what you know graphic

11. What proof from the text helps to support or refutes what we know? Standard 1: Textual Evidence What proof from the text helps to support or refutes what we know?

12. If used for pre-reading activity, ensure one’s audience has ample knowledge of content in order to be able to share “stuff in your head” Guiding questions were provided to focus student thought and discussion; make guiding questions specific to the standard(s) being taught Can be used during instruction to bring attention to specific information; use after instruction as formative assessment

14. Captain Walker D. Plank

16. Comparing Texts Text #1: Text Features Viewpoint/Bias Which perspective do you prefer/agree? What textual evidence supports your decision? Text #2: Details Informational Elements Purpose Word Choice /Connotation Why?

18. Comparing Texts Text #1: Text Features Viewpoint/Bias Which perspective do you prefer/agree? What textual evidence supports your decision? Text #2: Details Purpose Word Choice /Connotation Why?

19. May use chart to compare mediums (i.e. script vs. audio) Students may compare their own writing to an informational text with the same claim checking for style, structure, supporting evidence, etc. Due to the fact that one must use higher order thinking skills, the teacher should initially model the thinking process when introducing this chart

22. Shared Strategies & Resources Planted Participants or Planted Questions “plant” questions, names, etc. around the classroom to model rigorous questioning and to encourage student participation Tulare ELA CCSS Bookmarks (K-12) http://www.tcoe.org/ERS/CCSS/ELA/Resources.shtm Kagan Team Mats (set of 10 - $14)

23. Linder, Rozlyn Chart Sense: Common Sense Charts to Teach 3-8 Informational Text and Literature. Atlanta, Georgia: The Literacy Initiative, LLC Harvey, Stephanie, and Goudvis, Anne. Strategies That Work: Teaching Comprehension to Enhance Understanding Portland, Maine: Stenhouse, 2000. Miller, Debbie. Reading with Meaning. Portland, Maine: Stenhouse, 2002 Hoyt, Linda. Spotlight on Comprehension: Building a Literacy of Thoughtfulness. Portsmouth, NH: Heinemann, 2005

24. Product Details Paperback: 182 pages Publisher: Literacy Initiative, The (February 2, 2014) Language: English ISBN-10: 0988950510 ISBN-13: 978-0988950511