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Saluda County Schools 2012-2013.  Will CCSS cause a shift in administrator behaviors?  Will CCSS cause a shift in teacher behaviors?  Will CCSS cause.

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Presentation on theme: "Saluda County Schools 2012-2013.  Will CCSS cause a shift in administrator behaviors?  Will CCSS cause a shift in teacher behaviors?  Will CCSS cause."— Presentation transcript:

1 Saluda County Schools 2012-2013

2  Will CCSS cause a shift in administrator behaviors?  Will CCSS cause a shift in teacher behaviors?  Will CCSS cause a shift in student behaviors?  How will CCSS implementation infuse our instruction?

3 All students are highly engaged in reading and writing text 40-45 minutes for reading and writing instruction 5-10 minutes preparing students to read/write 5-10 minutes in activities following reading/writing While students are reading/writing, the teacher works with small groups of students

4 Key Ideas and Details 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

5 Craft and Structure 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. 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. 6. Assess how point of view or purpose shapes the content and style of a text.

6 Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 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. 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.

7 Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

8 Reading: Text complexity and growth of comprehension Writing: Responding to reading/writing for a purpose/Research Speaking/Listening: “Integral Part” Collaboration/presenting research Reading Foundational Skills: Focus on concepts about print, phonological awareness, word recognition, and fluency (Guided Reading)

9 What does this mean for us and how does this look in our classrooms? Continue with Shared Reading, Guided Reading, Write From The Beginning, Task Centers (Literacy Centers)

10  Elements of Reading Fluency ◦ Phrasing, inflection/intonation/expression ◦ Rate  Connecting Ideas  Understanding Text  Monitoring Misconceptions  New or unfamiliar words/meanings  Purposeful planning for what is going to be read  Science/Social Studies Integration

11  Text Complexity – “Evaluate Text That You Are Using” – Deeper, More Complex pieces for understanding ◦ Does it grab your attention with strong word choice, creative language? ◦ Does it sing with rhythm and rhyme? ◦ Does it keep you on the edge of your seat? ◦ Can you make it come alive with your delivery? ◦ How can you connect this to your curriculum?

12  Vehicle to take children to higher levels  Preplanned “DOK” questions – sticky notes throughout the book  Close Reading -Interpreting and expressing the meaning of a text versus decoding a text  Read between the text and pictures – deeper understanding (making inferences not just predictions)  Comparing two pieces of text

13 “Turn and Talk”  Set a purpose for “talk” – planned questions  20 to 30 seconds (MODEL!! MODEL!!)  Signal/procedure  Look for evidence of students’ literal understanding before, during, and after listening to text


15 Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

16 Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

17 Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

18 Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

19 Three types of writing  Writing to inform/explain  Writing to tell a story  Writing to argue/opinion According to David Coleman, by the time a child enters high school, 80% of writing will be argumentative and 20% will be narrative.



22 Thinking Broader  Choose a Conceptual Theme -different from a “thematic unit”  Thematic Unit: Apples  Conceptual Theme: broad subject matter ideas in science, social studies, history, music, and other areas. Example: weather, animal species’ adaptations, habitats, life cycles, etc.

23 When we think in broader terms, we can set our classroom up as a place where students conduct their own inquiries, write about their findings, and learn from their peers.

24  Immerse Invite curiosity Build background Find topics Wonder  Investigate Develop Questions Search for Information Discover Answers

25  Coalesce Intensify Research Synthesize Information Build Knowledge  Go Public Share Learning – Be very specific on what you want them to share Demonstrate Understanding Take Action

26 Inquiry Circles in the Elementary Classrooms Stephanie Harvey and Harvey Daniels Activity – New Learning and Questions

27 How will CCSS implementation infuse in our instruction?  Text Complexity  Preplanned “DOK” questions  Close Reading  Speaking and Listening skills must be taught  Text-based Writing  Use of nonfiction text is essential  Text comparisons (both fiction and nonfiction)  Inquiry Circles/Research

28 How will CCSS cause a shift in administrator, teacher, and student behaviors?

29 We are grooming our students for independence!

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