Pieces Form the Whole Participants will gain an understanding of the integration of standards, explore lessons, and create their own.
Look-AlikesSometimes two things may look thesame, but with close inspection, theyare quite different!
CCSS (2010)RI.3.6 Distinguish their own point ofview from that of the author of a text.NCSCoS (2004)Grade 3 2.04 Identify and interpretelements of fiction and nonfiction andsupport by referencing the text to determinethe: point of view (author and character)
CCSS (2010)RI.7.1 Cite several pieces of textual evidence tosupport analysis of what the text says explicitly aswell as inferences drawn from the text.NCSCoS (2004)Grade 7 2.01 Respond to informational materialsthat are read, heard, and/or viewed by:drawing inferences and/or conclusionsdetermining importance of information.
Integrating the Standards“While the Standards delineate specificexpectations in reading, writing, speaking,listening, and language, each standard neednot be a separate focus for instruction andassessment. Often, several standards can beaddressed by a single rich task.” CCSS pg. 5
“Vocabulary” in the StandardsR.CCR.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.L.CCR.3 – Apply knowledge of language to understand howlanguage functions in different contexts, to make effective choicesfor meaning or style, and to comprehend more fully when readingor listening.L.CCR.4 - Determine or clarify the meaning of unknown andmultiple-meaning words and phrases by using context clues,analyzing meaningful word parts, and consulting general andspecialized reference materials, as appropriate.
“Vocabulary” in the StandardsL.CCR.5 - Demonstrate understanding of figurative language,word relationships, and nuances in word meanings.L.CCR.6 - Acquire and use accurately a range of generalacademic and domain-specific words and phrases sufficient forreading, writing, speaking, and listening at the college and careerreadiness level; demonstrate independence in gatheringvocabulary knowledge when encountering an unknown termimportant to comprehension or expression.
“Vocabulary” in the StandardsSL.CCR.3 – Evaluate a speaker’s point of view, reasoning, anduse of evidence and rhetoric.SL.CCR.6 - Adapt speech to a variety of contexts and communicativetasks, demonstrating command of formal English when indicatedor appropriate.
Color-coding the Anchors• Using highlighters, find the possible integrations across the standards….• Think about these categories: Evidence Organization - development of ideas - structure Comparing texts - integration of ideas Media Research
Create an Integrated Task•Cite explicit textual evidence as well as draw inferences about theBird and the Tortoise that support your analysis of what it means to becourageous.•R.CCR.1 Read closely to determine what the text says explicitly andto make logical inference from it, cite specific textual evidence whenwriting or speaking to support conclusions drawn from the text.
Lesson Review• Choose a lesson to review on the Wiki.• Use the Guided Review of Lessons document to record your observations.
Guiding Questions• How does this lesson address different learners?• How are text dependent questions used?• Where do you see evidence of instructional shifts?• How does this lesson address vocabulary?• Why is this text a good match for this lesson?• Where are the standards addressed and what integration is evident?
A Plan for Lesson Design• Use the text you chose yesterday to consider the pieces of a lesson.• Use the information you recorded on the Guided Review of Lessons, Participant Notes, and the Lesson Planning Notes and Ideas handout to begin designing a lesson.
RESOURCESHave you seen...ELA Common Core State Standards SelfStudy LiveBinder:http://www.livebinders.com/play/play/262077ELA Resources LiveBinder:http://www.livebinders.com/play/play/297779