Arrange room in small groups and ask participants to sit in grade bands. Have tents on tables to facilitate. Introduce ourselves Review What can you expect and agenda on trainers ’ notes. We have provided a trainer notes document because this is a train the trainer model. The intention is that you will use this information and provide professional development for teachers in your district. As we work together today, think about how you are going to facilitate and communicate this information to teachers in your district. With this…. Let me take a quick poll to see who is in the room. Curriculum Specialists / Directors, Teacher Leaders, Principals Direct participants to the Wiki Site Ask participants to drag Trainer ’s Notes and Lesson Ideas to desktop and save. You will not need PPT until you do your own training. Everything you need is on the Trainer Notes and Lesson Ideas Documents and we will walk you through PPT. You will be using both documents to take notes throughout the day. Please open the Trainer Notes. On page 2 you will see today ’s agenda. (display Agenda on LCD projector)
Assembling the Parts begins Day 2 Is the whole the sum of its parts? (Einstein)
This is a caution sign…. Be careful about tweaking lessons we already have.
Last summer, we provided an overview of the Common Core State Standards. We reviewed the Unpacking and Crosswalk documents and asked you to evaluate the degree of alignment between the 2004 SCOS and the CCSS. We hear often that the Standards are very similar.
Take a look at one of these pictures. Take a really close look at it. Is it really a cathedral? Is that really a chteaux? At first glance, it is a picture of cathedrals. If you look closer, it is not what you originally thought. Take a moment with a partner to identify the differences. Like this picture, we want to provide our teachers with multiple opportunities to closely read the Standards to ensure there is no misunderstanding that the Standards may look the same as what we have had in the past but a closer look shows how different they are. This is from the book: Look Alikes Around the World by Joan Steiner.
Point of view is what the person is saying vs. 1 st , 2 nd , 3 rd person as we have taught in the past. Who’s talking? What are they thinking? As the reader, how is your point of view the same or different from that of the author? Increase in rigor because they are examining and analyzing instead of just identifying point of view.
The difference here is that CCSS ask students to draw evidence directly from the text. Response to literature vs. citing textual evidence. A way to look closely at the differences is to go back to the crosswalk activity from last year’s SI. We gave you a rubric to evaluate the differences.
By tweaking, we cannot create the strong connection to the new standards that we need to create. New standards call for different instructional approaches as we’ve seen in the shifts.
Ask participants to read the quote
In the introduction, it focuses on integration and how one single rich task can cover several standards. This is what we mean by integrating the standards.
We examined these standards yesterday when we were discussing vocabulary. Today, let’s revisit the integration of the vocabulary standards: we have highlighted the vocabulary aspects in each of these CCR anchor standards.
“ Applying academic vocabulary accurately in speech.”
Choose one category and grab your anchor page and a highlighter. Highlight where you see one of these categories in the anchors in every strand.
We are getting ready to write some lessons, but before we do let’s take a look at some lessons that might help guide you. Use the Guided Review of Lessons to take notes. Materials needed: Guided Review of Lessons Document is a handout Lesson examples are on the Wiki
Tell participants they can choose to begin an outline. We do not have a particular template. Districts have the autonomy to choose their own. Reference the pieces of the puzzle as you design your lesson. Provide a “menu” of upcoming pd and webinars.
ELA SI Pieces Form the Whole 2012
Summer Institute 2012 Part 2English Language Arts Section NCDPI
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
• “For example, when editing writing, students address Writing standard 5 (“Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach”) as well as Language standards 1–3 (which deal with conventions of standard English and knowledge of language).• When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading.• When discussing something they have read or written, students are also demonstrating their speaking and listening skills. The CCR anchor standards themselves provide another source of focus and coherence.” CCSS, pg. 5
“Vocabulary” in the StandardsR.CCR.4 - Interpret words and phrases as they areused in a text, including determining technical,connotative, and figurative meanings, and analyzehow specific word choices shape meaning ortone.L.CCR.4 - Determine or clarify the meaning ofunknown and multiple-meaning words andphrases by using context clues, analyzingmeaningful word parts, and consulting general andspecialized reference materials, as appropriate.
“Vocabulary” in the StandardsL.CCR.5 - Demonstrate understanding of figurativelanguage, word relationships, and nuances in wordmeanings.L.CCR.6 - Acquire and use accurately a range ofgeneral academic and domain-specific words andphrases sufficient for reading, writing, speaking, andlistening at the college and career readiness level;demonstrate independence in gathering vocabularyknowledge when encountering an unknown term importantto comprehension or expression.
“Vocabulary” in the StandardsSL.CCR.6 - Adapt speech to a variety of contexts andcommunicative tasks, demonstrating command offormal English when indicated or 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 Point of view