4. Parking Lot
•We have a Parking Lot on the wall.
•At any time, please feel free to use
a post-it-note to post a question that
you may not want to ask aloud at
this moment, but which you may
need the answer to today or next
time.
5. Objectives
In this series, participants will…
• Be able to articulate the relationship between
the DOK and the CCSS instructional shifts.
• Begin to build lessons that are CaCCSS-
aligned.
• Learn about and model effective teaching
strategies and classroom structures.
6. Instructional Shifts in Literacy
• Building knowledge through content-
rich nonfiction and informational texts
• Reading and writing grounded in
evidence from text
• Regular practice with complex text and
its academic vocabulary
7. Agenda, Day 1
• Norms
• Icebreaker- People Bingo
• Beginning with the End in Mind:
Assessments
• Overview-Interactive Notebook
• Model CCSS Lesson
• Literary Text (RL) & Notetaking
• Processing & Planning
8. Group Norms
A= Ask Questions
E=Engage fully in the learning process
I=Integrate new information
O= Open your mind to diverse views
U=Utilize what you learn
9. Icebreaker- People Bingo
• You will need your People Bingo Card and a writing
instrument.
• You will stand-up, meet and greet “someone who” and ask
them to sign their name on the blank line.
• Each person may only sign your card ONCE.
• Continue to circulate around the room to meet a new
“someone who”.
• Repeat the process of meeting and greeting people.
• Once your people bingo card is full, then you may shout
out, “ BINGO.”
10. Starting with the End in Mind
• How will students demonstrate their
learning?
• How will I use student products to measure
students’ understanding of concepts
learned?
• What tools will I use to measure student
learning?
13. Model Lesson
• Lesson Objective: After completing
“ Water Water Anywhere” and a Close Read
of “ A Long Walk To Water,” participants
will complete observations, reflections, and
graphic organizers in their INB.
• Essential Question: Is there enough water
in the world?
14. Water Water Anywhere
• Bring a clipboard, writing instrument, and your INB.
• See the blue or green dot with the number inside your table
tents.
• Groups will rotate through all 3 stations.
• Each station will be labeled with directions and all group
members will work together to accomplish the task.
• You will have 5 minutes for each station, then you will have 2
minutes to record your observations in your INB.
• * You must return the water to original “Resource” container
to re-set the station for the next group.
15. Observations
INB Timed Round Robin
• Teammates take
turns talking about
their observations.
• Each teammate talks
for a given amount
of time.
• You may add to your
written observations
17. Reflection (left side)
• 3 Things that were interesting
• 2 Interesting data points
• 1 Question you still have
18. CCSS Addressed Today
• Anchor Standard 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.
• Anchor Standard 10:
Read and comprehend complex literary and
informational texts independently and
proficiently.
• RL.1, RL.3, RL.5, RL.6, W.8, SL.1
20. To Do List
• Gmail account
• Brokers of Expertise account
• Please download a QR code scanner for
either Android or iPhone to your camera-
enabled device
24. FCOE SUMMER ACADEMY
DAY 2 – DID YOU SIGN IN?
Elaine Sotiropulos , ELA/HS Consultant
Sandra Alvarez, ELA Consultant
Grades 3rd – 5th
25. Agenda, Day 2
• Norms
• Icebreaker- Vocabulary Safari
• Model CCSS Lesson – RL & Ri
• Close Read with Sticky Notes
• Gathering Information-Water is Life
• QR Codes & Google Doc.
• Processing & Planning
26. Vocabulary Safari
• You will need the manila envelope labeled
“Vocabulary Safari” sitting on your table.
• Together with your table groups, you will
connect words to their correct definition by
laying the cards upside down on the table
and searching for the correct match.
27. Set a purpose for Reading
1. Independent student reading
2. Student discussion
a) Partner turn and talk
b) Group discussion
3. Teacher Read Aloud
4. Student discussion tasks and response to
text-dependent questions
5. Written Response
28. A Long Walk To Water
Close Read
• 1st : Teacher Reads Aloud
• 2nd: Choral Read the text
together
• 3rd: Reread to yourself and
closely stop and record what
you see, hear, or feel on a
sticky note.
• After recording one of your
thoughts, transfer your
sticky notes to the graphic
organizer in your INB.
Sticky Notes / INB
• What do you see, hear, or
feel?
29. Model Lesson
• Learning Objective: Participants will closely read
“Much Too Dry” by marking the text with sticky
notes, identifying text features, and summarizing
their thoughts in a paragraph frame.
• Essential Question: How do we support students
to critically read and explicitly draw meaning of a
complex text?
30. Standards say we must …
teach students to
“read like detectives.”
31. In each reading…
• students should be provided with a purpose
and a question(s) that influence their
reading experience.
• students’ background knowledge, depth of
understanding and richness of conversation
should grow.
32. “Much Too Dry”
Teach students a format:
• Underline major points in a text
• Circle key words or phrases that are
confusing or unknown.
•! for things that surprise you. Write single
word comments.
•? for questions you have during the
reading.
33. Discussing the Text
Partner Talk Purposeful Talk
• Use of academic
vocabulary
• Thinking deeply about
what is being said
• Ensure talk is relevant
and accountable
35. CCSS Addressed Today
• Anchor Standard RL.5:
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text relate to each other and the
whole.
• Anchor Standard RL.10:
Read and comprehend complex literary and informational texts
independently and proficiently.
• Anchor Standard W.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.
• Anchor Standard SL.1:
Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing
their own clearly and persuasively.
• RI.5, RI.7,W.8 & W.10,W.3.2, W.4.2 SL.3.1d,SL.3.2,SL.3.6, L.3.4d
38. FCOE SUMMER ACADEMY
DAY 3 * DID YOU SIGN IN?
Elaine Sotiropulos , ELA/HS Consultant
Kristi Knevelbaard, Caruthers Elem.
Grades 3rd – 5th
39. Agenda, Day 3
• Norms
• Icebreaker- Would you rather..?
• Water is Life websearch
• Media Stimuli- Time is Running Out
• Rubrics & Guidelines for Development
• Citing Sources
• Processing & Planning
•** FPU Units paperwork coming today!
41. WOULD YOU RATHER . . . ?
Have a
light saber
Have a
helper
monkey
OR
42. WOULD YOU RATHER . . . ?
Be a
contestant
on Wheel
of Fortune
Be a
contestant
on
Jeopardy
OR
43. WOULD YOU RATHER . . . ?
Be able to
fast
forward
time
Be able to
rewind
time
OR
44. WOULD YOU RATHER . . . ?
Never read
another
book
Never hear
another
song
OR
45. WOULD YOU RATHER . . . ?
Be famous
in this
lifetime
Go down in
the history
books
forever
OR
46. Debrief
How could you use this
activity in your classroom?
What are some other
possible choices?
http://yourather.com/
47. Gathering Information
• Learning Objective: Participants will browse the
internet to search for answers to the global water
crisis by recording the website links they use to
locate the answers to a set of questions, and post
a list of ideas on a google form.
• Essential Question: How does water impact our
lives?
48. Water is Life
• You will search for information on the Web by using the following link:
https://www.listango.com/esotiropulos/
water-is-life
• You will work with an elbow partner.
• You will use “Water is Life” handout to search for answers about the global water crisis
and consider if the websites are credible sources.
• “Rally Coach” with your partner to take turns answering Questions 1-4 in your INB.
• Respond to Question 10 and record your answers on the left side of your INB.
• Post one original idea on google form
http://tinyurl.com/kymnkhb
• You may not repeat an idea that has already been posted.
49. Rally Coach
Partners take turns, one solving a problem while
the other coaches:
• Partner A solves or answers 1st problem.
• Partner B watches, listens, coaches, and praises.
• Partner B solves next problem.
• Partner A watches, listens, coaches, and praises.
• Repeat starting with Step 1.
52. Close Read
1. View the video
2. List ways water is being used
3. Share you list with an elbow partner
4. Reverse elbow partner
5. Underline which uses of water were wasteful
53. Why did we show this video?
•PSA – Real World Product
•“Close Read of Video”
•Develop Writing text-types
54. Model Lesson
• Learning Objective: Participants will develop a
rubric with the key elements to measure the
content learning of their lesson and/or unit of
study.
• Essential Question: How do we increase
student responsibility for their work and enable
them to take ownership?
55. Guidelines for Rubric Development
• Learning Outcomes
oWhat will students do and be able to do at
the end of the lesson and/or unit of study?
• Focus on different skills being taught
• Focus on how students develop and
express their learning.
• Evaluate only measurable criteria
• Keep the rubric short and simple!
56. Rubrics
1. Define your assignment or project
2. Decide on a scale of performance (listed
on the top of grid)
3. Identify the criteria of the task (listed on
the left-hand column)
4. Describe the performance of each
criterion (determine quality of work)
5. See QR code for online ideas!
58. Student Products
• With your table groups, brainstorm a list of student
products on a sheet of lined paper.
• You will have 3 minutes to come up with possible student
products.
• You will delegate one person from your group to stand-n-
share your list with the whole group.
• We will listen to novel ideas and record new ideas in your
notes.
• We will use our hang loose sign to signal that we have
those ideas in our notes.
59. INB
• Record possible student products in your
INB.
• Consider three possible products to be
developed as you think about a lesson
and/or unit of study.
62. Lesson Debrief
• 3 Things I Learned
• 2 Things I will Do
• 1 Question I still Have
63. CCSS Addressed Today
• Anchor Standard W.6:
Use technology, including the internet, to produce
and publish writing and to interact and collaborate
with others.
• Anchor Standard W.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.
64. Processing and Planning
Think about…
1. Essential Questions
2. Learning Objective
3. Common Core Skills & Standards Being Addressed
4. Vocabulary
5. Technology
6. Materials
7. 4 C’s
8. HOT Questions
9. Assessments
10. Student Products
66. FCOE SUMMER ACADEMY
DAY 4
Elaine Sotiropulos, FCOE ELA/HS Consultant
Kristi Knevelbaard, Caruthers Elementary
Brigeen Radoicich, FCOE Library Coordinator
Paul Turner, FCOE ELA Consultant
Grades 3rd – 5th
67. Agenda, Day 4
• FPU – Units paperwork due this morning
• Icebreaker- Quiz, Quiz, Trade
• Text Types- Narrative, Opinion, &
Informational/Explanatory
• Real World writing
• Media Stimuli and PSAs
• Processing & Planning
• 10-Day Forecast at 12 noon
68. Quiz, Quiz, Trade!
1.Stand Up, Hand Up, Pair Up.
2.Partner A quizzes.
3.Partner B answers.
4.Partner A coaches and/or praises.
5.Switch roles.
6.Partners trade cards.
7.Repeat steps 1-6 until the teacher
calls time.
69. Text-Types
1. What are the three text-types
students must write as part of
CCSS?
2. Where do we find these text-types in
real life (ex: Newspapers)?
3. How will students use these three
types in authentic writing they do for
school? life?
70. CCSS Text-Types
• Within each text-type the writing can take many forms:
• Narrative- autobiography, biography, historical narrative,
fiction, anecdote, graphic novel, memoir, incident report,
blog, etc.
• Opinion- review (book, film, restaurant, hotel); compare-
contrast; editorial or letters to editor ; political or financial
analysis; e-forum; evaluations, etc.
• Informational- reports, manuals, surveys, articles, academic
research, blogs, websites, journals, etc.
Most authentic writing tasks ask students to BLEND the
three text-types.
71. Model Lesson
• Learning Objective: After viewing and
interacting with “Time is Running Out,”
participants will consider how to
incorporate video stimuli as informational
text and real-world student products.
• Essential Question: How do we critically
engage students in video stimuli to
promote higher level thinking skills?
73. Real Kid PSAs
•What thinking, learning,
and preparation needed to
happen before students
could produce these PSA?
74. Marking the Text: PTML
“Holmen students weigh in on Badger
Coulee”
• Real-World Writing with a purpose
• Brainstorm real-world issues in your
community, school, and world that students
could address
• Use the graphic organizer to list your ideas
•
77. Group Discussion
Writing Process
• What steps did you see?
• How was the learning activated for students?
• What prewriting activities were used to scaffold
the learning?
• What strategies and structures did you see?
78. Closer Look at CCSS
•How do we incorporate
multiple standards as we
plan our lessons and
units?
81. FCOE SUMMER ACADEMY
DAY 5
Elaine Sotiropulos , ELA/HS Consultant
Paul Turner, ELA Consultant
Brigeen Radoicich, Library Coordinator
Grades 3rd – 5th
82. Agenda, Day 5
•Teaching Channel- Lesson Planner
•Final planning/organizing 8:45-10:30
•Uploading to BOE- ZIP IT!: 10:00-10:30
•Sharing of student products:Lesson/Unit
Showcase 10:30 – 11:40
•ONLINE Evaluation: 11:40 – 11:50
•Clean-Up AND Prize Drawing: 11:50 –
12:00 Noon (yay!)
83. Teaching Channel
• How often do we gather teacher resources
and don’t know where we stored them?
• https://www.teachingchannel.org/videos/lesson-
planner?utm_campaign=digest&utm_medium=email&utm
_source=digest