Summer Learning Having Some Fun!

Summer Learning Having Some Fun!

ESU 4 Summer 2013 Cadres

Mitzi Hoback, Gregg Robke, Ellen Stokebrand, & Suzanne Whisler

Good Morning! Welcome to the ESU 4 Summer Cadres Please sign in, have a donut, and

answer this question . . . What is your favorite summer pastime?Please post your answer on our electronic corkboard.

http://bit.ly/19VRSFPi-nigma App

Think – Write – Pair - Share

Think about ways you could use Padlet and/or QR codes in your classroom.

Jot down your ideas. Find a close partner and share

your ideas.

ESU 4 Wikis: esu4.org

www.corestandards.org

Mission Statement:“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.

Subject Areas English Language Arts Mathematics Next Generation Science

Standards

Why is This Important for Students, Teachers, and

Parents? Prepares students with the knowledge

and skills they need to succeed in college and work

Ensures consistent expectations regardless of a student’s zip code

Provides educators, parents, and students with clear, focused guideposts

Criteria for the Standards Fewer, clearer, and higher Aligned with college and work

expectations Include rigorous content and application

of knowledge through high-order skills Build upon strengths and lessons of

current state standards Internationally benchmarked, so that all

students are prepared to succeed in our global economy and society

Based on evidence and research

Common Core Standards for ELA

College and Career Readiness (CCR) Standards Overarching standards for each strand that are

further defined by grade-specific standards Grade-Level Standards in English Language Arts

K-8, grade-by-grade 9-10 and 11-12 grade bands for high school Four strands: Reading, Writing, Speaking and

Listening, and Language Standards for Literacy in History/Social Studies,

Science, and Technical Subjects Standards are embedded at grades K-5 Content-specific literacy standards are provided for

grades 6-8, 9-10, and 11-12 Media and Technology are integrated

throughout the standards.

Common Core Standards for ELA Reading• Balance of literature and informational texts• Text complexityWriting• Emphasis on writing argumentative, informative/explanatory, and narrative texts• Emphasis on researchSpeaking and Listening• Inclusion of formal and informal talkLanguage• Value of general academic and domain-specific vocabulary• Emphasis on the conventions of English and the effective use of language

Shifts in ELA/Literacy

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Shift 1 Balancing Informational & Literary Text

Students read a true balance of informational and literary texts.

Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities

Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.

Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text.

Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument.

Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.

Read the “Shifts” and do the following…

Circle terminology that is unclear. Star similarities to current

practices. Highlight ideas that are new or

different from current practices. Jot down questions you have as

you consider the meaning of each “shift”.

Scan the passage from

Tuck Everlasting

At what grade level would you estimate this

text?

Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus.As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

Grade 10 Prose Constructed-Response

Item

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Select three pieces of evidence from Ovid’s “Daedalus and Icarus” that support the answer to Part A.

a.“and by his playfulness retard the work/his anxious father planned” (lines 310-311)*

b.“But when at last/the father finished it, he poised himself” (lines 312-313)

c.“he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329)

d.“Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)*

e.“and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)*

f.“and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377)

g.“Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385)

h.“The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)

Grade 10 Evidence-Based

Selected-Response Item

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What are you already doing through classroom instruction that fits with

Common Core State Standards?

What might you have to emphasize or do differently?

Getting INTO Informational Text

Please read the next

5 slides on informational text.

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• Studies have long shown that the majority of the reading and writing adults do is nonfiction (Venezky, 1982).

• Approximately 96% of sites on the World Wide Web contain nonfiction, informational text (Kamil and Lane, 1998).

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• Academic achievement in a range of school subjects and academic fields relies heavily on informational reading and writing.

• Informational literacy is so crucial

to success in American higher education, citizenship, and work that our current era is widely known as the "information age."

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Nearly 44 million American adults cannot extract even a single piece of information from a written text if any inference or background knowledge is required (Levy, 1993).

Large proportions of American students have weak informational reading and writing skills (e.g., Applebee, Langer, Mullis, Latham, and Gentile, 1994; Daniels, 1990; Langer, Applebee, Mullis, and Foertsch, 1990).

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Low income and minority children are particularly likely to struggle with informational literacy tasks (Applebee, Langer, Mullis, Latham, and Gentile, 1994; Langer, Applebee, Mullis, and Foertsch, 1990).

Some education researchers have attributed the "fourth grade slump" in overall literacy achievement in large part to problems with informational literacy (Chall, Jacobs, and Baldwin, 1990).

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Students' difficulties in science may be related to their difficulties with informational text because science achievement is associated with the ability to read informational text but not with the ability to read narrative text (Bernhardt, Destino, Kamil, and Rodriguez-Munoz, 1995).

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ReflectionsWhat did you notice?What surprised you?

Share your thoughts with

your elbow partner.

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Strategies to Get Kids INTO the Text

Thinking Notes

http://soa.li/K3hGmBf

Let’s Try It

Instructional Shift #4:

Text-Based Answers

Students studying the Declaration of Independence . . .

If you were present at the signing of the Declaration of Independence, what would you do?

What are the reasons listed in the preamble for supporting the authors argument to separate from Great Britain?

Text-Based Answers and the CCSS

Students Who are College and Career Ready…

Value evidence. Students cite specific evidence when

offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.

What are Text-Based Questions?

Questions that are text dependent and can only be answered by a close reading of the text.

The evidence in the response comes directly from the text and does not depend on information from outside sources.

Text dependent questions are largely interpretive questions and require an understanding that extends beyond recalling basic facts.

Teaching ChannelTeaching About

Textual Evidence http://fw.to/K5oy47C

Writing Text-Based Questions

Writing Text-Dependent Questions

KEY STEPS:1. Preview the text multiple times.2. Identify one or more conclusions that

students might draw based on information in the text.

3. Frame the conclusion as a probing question that requires text evidence.

Read the selection entitled “Starfish” from Common Core Appendix B.

Identifying Text-Based Conclusions

Based on the “Starfish” selection:

Conclusion:

Starfish are interesting animals.

Starfish are different from other animals.

Conclusion:

Starfish are interesting animals.

Question:

What characteristics of starfish make them interesting animals? Cite examples from the text to support your answer.

Framing Conclusions as Questions

Conclusion:

Starfish are different from other animals.

Write a question based on this conclusion.

Framing Conclusions as Questions

Cornell Notes

http://www.cornell-notes.com/ YouTube Video http://bit.ly/ZTQBx8

Other ideas . . . Have students compare notes with a

partner. Students should talk about what they

wrote and why. Look for gaps & missed information.

Both partners should feel free to add to their notes.

Use Cornell Notes as study guides for tests.

SQ3RSurvey! Question! Read! Recite!

Review!

Carousel Sharing: Round 1

Find the chart that corresponds with the number on your nametag.

With your group, consider the topic. Brainstorm a list of ideas, suggestions, tips, etc. that you use or know about.

Upon cue, move clock-wise to the next chart.

Add to the list

Using Evernote to Take Notes

www.evernote.com

Carousel Sharing: Round 2

Jot down notes from your group charts.

Upon cue, rotate clock-wise to the next chart and take notes.

Continue rotating upon cue until you have taken notes from each chart.

Best Practice Discussion: Archerisms

Number off 1-4 at your tables. Meet with your like numbers. Discuss your “Archerism” and

examples of best practices that support the saying.

Head back to your original table, summarize the meaning of the saying, and share best practices.

Personal Reflection Many ideas and instructional strategies

have been shared today. Reflect upon those that you would like to implement in your classroom next fall.

On the card, jot down at least two that you plan to use. Make a commitment to yourself to use them!

We will collect the cards. You may see your card again during the school year!