A U G U S T 1 6 , 2 0 1 2

THIRD GRADE COMMON CORE

AGENDA

• Portfolios and Forms • ELA Updates• Math Updates• ELA Plan and Resources

• Lunch• Universal Design & Unit Sharing

• ELA Planning

PORTFOLIOS AND FORMS

PORTFOLIOS

• Red will be used• Math and Literacy

documentation will be combined

• New portfolio card will indicate what is needed

PORTFOLIO EXAMPLE

• Items needed for portfolios have an asterisk *

• Some previously required documents are now optional

• Let’s clean one up together!

WRITING PORTFOLIO

• Narrative, Opinion, and Informative writing must be taught throughout the year

• Samples will housed in portfolio and scored at 3 points during the year

• 3 Sections: Work in Progress, Topics I Can Write About, and Finished Pieces

• Portfolio suggestions and rubrics available on wiki

SPREADSHEET DATA

RTI spreadsheets have been changed to match data that will be collected

THIRD GRADE

UNIVERSAL SCREENERS

• Math Probeso Place ValueoAddition and

SubtractionoMultiplicationo Fractions

• Fountas and Pinnell guided reading assessment

• SRI Assessment

ADDITIONAL INFORMATION

• Parent Document

• New ESL and Science Lead Teachers

• K-2 Report Card Info

• Math Trailblazers site

• District Grade Level Dates: o Sept.12o Oct. 10o Nov. 14o Dec. 12o Jan. 9o Feb. 13o March 13o April 10

• Third Grade will be meeting at Teachey

ELA UPDATEST H E T H R E E S H I F T S , T E X T D E P E N D E N T Q U E S T I O N S , A C A D E M I C V O C A B U L A R Y

THREE SHIFTS

• Shift 1: Building knowledge through content-rich nonfiction and informational texts

• Shift 2: Reading and writing grounded in evidence from text

• Shift 3: Regular practice with complex text and its academic vocabulary

THINK-PAIR-SHARE WITH THE ELA THREE SHIFTS

• ON YOUR OWN, review the three shifts by closely reading and annotating text from the ELA shift brochure and the ELA shift handouts. Think about what changes each shift might bring to your classroom and school. Respond on the back of the brochure.

• WITH YOUR GRADE LEVEL, discuss these changes (10 minutes)

• SHARE with the total group how these changes will impact your grade level (10 minutes)

TEXT DEPENDENT QUESTION?

In a close analytic reading of Lincoln’s “Gettysburg Address,” would the following would be text dependent questions?

• Why did the North fight the civil war?

• Have you ever been to a funeral or gravesite?

• Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

COURAGE

• Read the story Courage.

• After reading, develop 2-3 text dependent questions with your table.

ACADEMIC VOCABULARY

SELECTING WORTHY VOCAB.

• With your group revisit the story Courage. • Write down the Tier II words that you come

across.• Using your rubric decide whether these words are

worthy, need to be told, or should not be addressed

http://www.slideshare.net/fullscreen/NCDPI/academic-vocabulary-7-6/8

RICH AND WORTHY TEXTSTEXT SELECTION IS CRITICAL!

• The text is the focus of the instruction

• From texts, students gain knowledge about the world and how to express themselves

• Choose text purposefully based on what we want out students to learn

• Scaffolds should enable

MATH UPDATESP A C I N G G U I D E

U N I T P L A N N I N GT H I R D G R A D E U N I T

MATH CONTENT CHANGES

Changes/additions to third grade content

• Area • Perimeter• Measurement:

time, liquid volumes, and masses (metric)

Content no longer taught in third grade

• Rectangular coordinate system

• Describing and extending patterns

• Finding missing terms in patterns

• Permutations & Combinations

• Solve problems involving probability

UNIT PLANNING TEMPLATE EXAMPLE

• Beginning with the End in Mind• Unit Learning Targets• Concepts to Highlight• Common Core Standards• Math Practices• Tasks/Resources• Games• Vocabulary

UNIT 1: PLACE VALUE

ELA PLAN AND RESOURCES

COMPREHENSIVE LITERACY PLAN

• House Bill 950 – Section 7A.1 – Improve K-3 Literacy legislation

• 2-3 Literacy Plan

ELA SCOPE & SEQUENCE

BREAK FOR LUNCH

UNIVERSAL DESIGN FOR LEARNING

You Do

We Do

I Do

Based on the video of the lesson, where did your group see components and strategies based in UDL?

https://www.teachingchannel.org/videos/teaching-complex-concepts

PRINCIPLE I: MULTIPLE MEANS OF REPRESENTATION

The WHAT of learning• To give diverse learners options for

acquiring information and knowledge• Present content in a variety of formats

and modalities

Represent

Act/Express Engage

Manipulatives Visual Displays Anticipatory Guides Graphic Organizers

Videos Music MovementArtifacts

Principle II: Multiple Means of Action

and Expression

Thumbs Up/Thumbs Down Gallery WalksPair/ShareChalkboard/Whiteboard Splash

The HOW of learningLearners differ in the ways that they can navigate a learning environment and express what they know.

Response Hold-Up Cards Quick Draws Numbered Heads TogetherLine-Ups

Represent

Act/Express Engage

Principle III: Multiple Means of Engagement

Bounce Cards Air Writing Case Studies Role Plays

Concept Charades Response Hold-Up Cards Networking SessionsSimulations

The WHY of learningLearners differ markedly in the ways in which they can be engaged or motivated to learn.

Represent

Act/Express Engage

“ALL ABOUT ME”

3RD GRADE UNIT

CHOOSE YOUR CONCEPTUAL LENS

• Relationships – This conceptual lens was used to integrate the following essential standards into the ELA standards (including writing, speaking, and listening):

Science-The Human Body Social Studies- Communities

RESOURCES • Wise owl • http://si2012ela.ncdpi.wikispaces.net/• http://www.achievethecore.org/