Slide 2 Preparing for Instructional Units that Meet the CCSS: An
Integrated Model of Literacy Training Modules Brought to you by the
Idaho State Department of Education and Rachel Bear, Jess Westhoff,
Ramey Uriarte, Paula Uriarte, and Chris Butts, Boise State Writing
Project Teacher Consultants Slide 3 Document Organization The K-12
grade specific standards define end-of-year expectations and a
cumulative progression from grade level to grade level (4).
Language Anchor Standards 1. 6. Language Anchor Standards 1. 6.
Reading Anchor Standards 1. 10. Reading Anchor Standards 1. 10.
Speaking and Listening Anchor Standards 1. 6. Speaking and
Listening Anchor Standards 1. 6. Writing Anchor Standards 1. 10.
Writing Anchor Standards 1. 10. Standards for Mathematical Practice
1. 8. Standards for Mathematical Practice 1. 8. A particular
standard was included in the document only when the best available
evidence indicated that its mastery was essential for college and
career readiness in a twenty-first-century, globally competitive
society (3). Boise State Writing Project Common Core Team Slide 4
Understanding Grade-Level Standards Reading Anchor Standard #2:
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas. Boise
State Writing Project Common Core Team Slide 5 K: With prompting
and support, identify the main topic and retell key details of a
text. 1: Identify the main topic and retell key details of a text.
2: Identify the main topic of a multiparagraph text as well as the
focus of specific paragraphs within the text. 3: Determine the main
idea of a text; recount the key details and explain how they
support the main idea. 4: Determine the main idea of a text and
explain how it is supported by key details; summarize the text. 5:
Determine two or more main ideas of a text and explain how they are
supported by key details; summarize the text. 6: Determine a
central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal
opinions or judgments.. 7: Determine two or more central ideas in a
text and analyze their development over the course of the text;
provide an objective summary of the text. 8: Determine a central
idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an
objective summary of a text. 9-10: Determine a central idea of a
text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text. 11-12: Determine
two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build
on one another to provide a complex analysis; provide an objective
summary of a text. Created by Cecilia Pattee, BSWP CCSS Leadership
Team RH.6-8.2: Determine the central ideas or information of a
primary or secondary source; provide an accurate summary Of the
source distinct from prior knowledge or opinions. R.H.9-10.2:
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how key events or
ideas develop over the course of the text. R.S.9-10.2: Determine
the central ideas or conclusions of a text; trace the texts
explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text. R.H.11-12.2:
Determine the central ideas or information of a primary or
secondary source; provide an accurate summary that makes clear the
relationships among the key details and ideas. R.S.6-8.2: Determine
the central ideas or conclusions Of a text; provide an accurate
summary of the text Distinct from prior knowledge or experiences.
R.S.11-12.2: Determine the central ideas or conclusions of a text;
summarize the complex concepts, processes or information presented
in a text by paraphrasing them in simpler but accurate terms.
Anchor Standard #2: Applied Across Grade Level and Content Area
Slide 6 K: With prompting and support, identify the main topic and
retell key details of a text. 1: Identify the main topic and retell
key details of a text. 2: Identify the main topic of a
multiparagraph text as well as the focus of specific paragraphs
within the text. 3: Determine the main idea of a text; recount the
key details and explain how they support the main idea. 4:
Determine the main idea of a text and explain how it is supported
by key details; summarize the text. 5: Determine two or more main
ideas of a text and explain how they are supported by key details;
summarize the text. 7: Determine two or more central ideas in a
text and analyze their development over the course of the text;
provide an objective summary of the text. 6: Determine a central
idea of a text and how it is conveyed through particular details;
provide a summary of the text distinct from personal opinions or
judgments. 8: Determine a central idea of a text and analyze its
development over the course of the text, including its relationship
to supporting ideas; provide an objective summary of a text. 9-10:
Determine a central idea of a text and analyze its development over
the course of the text, including how it emerges and is shaped and
refined by specific details; provide an objective summary of the
text. 11-12: Determine two or more central ideas of a text and
analyze their development over the course of the text, including
how they interact and build on one another to provide a complex
analysis; provide an objective summary of a text. Boise State
Writing Project Common Core Team Slide 7 Understanding Coding of
the Grade-Specific Standards English Language Arts:
RI.9-10.1=Reading Informational.grades 9-10.standard #1
RL.6.2=Reading Literature.grade 6.standard #2
W.11-12.9=Writing.grades 11-12.standard #9 SL.7.6=Speaking and
Listening.grade 7.standard #6 L.8.4=Language.grade 8.standard #4
History/Social Studies: R.H.6-8.1=Reading.History/Social
Studies.grades 6-8.standard #1 W.H.9-10.10= SL.11-12.4=
Science/Technical Subjects: R.S.9-10.2=Reading.Science/Technical
Subjects.grades 9-10.standard #2 W.S.6-8.3= SL.9-10.5= Boise State
Writing Project Common Core Team Slide 8 From the Introduction to
the Common Core State Standards A Key Design Consideration: An
Integrated Model of Literacy: Although the standards are divided
into Reading, Writing, Speaking and Listening, and Language strands
for conceptual clarity, the processes of communication are closely
connected, as reflected through this document. For example, Writing
standard 9 requires that students be able to write about what they
read. Likewise, Speaking and Listening standard 4 sets the
expectation that students will share findings from their research.
Boise State Writing Project Common Core Team Slide 9 Planning a
Unit Step One: Articulating Goals Though considerations about what
to teach and how to teach it may dominate our thinking as a matter
of habit, the challenge is to focus first on the desired learnings
from which appropriate teaching will logically follow...Our
lessons, units and courses should be logically inferred from the
results sought, not the methods, books, and activities with which
we are most comfortable. (Wiggins & McTighe, 2005) Boise State
Writing Project Common Core Team Slide 10 From Understanding by
Design by Wiggins and McTighe Boise State Writing Project Common
Core Team Slide 11 Think-Pair-Share What is your go-to Entry Point
for Unit Planning? Established goals or content standards An
important topic or content An important skill or process A
significant test A key text or resource A favorite activity or
familiar unit Boise State Writing Project Common Core Team Slide 12
Standards Grouping Activity Purpose: To become more familiar with
grade and content- specific standards To explore how standards from
different strands (Reading, Writing, Speaking & Listening and
Language) can be integrated and grouped together To articulate
goals for unit plans aligned to the Common Core Boise State Writing
Project Common Core Team Slide 13 Standards Grouping (cont.) Step
One: Place cards out on table by strands. Click here for an image
of what this looks like. Start with a card that represents an
important, core goal for a unithere Step Two: In groups of 2,3 or
4, decide which standards most logically fit together as goals for
an instructional unit and pull the corresponding cards remember to
try and pull from each of the strands. Start with one really rich,
complex standard that could be the central focus of a unit. Step
Three: Use the note-catcher to record the set of standards you have
identified in the Standards for Group #1 box. Return the cards and
repeat the process for three more Groups REMEMBER: the cyclical
nature of instruction. Many standards will be repeated/reviewed
throughout the year; however, only those standards that will be the
focus of instruction/mastery should be included in each group
Deliverable: Note-catcher with four groups of standards, ideally
including each of the standards at least once. CLICK HERE FOR A
VIDEO CLIP OF A BSWP TEACHER CONSULTANT MODELING THIS PROCESSHERE
Boise State Writing Project Common Core Team Slide 14 Central
Standard: (RL11-12.7) Analyze Multiple Interpretations of a story,
drama, or poem (e.g. recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets
the source text. (Include at least one play by Shakespeare and one
play by an American dramatist) Related Focus Standards: Boise State
Writing Project Common Core Team Slide 15 EXAMPLE: An Integrated
Model of Literacy: Grouping the CCSS Reading, Writing,
Speaking/Listening and Language Standards Central Standard:
(RL11-12.7) Analyze Multiple Interpretations of a story, drama, or
poem (e.g. recorded or live production of a play or recorded novel
or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an
American dramatist) Related Focus Standards RL: RL.11-12.1,
RL.11-12.3, RL.11-12.5, RL.11-12.10 RI: RI.11-12.7, RI.11-12.1 W:
W.11-12.1, W.11-12.3, W.11-12.4, W.11-12.6, W.11-12.9 SL:
SL.11-12.1, SL.11-12.2, L: L.11-12.5 Boise State Writing Project
Common Core Team Slide 16 Math Unit Planning Pick a rich, Complex,
Central Grade Level Content Standard. Brainstorm places where this
concept is used in the real world. Select one real world
application to explore. What other standards from my grade level
can I connect to this idea? What Standards for Mathematical
Practice will students need to apply to understand these concepts?
CLICK HERE TO SEE A VIDEO OF THIS ACTIVITYHERE Boise State Writing
Project Common Core Team Slide 17 Understanding Coding of the
Grade-Specific Standards English Language Arts: RI.9-10.1=Reading
Informational.grades 9-10.standard #1 RL.6.2=Reading
Literature.grade 6.standard #2 W.11-12.9=Writing.grades
11-12.standard #9 SL.7.6=Speaking and Listening.grade 7.standard #6
L.8.4=Language.grade 8.standard #4 History/Social Studies:
R.H.6-8.1=Reading.History/Social Studies.grades 6-8.standard #1
W.H.9-10.10= SL.11-12.4= Science/Technical Subjects:
R.S.9-10.2=Reading.Science/Technical Subjects.grades 9-10.standard
#2 W.S.6-8.3= SL.9-10.5= Boise State Writing Project Common Core
Team Slide 18 Standards Grouping: Next Steps Decide on title or
unifying theme for each groupingtheme Brainstorm texts (literary
and informational) that could be taught with each groupingwrite the
possible texts for each group in the blank box below each group
possible texts Begin planning unitsculminating projects,
frontloading, sequencing, etc Decide on pacing for each unit and
repeat process for other units you will teach with remaining
instructional time and to meet any standards you have missed Boise
State Writing Project Common Core Team Slide 19 EXAMPLE: An
Integrated Model of Literacy: Grouping the CCSS Reading, Writing,
Speaking/Listening and Language Standards Themes/Big Ideas:
perspective, art reflecting life debate, reality, truth, stories
Central Standard: (RL11-12.7) Analyze Multiple Interpretations of a
story, drama, or poem (e.g. recorded or live production of a play
or recorded novel or poetry), evaluating how each version
interprets the source text. (Include at least one play by
Shakespeare and one play by an American dramatist) Related Focus
Standards RL: RL.11-12.1, RL.11-12.3, RL.11-12.5, RL.11-12.10 RI:
RI.11-12.7, RI.11-12.1 W: W.11-12.1, W.11-12.3, W.11-12.4,
W.11-12.6, W.11-12.9 SL: SL.11-12.1, SL.11-12.2, L: L.11-12.5
Possible Texts: Hamlet, Images Hamlet inspired art work, Kenneth
Branagh, Mel Gibson, Ethan Hawke films Poems: The Night Watch, They
All Want to Play Hamlet Essays: Gertrude Talks Back Informational
Documents: critical responses to the films and play Frankenstein
images and pop culture versions, Films inspired by the novel Poems
alluded to in Frank. Informational summaries of longer works of
literature alluded to in Frankenstein Boise State Writing Project
Common Core Team Slide 20 Role: YOU the teacher Audience: Your
students Format: Letter Task: Explain to your students how
instruction will look the same or different this year based on what
you have gathered from this workshop. Exit Ticket : RAFT Boise
State Writing Project Common Core Team Slide 21 Grouping Cards Laid
Out by Strand CLICK HERE TO GO BACKHERE Boise State Writing Project
Common Core Team Slide 22 Themes/Big Ideas Central Standard:
(RL11-12.7) Analyze Multiple Interpretations of a story, drama, or
poem (e.g. recorded or live production of a play or recorded novel
or poetry), evaluating how each version interprets the source text.
(Include at least one play by Shakespeare and one play by an
American dramatist) Big Ideas: perspective, art reflecting life
debate, reality, truth, stories Back Boise State Writing Project
Common Core Team Slide 23 Possible Texts (my example) Hamlet Images
Hamlet inspired art work Kenneth Branagh, Mel Gibson, Ethan Hawke
films Poems: The Night Watch, They All Want to Play Hamlet Essays:
Gertrude Talks Back Informational Documents: critical responses to
the films and play Frankenstein images and pop culture versions
Films inspired by the novel Poems alluded to in Frank.
Informational summaries of longer works of literature alluded to in
Frankenstein BACK Boise State Writing Project Common Core Team
Slide 24 References Common core state standards initiative. (2012).
Retrieved from www.corestandards.orgwww.corestandards.org. Planning
and pacing process k-8. (2011). Retrieved from http://
education.ky.gov/school/documentsplanning andpacingprocess.pdf.
Wiggins, G. P., & McTighe, J. (2005). Understanding by design.
(2 nd ed.). Alexandria, VA: Association for Supervision &
Curriculum Development. Slide 25 Acknowledgements Boise State
Writing Project Teacher Consultants involved in developing
activities in this module: Paula Uriarte Ramey Uriarte Rachel Bear
Boise State Writing Project Common Core Team
