3rd 5th summeracademyupdated

FCOE SUMMER ACADEMY

DAY 1

Elaine Sotiropulos , ELA/HS Consultant

Sandra Alvarez, ELA Consultant

Grades 3rd – 5th

Table Tent

• Fold lengthwise (hotdog style)

• In the center, please list your Name,

Grade, and School

My Name

My Grade

My School

Logistics

• RR locations

• Lunch Time: M/T 12:00, W/Th 12:15

• Afternoon Break Out Sessions & Planning

Room (Cafeteria)

• Gmail Accounts (you need one!) &

Electronic Devices (you need one!)

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.

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.

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

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

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

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.”

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?

DOK Chart

Interactive Notebook (INB)

•Right Side Input

•Left Side Output

•INB Samples

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?

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.

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

Media Stimuli

• http://www.waterforsouthsudan.org/

Water for South Sudan

* Complete cloze notes in INB

Reflection (left side)

• 3 Things that were interesting

• 2 Interesting data points

• 1 Question you still have

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

FCOE Lesson/Unit Template

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

Processing & 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

FCOE Website

http://ela.fcoe.org/

Lunch

FCOE SUMMER ACADEMY

DAY 2 – DID YOU SIGN IN?



Grades 3rd – 5th

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.


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.

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

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?

http://www.imcpl.org/cgi-bin/fullbib.pl?bibno=1274667

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?

Standards say we must …

teach students to

“read like detectives.”

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.

“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.

Discussing the Text

Partner Talk Purposeful Talk

• Use of academic

vocabulary

• Thinking deeply about

what is being said

• Ensure talk is relevant

and accountable

Paragraph Frame (left side)

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

Processing & Planning

Think about…



3. Common Core Skills

4. Standards Being Addressed

5. Vocabulary

6. Materials

7. 4 C’s

8. HOT Questions

9. Assessments


Lunch

FCOE SUMMER ACADEMY

DAY 3 * DID YOU SIGN IN?


Kristi Knevelbaard, Caruthers Elem.

Grades 3rd – 5th

Agenda, Day 3

• Norms

• Icebreaker- Would you rather..?

• Water is Life websearch

• Media Stimuli- Time is Running Out

• Rubrics & Guidelines for Development

• Citing Sources


•** FPU Units paperwork coming today!

WOULD YOU RATHER . . . ?

Be

Batman

Be

Superman OR


Have a

light saber

Have a

helper

monkey

OR


Be a

contestant

on Wheel

of Fortune

Be a

contestant

on

Jeopardy

OR


Be able to

fast

forward

time

Be able to

rewind

time

OR


Never read

another

book

Never hear

another

song

OR


Be famous

in this

lifetime

Go down in

the history

books

forever

OR

Debrief

How could you use this activity in your classroom?

What are some other possible choices?

http://yourather.com/



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?

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.










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.

Resources

Menu QR Codes

Lesson Debrief

• I learned…

• I valued…

• I’d like more information on…

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

Why did we show this video?

•PSA – Real World Product

• “Close Read of Video”

•Develop Writing text-types

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?

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!

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!

Rubric Template

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.

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.

Resources

Webb’s Depth of Knowledge Guide

Citing Resources

Special Guest:

• Library Media Specialist; Brigeen Radoicich

Lesson Debrief

• 3 Things I Learned

• 2 Things I will Do

• 1 Question I still Have

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.

Processing and Planning

Think about…



3. Common Core Skills & Standards Being Addressed

4. Vocabulary

5. Technology

6. Materials

7. 4 C’s

8. HOT Questions

9. Assessments


Lunch

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

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


• 10-Day Forecast at 12 noon

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.

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?

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.

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?

Media Stimuli

• https://www.youtube.com/watch?v=uodlwT6MZFY

Time is Running Out

https://www.youtube.com/watch?v=uodlwT6MZFY

https://www.youtube.com/watch?v=uodlwT6MZFY

Real Kid PSAs •What thinking, learning,

and preparation needed to

happen before students

could produce these PSA?

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 •

Media Stimuli

• https://www.teachingchannel.org/videos/ell-essay-

structure-lesson

The Writing Recipe: Essay Structure for ELLs

https://www.teachingchannel.org/videos/ell-essay-structure-lesson








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?

Closer Look at CCSS

•How do we incorporate

multiple standards as we

plan our lessons and

units?

Brokers of Expertise

`

Lunch

FCOE SUMMER ACADEMY

DAY 5 Elaine Sotiropulos , ELA/HS Consultant

Paul Turner, ELA Consultant

Brigeen Radoicich, Library Coordinator

Grades 3rd – 5th

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!)

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

https://www.teachingchannel.org/videos/lesson-planner?utm_campaign=digest&utm_medium=email&utm_source=digest




Lesson/Unit Showcase

SCCA Evaluation

•Find on bit.ly/SCCA2014

•Or

•www.listango.com/esotiropul

os/water-is-life

Stack-Up and Clean-Up!

PLEASE…

•Pack up toolkits

•Throw out all trash

•Take all belongings and

materials

•Fold up chairs

THANK YOU!


[email protected]


[email protected]

Brigeen Radoicich, Library Coordinator

[email protected]

Paul Turner, ELA Consultant

[email protected]

Kristi Knevelbaard, Caruthers Elementary

mailto:[email protected]




Education

3rd 5th summeracademyupdated