7. CCSS (2010)
RI.3.6 Distinguish their own point of
view from that of the author of a text.
NCSCoS (2004)
Grade 3 2.04 Identify and interpret
elements of fiction and nonfiction and
support by referencing the text to determine
the: point of view (author and character)
8. CCSS (2010)
RI.7.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
NCSCoS (2004)
Grade 7 2.01 Respond to informational materials
that are read, heard, and/or viewed by:
drawing inferences and/or conclusions
determining importance of information.
9.
10. Integrating the Standards
“While the Standards delineate specific
expectations in reading, writing, speaking,
listening, and language, each standard need
not be a separate focus for instruction and
assessment. Often, several standards can be
addressed by a single rich task.”
CCSS pg. 5
11. • “For example, when editing writing, students address Writing
standard 5 (“Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach”) as
well as Language standards 1–3 (which deal with conventions of
standard English and knowledge of language).
• When drawing evidence from literary and informational texts per
Writing standard 9, students are also demonstrating their
comprehension skill in relation to specific standards in Reading.
• When discussing something they have read or written, students
are also demonstrating their speaking and listening skills. The
CCR anchor standards themselves provide another source of
focus and coherence.”
CCSS, pg. 5
12. “Vocabulary” in the Standards
R.CCR.4 - Interpret words and phrases as they are
used in a text, including determining technical,
connotative, and figurative meanings, and analyze
how specific word choices shape meaning or
tone.
L.CCR.4 - Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases by using context clues, analyzing
meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
13. “Vocabulary” in the Standards
L.CCR.5 - Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
L.CCR.6 - Acquire and use accurately a range of
general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important
to comprehension or expression.
14. “Vocabulary” in the Standards
SL.CCR.6 - Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of
formal English when indicated or appropriate.
15. Color-coding the Anchors
• Using highlighters, find the possible
integrations across the standards….
• Think about these categories:
Evidence
Organization - development of ideas - structure
Comparing texts - integration of ideas
Point of view
17. Lesson Review
• Choose a lesson to review on the
Wiki.
• Use the Guided Review of Lessons
document to record your
observations.
18. Create your own!!!
• Use the text you chose yesterday to
create a lesson.
• Use the information you recorded on the
Guided Review of Lessons and in your
Participant Notes to develop your
lesson.
19. RESOURCES
Have you seen...
ELA Common Core State Standards Self
Study LiveBinder:
http://www.livebinders.com/play/play/262077
ELA Resources LiveBinder:
http://www.livebinders.com/play/play/297779
Arrange room in small groups and ask participants to sit in grade bands. Have tents on tables to facilitate. Introduce ourselves Review What can you expect and agenda on trainers ’ notes. We have provided a trainer notes document because this is a train the trainer model. The intention is that you will use this information and provide professional development for teachers in your district. As we work together today, think about how you are going to facilitate and communicate this information to teachers in your district. With this…. Let me take a quick poll to see who is in the room. Curriculum Specialists / Directors, Teacher Leaders, Principals Direct participants to the Wiki Site Ask participants to drag Trainer ’s Notes and Lesson Ideas to desktop and save. You will not need PPT until you do your own training. Everything you need is on the Trainer Notes and Lesson Ideas Documents and we will walk you through PPT. You will be using both documents to take notes throughout the day. Please open the Trainer Notes. On page 2 you will see today ’s agenda. (display Agenda on LCD projector)
Assembling the Parts begins Day 2 Is the whole the sum of its parts? (Einstein)
This is a caution sign…. Be careful about tweaking lessons we already have.
Last summer, we provided an overview of the Common Core State Standards. We reviewed the Unpacking and Crosswalk documents and asked you to evaluate the degree of alignment between the 2004 SCOS and the CCSS. We hear often that the Standards are very similar.
Take a look at one of these pictures. Take a really close look at it. Is it really a cathedral? Is that really a chteaux? At first glance, it is a picture of cathedrals. If you look closer, it is not what you originally thought. Take a moment with a partner to identify the differences. Like this picture, we want to provide our teachers with multiple opportunities to closely read the Standards to ensure there is no misunderstanding that the Standards may look the same as what we have had in the past but a closer look shows how different they are. This is from the book: Look Alikes Around the World by Joan Steiner.
Point of view is what the person is saying vs. 1 st , 2 nd , 3 rd person as we have taught in the past. Who’s talking? What are they thinking? As the reader, how is your point of view the same or different from that of the author? Increase in rigor because they are examining and analyzing instead of just identifying point of view.
The difference here is that CCSS ask students to draw evidence directly from the text. Response to literature vs. citing textual evidence. A way to look closely at the differences is to go back to the crosswalk activity from last year’s SI. We gave you a rubric to evaluate the differences.
By tweaking, we cannot create the strong connection to the new standards that we need to create. New standards call for different instructional approaches as we’ve seen in the shifts.
Ask participants to read the quote
In the introduction, it focuses on integration and how one single rich task can cover several standards. This is what we mean by integrating the standards.
We examined these standards yesterday when we were discussing vocabulary. Today, let’s revisit the integration of the vocabulary standards: we have highlighted the vocabulary aspects in each of these CCR anchor standards.
“ Applying academic vocabulary accurately in speech.”
Choose one category and grab your anchor page and a highlighter. Highlight where you see one of these categories in the anchors in every strand.
We are getting ready to write some lessons, but before we do let’s take a look at some lessons that might help guide you. Use the Guided Review of Lessons to take notes. Materials needed: Guided Review of Lessons Document is a handout Lesson examples are on the Wiki
Tell participants they can choose to begin an outline. We do not have a particular template. Districts have the autonomy to choose their own. Reference the pieces of the puzzle as you design your lesson. Provide a “menu” of upcoming pd and webinars.
