What CCSS is NOT• … just having students

read and write more

• … assigning more vocabulary words to look up and write definitions for

• …asking the same old questions from NCSCOS using more NF.

• … giving students Venn diagrams and sentence diagramming assignments in social studies to “integrate”

• …assigning more writing where the teacher edits, grades, and files it in a portfolio.

“Reading like a detective, writing like a reporter.”

WHAT THECOMMON CORE IS…

COMMON CORE SHIFTS

LOOKING AT THE 3 MAIN

4

Using a 50/50 Balance of Fiction and Nonfiction

Shift #1 High Quality Texts in a Wide Variety of Genres...especially

What the Student Does…*build content knowledge through reading high quality texts

*finds evidence

*exposed to the world through reading

*handles primary source documents

*makes connections across disciplines

What the Teacher Does…*provides students with 50/50 fiction/nonfiction text balance

*scaffolds informational texts

*models the use of a variety of comprehension strategies

*teaches through and with informational texts by having students read the text and not just summarize or lecture an overview of it

SHIFT #1 50/50 Fiction and Nonfiction…Variety of Genres

Shift #2 Reading &Writing

Grounded in the Text

6

Text-based Evidence

Writing from Sources

Shift #2

What the Student Does…*Finds evidence to support their answer

*Creates their own judgment or opinion from facts in the text

*Reads text more than once

*Compares multiple sources

What the Teacher Does…*Facilitates text based questions and gives students time to write about texts

*Encourages students to spend time in the text and reread

*Uses questioning to help students analyze the text

*Provides opportunities for students to argue a point and share their conclusions and opinions

SHIFT #2 Reading and Writing Grounded in the Text

“Because“… is the magic word because it tells everyone where your answer is coming from, it's not your answer, it's the reason for your answer, it's the evidence for your inference, or the schema for your predication.

Teachers model how to ask questions

and show thinking!

SHIFT #2—Text Evidence

SHIFT #2—Text Evidence

Shift #3 Regular Practice with Complex Texts and its Academic Vocabulary

11

Academic – Tier 2—Vocabulary

Text Complexity

What the Student Does…*Rereads

*Able to work through frustration when engaged with challenging text

*Uses academic vocabulary and content specific vocabulary

*Learns and uses new vocabulary from text read

What the Teacher Does…*Exposes students to complex text in a variety of genres

*Uses shorter texts and teaches students power of rereading

*Provides scaffolding and strategies for accessing high level text

*Fewer words more deeply

SHIFT #3 Text Complexity and Academic Vocabulary

SHIFT #3—Complex Text and Academic Vocabulary

Tier 2 Words

How to determine which words to teach:

Examples1) surface2) package3) lean4) distance5) mostly6) certain7) lost8)9)10)11)

Students are likely to see the word often in other texts and across domains/content areas.

The word will be useful in students’ writing.

The word relates to other words or ideas that the students know or have been learning.

Word choice has significance in the text.

The context of the text does not provide enough information for students to infer the meaning of the word.

The word has multiple meanings that are high frequency.

SHIFT #3

General Understandings in K-2

Retell the story in order using the words beginning, middle, and end.

SHIFT #3 Text and Academic Vocabulary

Key Details in K-2

• How long did it take to go from a hatched egg to a butterfly?

• What is one food that gave him a stomachache? What is one food that did not him a stomachache?

SHIFT #3 Text and Academic Vocabulary

Vocabulary in K-2

How does the author help us to understand what cocoon means?

SHIFT #3 Text and Academic Vocabulary

Author’s Purpose in K-2

Who tells the story—the narrator or the caterpillar?

SHIFT #3 Text and Academic Vocabulary

A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

Inferences in K-2

The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

SHIFT #3 Text and Academic Vocabulary

Opinions and Intertextual Connections in K-2

NarrativeIs this a happy story or a

sad one? How do you know?

InformationalHow are these two books

similar? How are they different?

SHIFT #3 Text and Academic Vocabulary

Old Style of Questions

New CCSS of Questions

What are some differences you notice in the new questions?

SHIFT #3 Text and Academic Vocabulary

How do you tempt students into reading hard text for long periods??

• Set up situations in which students need information, cool science experiment—they have to read to do!

• Set up an earthworm box or tadpole tank-only students who get their “license” by answering questions from complex text can care of the creatures!

• Leave out magnets and items to experiment with as well as texts/articles about magnets.

• Articles about weird, scary, gross, surprising topics!HOW CAN YOU DO THIS IN YOUR CLASSROOM?

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Shift #1Read 50/50

F/NFDigging Deep!

Close reading in all genres!

Expository

Persuasive

Narrative

Shift #2Text Evidence

Shift #3Complex Text &

Tier 2 Vocabulary

Teaching the READER, not the

reading!

http://pcskindergarten.pbworks.comhttp://pcs2ndgrade.pbworks.comhttp://pcs3rdgrade.pbworks.com http://pcs4thgrade.pbworks.comhttp://pcs5thgrade.pbworks.comhttp://pcsesccpd.pbworks.com

Wiki Online Sharing• PCS Wiki’s• Common Core Resource Page• Curriculum Maps

Instructional Planning Checklist (Unit/Lesson Plan) Has Essential Question(s) Has Essential Understandings (The student knows/understands) Has Strategic Interdisciplinary Connections (all contents areas plus the arts) Clearly Identifies the Learning Outcome (What the student can do) Has Pre-Assessment(s) Has Formative Assessment(s) with Learning Targets Clear Connection to Summative Product/Assessments Has Rubrics Connected to Summative Product/Assessments with specific skill goals based on assessment results Has differentiation Has engaging activities connected to accomplish the Summative Product/Assessment Has resources clearly identified and connected to Common Core/Essential Standards using 21st Century Skills/Future Ready Skills Includes purposeful writing Uses self-directed, collaborative and group learning/sharing

Long Term Planning Best Practices

• Has a balance of fiction and nonfiction• Has no less than 20% of complex text with close

reading• Has daily opportunities for critical thinking and

problem solving skills• Includes Active Learning Strategies to promote

student engagement• Has a variety of instructional methods to meet the

Learning Styles of students• Holds students to High Expectations• Has the opportunity for self-directed, collaborative

and group learning/sharing

Lesson Plan Checklist Small Group Sorting Activity

First Grade

Essential Question How are people and animals important to one another and our community?

Common Core/Essential Standard

RL 1.1 Ask and answer questions about key details in a text.

Essential Understandings Character/setting/eventsCause/effectSequenceHow to ask questionsLocating text evidence

Learning Outcome SWBT Ask and answer questions about character, setting, and events (details, cause/effect) and sequence beginning, middle, and end. SWBT complete a story map identifying character, setting, and major events

Pre-Assessment DRA Fresh Reads AimsWebStory map

Formative Assessment Class discussion/observations (questions)Dry Erase BoardsConferences and InterviewsStory map (whole/partner/independent)

Summative Assessment Skill specific assessmentMultiple Choice/Open ended response with rubricStory map (independent) with rubric

Differentiation Guided reading groupsDifferent leveled sight words/vocabularyScaffold/Choice literary stationsWord banks for story mapping Question prompt cards (teacher-created)

Resources with 21st century skills/Future Ready

Visual Presentations using flip cameras/iPadsGlobal connection projects

Purposeful writing Interactive notebooks (two column notes: text/think)Open ended response with evidence from the text Real world connections

First Grade

Essential Question How can we learn from exploring places and things?

Common Core/Essential Standard

RL 2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Essential Understandings

Character/setting/eventsCause/effectSequenceHow to ask questionsLocating text evidence

Learning Outcome SWBT Ask and answer questions about details about the character, main idea (who, what, where, when, why, how) SWBT complete a story map identifying character, setting, and major events SWBT create a character map

Second Grade

Second GradePre-Assessment Aimsweb, Spelling Pretest, STAR, Story map

Formative Assessment

Class discussion/observations (questions)Dry Erase BoardsConferences and Interviews Story/Character map (whole/partner/independent)

Summative Assessment

Weekly Vocabulary, Spelling, Comprehension TestsOpen ended tests using rubricStory map/Character Map (independent)

Differentiation Spelling Tests/Vocabulary (modified/challenged)Read Aloud Weekly TestsWord Bank for open ended/graphic organizersWord banks for story/character mapping Question prompt cards (teacher-created)

Resources w/ 21st century skills

Visual Presentations using flip cameras/IPADS/ Global connections

Purposeful writing

Interactive notebooks/two column notes (text/thinking)Open ended response with evidence from the text Real world connections

Essential Question How can our actions affect others in our community?Common Core/Essential Standard

RL 3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Essential Understandings

Character traits/motivations/feelingsSequence of events Understand description, motivation, traits Cause and effect of actions on events in the story

Learning Outcome SWBT Demonstrate understanding the sequence of events in a story, identify major/minor characters, and describe characters by citing their traits,motivations, and emotions by: creating a story map citing text evidence, create a cause/effect chart of character actions and events, create a story mountain/plot diagram map, create a venn diagram comparing and contrasting a major and minor character, create a character map citing motivations/feelings/traits

Pre-Assessment Common Core Pretest Assessment AimswebStory/character/plot map Cause/effect graphic organizer Open ended response ThinkGate

Third Grade

Formative Assessment Class discussion/observations (questions)Dry Erase BoardsConferences and InterviewsStory/character/plot map (whole/partner/small group)Cause/effect graphic organizer (whole/partner/small group)Open ended response (journals) Exit tickets

Summative Assessment Teacher created quizzesFresh Reads from Reading StreetSkill Specific AssessmentsOpen ended response with rubricStory/character/plot mapping (independent)

Differentiation Guided reading groups Intervention/enrichment homogenous groups with school wideDifferentiated vocabulary for at risk studentsWord Bank for open ended/graphic organizersWord banks for story/character mapping Question prompt cards (teacher-created)

Resources with 21st century skills/Future Ready

Multimedia Presentations including research Flip CamerasCreate a voki or major characters and their traits/feelings/motivations

Purposeful writing Interactive notebooks Real world connectionsOpen ended response with evidence from the text

Third Grade

Click on Wiki Links below to show sample weekly or unit templates—

you can also pull up examples of your own unit to share.

http://pcskindergarten.pbworks.comhttp://pcs2ndgrade.pbworks.comhttp://pcs3rdgrade.pbworks.com http://pcs4thgrade.pbworks.comhttp://pcs5thgrade.pbworks.comhttp://pcsesccpd.pbworks.com

*THREE SHIFTS Resources are now available on the grade level wikis below the lesson plan template links.

WRITING RUBRICS• Teachers will be working on writing rubrics together as a county by grade levels on the first PD day – September 28th.

They will need to bring a class set of writing papers to grade (with the rubrics they create) that afternoon!