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Curriculum & Instruction Department
Going Deeper with the CCSSDay 2June 21,2013
Leadership is….
Re-Cap of Day 1
Text Complexity (RS. 1 & 10)– Text Sets: Non-Fiction or Fiction– Essential Question: Reading with a Purpose– Close Reading: Marking the Text, Cornell Notes
Structured Collaborative Conversations (LS.1)– Think, Pair, Square– Socratic Seminar– Interactive Triads
Argument/Opinion Writing (W.1)– Stop and Jot– Flash Draft– On Demand or Extended Day Writing
Today’s Agenda
Text Dependent Questions Project Based Learning Lunch Gradual Release of Responsibility
– Lesson Planning
Project & Planning Share-out
Text Dependent Questions and the CCSS
Doug Fisher on Text-Dependent Questions and Creating a Close Reading
Text-dependent Questions
Answered through close reading
Evidence comes from text, not information from outside sources
Understanding beyond basic facts
Not recall!
Courtesy of Fisher and Frey
Which of the following questions require students to read the text closely?
1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
Courtesy of Fisher and Frey
1. If you were present at the signing of the Declaration of Independence, what would you do?
2. What are the reasons listed in the preamble for supporting their argument to separate from Great Britain?
Courtesy of Fisher and Frey
Progression of Text-dependent Questions
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Courtesy of Fisher and Frey
Annotating/Marking the Text Coding Strategy
• Use the Coding Strategy or Marking the Text to read and annotate the essay, “A Quilt of our Country”, by Anna Quindlen
General Understandings
• Overall view • Sequence of
information• Story arc• Main claim and
evidence• Gist of passage
General Understandings in 9th Grade
What is the main idea of the essay? What is her
major idea?
Anna Quindlen’s “A Quilt of a Country” (2001)
Key Details
• Search for nuances in meaning
• Determine importance of ideas
• Find supporting details that support main ideas
• Answers who, what, when, where, why, how much, or how many.
Key Details in 9th Grade
Where are there examples of freedom
and oppression?
What other juxtapositions does our
author use?
Anna Quindlen’s “A Quilt of a Country” (2001)
Vocabulary and Text Vocabulary and Text StructureStructure
• Bridges literal and inferential meanings
• Denotation• Connotation• Shades of meaning• Figurative language• How organization
contributes to meaning
Vocabulary and Text Structure in 9th Grade
What role does the word conundrum play
in this essay?
What is the structure of the essay? How does
she build her argument?
Anna Quindlen’s “A Quilt of a Country” (2001)
• Genre: Entertain? Explain? Inform? Persuade?
• Point of view: First-person, third-person limited, omniscient, unreliable narrator
• Critical Literacy: Whose story is not represented?
Author’s Purpose
Author’s Purpose in 9th Grade
Look at the date of this essay, and then let’s talk about why she
might have written it.
Whose side of the story is not being told?
Anna Quindlen’s “A Quilt of a Country” (2001)
InferencesInferences
Probe each argument in persuasive text, each idea in informational text,
each key detail in literary text, and
observe how these build to a whole.
Inferences in 9th Grade
What does the author believe about the
benefits and limitations of tolerance?
Anna Quindlen’s “A Quilt of a Country” (2001)
Opinions, Arguments, and Intertextual Connections
• Author’s opinion and reasoning (K-5)• Claims• Evidence• Counterclaims• Ethos, Pathos, Logos• Rhetoric
Links to other texts throughout the grades
Arguments in 9th Grade
To quote, she says, “These are the
representatives of a mongrel nation that
somehow, at times like this, has one spirit.”
What does that mean and what evidence does she
provide for this statement?Anna Quindlen’s “A Quilt of a Country” (2001)
Annotating/Marking the Text Coding Strategy
• Use the Coding Strategy or Marking the Text to read and annotate the essay, “The Melting Pot”, by Anna Quindlen
Intertextual Connections in 9th Grade
In what ways does this essay differ from “The
Melting Pot,” written by the same author 10
years earlier?
Anna Quindlen’s “A Quilt of a Country” (2001)
Progression of Text-dependent Questions
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
Courtesy of Fisher and Frey
Progression of Text-dependent Questions
Part
Sentence
Paragraph
Entire text
Across texts
Word
Whole
Segments
8 & 9
3 & 7
6
4 & 5
2
1
Standards
Courtesy of Fisher and Frey
See Handout on CCRs
Reading with a pencil (Close Reading)
As you read, mark the text for evidence that answers the following questions.
– What are two events from the text that show ____ is a good leader? (Use biographical document as evidence)
– What examples does the text provide of how ____ demonstrates great leadership? (Use famous speech as evidence)
– According to the text, how did others view ___as a leader? (Use op-ed piece as evidence)
Structured Collaborative Conversations
Find a partner with the same text. Use the frames below to discuss the evidence you found in your reading.
– Two events that show ____ is a good leader are _____. (Use biographical document as evidence)
– ___ showed great leadership when they said, “____”. (Use famous speech as evidence)
– According to the opinions of others, ___was ___. (Use op-ed piece as evidence)
Don’t over-Don’t over-teach. Students teach. Students with disabilities with disabilities
and English and English learners have learners have
the right to the right to appropriatelyappropriately
struggle! struggle!
• Provide students with copies of text-dependent questions in advance of reading.
• Pre-teach reading, especially background knowledge and cognates.
• Provide realia or visual glossaries to support student learning.
• Highlight contextual clues.
Accommodations for Close Reading
Video Lesson – Using Text Dependent Questions
Let’s Practice
Use a text of your choosing todevelop text-dependent questions.
Courtesy of Fisher and Frey
Developing Text-dependent Questions for Your Text
Do the questions require the reader to return to the text?
Do the questions require the reader to use evidence to support his or her ideas or claims?
Do the questions move from text-explicit to text-implicit knowledge?
Are there questions that require the reader to analyze, evaluate, and create?
Courtesy of Fisher and Frey
Re-Cap – Addressing the Shifts
Text Complexity (RS. 1 & 10)– Text Sets: Non-Fiction or Fiction– Essential Question: Reading with a Purpose– Close Reading: Marking the Text, Cornell Notes, Text Dependent Questions
Structured Collaborative Conversations (LS.1)– Turn and Talk– Interactive Triads– Socratic Seminar
Argument/Opinion Writing (W.1)– Stop and Jot– Flash Draft– On Demand or Extended Day Writing
Common Core is the “What” ...Project Based Learning is the “How”
Engage in a rigorous process of inquiry focused on complex, authentic questions and problems
Work as independently from the teacher as possible, and have some degree of “voice and choice”
Demonstrate in-depth understanding of academic knowledge and skills
Apply and practice 21st century skills such as critical thinking, creativity, collaboration, and communication
Create products which are presented to a public audience
Chinese Proverb
Tell Me
“I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. Some of you have come from areas where your quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive.”
Show Me
Involve Me
7 Essentials for Project-Based Learning
http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/Seven_Essentials_for_Project-Based_Learning.aspx
Project-Based Learning
The Main Course, Not Dessert
“In a typical unit on instruction containing a project […] the teacher covers the main course of study in the usual way, and then a short ‘project’ is served up for dessert. In […] Project Based Learning it is the project that is the main course—it contains and frames the curriculum and instruction”
http://www.bie.org/tools/freebies/main_course_not_dessert
Online Resource for PBL
An experienced teacher mentors her colleague, sharing her strategies to engage students in projects that enhance their learning.
You’ll also see how students are benefiting from Project-Based Approaches.
http://intel.ly/digiconn-pbl
Intel Teach Elements: Project-Based Approaches
Module 3: Project Assessment
Module 5: Project Instruction
Module 4: Project Management
Module 2: Project Planning
Module 1: Project Basics
3. Facilitated Discussion: share ideas and give feedback on action plans
2. Action Planning: apply concepts to one’s own classroom
1. E-learning: learn concepts in interactive tutorialsLessons
include 3 types
of activities
http://intel.ly/digiconn-pbl
Project Assignment Sheet
Project Planner
http://rubistar.4teachers.org/
PBL Checklist - http://pblchecklist.4teachers.org/index.shtml
Lunch
Why Do We Need The Common Core?
Essential QuestionEssential Question
Text Sets, TDQ, Cornell Notes
Text Sets, TDQ, Cornell Notes
Cornell Notes,Socratic Seminar
Cornell Notes,Socratic Seminar
Cornell Notes, Flash Draft, Stop and Jot, Marking the Text Writing over time, PBL
Cornell Notes, Flash Draft, Stop and Jot, Marking the Text Writing over time, PBL
Gradual Release of Responsibility
Strategies/Concepts Used
Essential Questions Stop and Jot Cornell notes Collaborative
Conversations Listening with a
purpose Socratic Seminar GRR
Partner Reading (w/ scaffold)
Marking the Text Sentence Frames Flash Draft Text Dependent
Questions Project-Based Learning
Your Turn to Plan……
Use you GRR Thinking/Planning Template as a guide:– brainstorm/develop possible grade level appropriate
topics– essential questions– Texts to possibly use for text sets– activities for teaching argument/opinion writing at
your grade level.
Be prepared to share out some of your thinking.
Planning & Project Share Out
Provide the link to your “What is a good leader?” project - http://goo.gl/gwVpW
Tell us how you will transform your instruction to meet the expectations of the new standards and deepen understanding for your students.Share
– Essential Question– Text Set– Project/Performance Task Description
CCSS Update
Special Edition: Online Professional Learning Communities
The implementation of the Common Core State Standards (CCSS) provides multiple opportunities for educators to engage in professional learning experiences with their colleagues across California and in other states implementing the CCSS. The online educator communities featured below provide a wealth of classroom implementation resources as well as a chance to participate in professional conversations with the larger CCSS implementation community. Register now to benefit from and enrich these California-based and national efforts.
CCSS on Brokers of Expertise Brokers of Expertise (BOE) now includes a community group for the CCSS. Here you will find educator resources for implementing the CCSS and an opportunity to participate in an interactive environment where participants may comment on or “favorite” resources. If you are not a BOE member, please sign up and join this vibrant community of California educators.
Edmodo Basal Alignment Project and Community The Basal Alignment Project (BAP) builds district capacity to better align existing materials to the English Language Arts and Literacy CCSS while new CCSS-aligned materials are developed and published. School districts, publishers, education organizations and others can link to the site or download and adapt materials for us in the classroom. On this site you can learn more about the BAP and how to access these resources.
The Illustrative Mathematics Project The project aims to illustrate each of the standards using high quality reviewed tasks from teacher leaders. The site provides guidance to all stakeholders implementing the CCSS by illustrating the range and types of mathematical work that students will experience and other implementation tools, and hosts a community of registered users who develop and evaluate math tasks that illustrate the CCSS. Contributors and advisors to the project include CCSS authors William McCallum, Jason Zimba, and Phil Daro.
Share My Lesson Developed by teachers for teachers, this site offers a free platform that gives access to teaching resources and tools and provides an online community for teacher collaboration. The site has a significant collection of CCSS-related resources, covering all the aspects of the standards. Share My Lesson was developed by the American Federation of Teachers and TES Connect.
