Introduction to Grades 4 & 5 English Language Arts

Common Core State StandardsMaplewoodDecember 17, 2013Session 1

Objectives for Session 1 Overview of CCSS • Content Objectives:

• Teachers will examine the “Shifts” from the Oregon ELA Common Core State Standards

• Teachers will understand the organization and structure of standards document

• Language Objectives: • Teachers will read, write and discuss as they learn about the Common

Core “Shifts” and the organization and structure of the ELA CCSS document.

• I can statements:• I can orally identify some of the ways I am already meeting the “Shifts”

from Oregon ELA Standards to CCSS• I can navigate the CCSS Standards document with ease

Pre-assessment

What do you already know about ELA CCSS?

-Quick Write

-Partner Share

Objective #1:Preparing Teachers and Students for CCSS

2010-2011

2011-2012

2012-20132013 – 2014

2014 -2015

YOU ARE HERE

K-3 Roll Out

4-5 Roll Out

CCSSAssessmentsBegin

Common Core State Standards

• Adopted by 45 states• CCSS Adopted by Oregon

in October 2010• Developed by -State Departments of Education -Researchers -Professional Education Organizations -Teachers -Parents and Students

Introduction to the ELA Common Core State Standards

• Video: CCSS Principles of Development for Literacy http://www.engageny.org/resource/common-core-in-ela-literacy-an-overview

USE GRAPHIC ORGANIZER TO TAKE NOTES

• Table Discussion: Guiding Questions What big ideas did you identify from the video?How do these big ideas relate to the current teaching practices in

your school and classroom?

Use the Graphic Organizer to Take Notes

Click icon to add picture

http://www.engageny.org/resource/common-core-in-ela-literacy-an-overview

Introduction to the ELA Common Core State Standards

• Video: CCSS Principles of Development for Literacy http://www.engageny.org/resource/common-core-in-ela-literacy-an-overview

USE GRAPHIC ORGANIZER TO TAKE NOTES

• Table Discussion: Guiding Questions What big ideas did you identify from the video?How do these big ideas relate to the current teaching practices in

your school and classroom?

Shifts and Implications for PPS Grades 4-5

Shift 1: Increase Reading of Informational TextSF meets criteria for balance between literature and informational texts.

Shift 2:Text Complexity for Grade 4-5Grade 4 – 24/28 SF selections meet criteria Grade 5 – 25/27 SF selections meet criteria

Literary and Informational Texts in Reading Street 2008 Analysis Based on

Main Selection Titles in Student Anthologies

Text Complexity in Scott Foresman

Shifts and Implications PPS Grades 4-5

Shift 3: Academic VocabularyScott Foresman includes explicit and systematic academic vocabulary instruction.

Shift 4: Text-based AnswersQuestions at end of anthology selections need be revised tomeet criteria of ELA CCSS.See Close Reading Lessons http://www.pps.k12.or.us/departments/curriculum/8431.htm

Shifts and Implications for PPS Grades 4-5

Shift 5: Increase Writing from SourcesTeachers need to emphasize using evidencefrom texts when teaching informational, persuasiveand research writing units. Additionalunits for opinion writing need to be included.

Shift 6: Literacy Instruction in All Content AreasIntended for middle and high-school

NAVIGATING THE ELA CCSS DOCUMENT

Design, Organization & Key Vocabulary

1. Four Strands Reading

Reading Literature (RL) Reading Informational Text (RI) Reading Foundational Skills (RF)

Writing (W) Speaking and Listening (SL) Language (L)

Strand

Anchor Standard

Grade-Specific

Standard

READING SPEAKING & LISTENING

WRITING LANGUAGE

STRANDS

Design, Organization and Key Vocabulary

2. Anchor Standards(CCR – College & Career Ready• Broad expectations

consistent across grades and content areas• Based on evidence

about college andworkforce

trainingexpectations

ANCHOR STANDARDS

Design, Organization & Key Vocabulary

3. Grade Level Standards

• Grade-specific end-of-year expectations

• Cumulative progression of skills and understandings

• One-to-one correspondence with Anchor standards

Grade-Specific Standards

Structure of the Standards

21

Strand

Anchor Standard

Grade-Specific Standard

Identify the Standard

22

RI . 4 . 2Strand Grade Standard Number

CCSS Treasure Hunt

• Work with a partner.• Skim and scan the 4-5

Oregon ELA Common Core State Standards to complete the CCSS Treasure Hunt.

(20 minutes)• Check for Understanding.

Using the Answer Key provided, work with your table to check your answers. (5 minutes)

I Can StatementsCheck for Understanding

• I can orally identify some of the ways I am already meeting the “Shifts” from Oregon ELA Standards to Common Core State Standards

• I can navigate the CCSS Standards document

Grades 4 & 5 ELA Common Core State Standards

Next Session: January 21

Topic: Close Reading

Objectives for Module 2: Literature and Information Standards and Introduction to Close ReadingContent Objectives• Teachers will analyze the Common Core standards for Literature

and Informational Text• Teachers will examine features of Close Reading

Language Objectives• Teachers will read, write and discuss as they

- familiarize themselves with the standards for Literature and Informational Text -examine the components of Close Reading and Text Based Questions/Answers

Standards for Literature and Informational Text

Partner Activity: Use Graphic Organizer1. Read Standards for Literature2. Read and list verbs and key phrases on graphic organizer3. Compare selected words with your partner4. Repeat steps 1-3 with Standards for Informational Text5. Identify similarities and difference between each corresponding

standard of Literature and Informational Text

Common Core Shifts

Shift 2. Text Complexity Shift 4. Text Based Questions/Answer.

Close Reading of Texts

Close Reading of Text: Professional Reading• “Closing in On Close Reading”

• Read the article and answer the embedded Text Based Question

• Table Discussion1. Discuss your responses to the Text Based Questions2. What strategies did you use?

I Can StatementsCheck for Understanding

• I can take notes on the differences and similarities in the RL and RI standards.

• I can answer text-based questions

Participants will:become familiar with the increased emphasis on close reading

and text-based questions and answers in Common Core classrooms

recognize examples and non-examples of text-based questions in Scott Foresman

write text-based questions for a Scott Foresman anthology selection or other text of their choosing

Participants will:examine Shift # 4 ( Text-based Questions and Answers) and it’s

impact on classroom instruction by reading, writing and discussing

Content and Language Objectives

Students who can

comprehend and think more

deeply about complex text

Text-dependent Questions help readers dig deeply

into the text to fully understand key ideas and

central message of author

Close Reading multiple reads of text to uncover layers of

meaning

Culminating Activities students write in response to reading using evidence

to support their ideas

Shifts in Comprehension InstructionCOMMON CORE

http://engageny.org/resource/close-reading-strategies-with-informational-text-by-expeditionary-learning

Video: Close Reading Strategies with Informational Text

Debrief Activity1. Highlight 3 positive comments to share2. Highlight 1 challenge to share3. Use 3 Step Interview (SIOP Strategy) See Handout

Interview Questions: Tell me 1 or 2 things you thought were positive about this video. Tell me a challenge.

Students who can

comprehend and think

more deeply about

complex text

Text-dependent Questions help

readers dig deeply into the

text to fully understand key

ideas and central message of

author

Close Reading multiple reads of text to uncover

layers of meaning

Culminating Activities

students write in response to

reading using evidence to

support their ideas

Shifts in Comprehension InstructionCOMMON CORE

Why Text-Based Questions

Features of Text-based Questions

Questions that can only be answered with evidence from the textCan be literal but can also involve analysis, synthesis, evaluationFocus on word, sentence and paragraph as well as large themes or eventsFocus on difficult portions of the text in order to enhance comprehensionFocus on evidence –based answers instead of experienced –based answers

Are worth asking

Part 1:Read through the questionsWith a partner, determine which

questions are text-dependentSort questions into the appropriate

columns

Looking at Exemplar Questions

• Represent the 3 sub-strand of standards?• Key Ideas and Details• Craft and Structure• Integration of Knowledge and Idea (Vocabulary RI 4)

Activity: Part 2 (CCSS pgs. 11 – 14)Identify Sub – strands of Text-Based/Text-Dependent Questions

Additional ConsiderationDo my questions…

Evaluating and Writing Text-based Questions in Scott Foresman

• Teacher Activity:• Choose selection from

SF• Evaluate

comprehension questions in margins

• Revise and rewrite using Feature of Text-based/Text-dependent questions

• Planning Template

I Can StatementsCheck for Understanding

• I can write text-based questions and answers that address key ideas and details, craft and structure and integration of ideas

Content and language objectivesContent Objectives

Participants will review and deepen their understanding of text-dependent questions

Participants will evaluate the Reader Response section following each anthology selection and write “Culminating Tasks” that align to the Common Core’s call for more depth & rigor in reading and writing

Language ObjectivesThrough reading, writing, listening and discussion, participants will

create ‘Culminating Activities ‘that reflect the rigor and depth of knowledge expected by the CCSS.

Comprehension

Students who can

comprehend and think

more deeply about

complex text

Text-dependent Questions help

readers dig deeply into the

text to fully understand key

ideas and central message of

author

Close Reading multiple reads of text to uncover

layers of meaning

Culminating Activities

students write in response to

reading using evidence to

support their ideas

Shifts in Comprehension InstructionCOMMON CORE

Vocabulary of Oral Language versus Written Text

• 96% of spoken language is made up of 4,000 words

• To read complex text, you need a vocabulary of one million words

Marilyn Adams. “Advancing Our Students’ Language and Literacy” The Challenge of ComplexTexts.” American Education (winter 2010-2011)

Comprehension

Academic Vocabulary Shift #6

Tier 1 Tier 2 (Shift #6) Tier 3Words most English-speaking students know

ExamplesHouse, grocery, run, dog

• High utility, high frequency words most students do not know

• Appear frequently across a variety of domains

• Used by mature language users

Examplesdevious, typical, nonchalantly)

Low frequency, low utility words

Examplesnucleus, timbrel,Stratosphere

Increasing Rigor and Depth of Understanding by…

• Reasoning using supporting evidence• Responding to tasks with multiple correct

responses• Solving problems and answering questions

with multiple steps• Using strategic thinking to plan and

respond to task

Comprehension

Culminating or Concluding Activity

• Demands that students write in response to the text and use evidence

• Relates to big ideas and key understanding• Call on the knowledge and understanding acquired

through text-based questions• Asks students to identify the central message,

theme or author’s intent using supporting evidence from the text

• Reflects one or more standard

What does rigor look like?

Example: Culminating Activity 4-5

Culminating or Concluding Activity (Revision of Reader Response)

Step 1: Review the author’s overall message or theme and Unit Concept, Weekly and Daily

Questions Review Targeted Comprehension Skill & Strategy

Step 2: Review features of Culminating or Concluding Activities Calls on the knowledge and understanding acquired through the text-based questions

asked during repeated close readings Demands that students write in response to the text and use evidence Students are asked to identify the central message, theme or author’s intent using

supporting evidence from the text Calls on students to restate new information in their own language.

Step 3. Design and Write Culminating Activity1. Using the graphic organizer, sequence the events of the story.2. Does Jonathan understand what it means to be responsible? State your opinion, use

reasons or evidence from the story to support your opinion. Use transition words to connect your ideas. Be sure to write a conclusion or ending sentence.

Comprehension

Aligning Comprehension Instruction to CCSS

• Read through sample lesson • Concept Questions• Big Idea• Text-based questions• Culminating Activity

WORK TIME

USING THE PLANNING TEMPLATE, WRITE TEXT-BASED QUESTIONS AND A CULMINATING ACTIVITY FOR A SELECTION YOU WILL BE TEACHING.

Students who can

comprehend and think

more deeply about

complex text

Text-dependent Questions help

readers dig deeply into the

text to fully understand key

ideas and central message of

author

Close Reading multiple reads of text to uncover

layers of meaning

Culminating Activities

students write in response to

reading using evidence to

support their ideas

Shifts in Comprehension InstructionCOMMON CORE