Learning ObjectivesParticipants will be able to …

understand the benefits of anchor charts

interact with standards-based visual charts

know how to implement charts into the classroom

Brief definition of Anchor Charts

Explore & Utilize the following Charts: Textual Evidence Comparing Texts with a Twist

Chart Implications

Treasure Hunt

• Interactive visual

TOOLS that make learning visible and permanent

• Build on prior learning• Provide visual cues to

develop independence• 4 Types of Types: Ritual,

Toolbox, Classification, Interactive

(Debbie Miller, 2002)

What does this mean for Common Core teaching and

learning?

Captain Hook

What are the connotations of the

word pirate?

Could the benefits of being a pirate outweigh

the risks?

Would you consider being a pirate an equal

employment opportunity? Why or

why not?

Sta

ndar

d 1:

Tex

tual

Evi

denc

e

“Ten Facts About Pirates”

Read the article titled – “Ten Facts About Pirates” like a Private Investigator•Locate evidence to support and/or refute your responses to the guiding questions regarding “Pirates”•Write your supporting statements on a sticky note and place outside the what you know graphic

What proof from the text helps to

support or refutes what we know?

Standard 1: Textual Evidence

What proof from the text helps to

support or refutes what we know?

•If used for pre-reading activity, ensure one’s audience has ample knowledge of content in order to be able to share “stuff in your head”

•Guiding questions were provided to focus student thought and discussion; make guiding questions specific to the standard(s) being taught

•Can be used during instruction to bring attention to specific information; use after instruction as formative assessment

Captain Walker D. Plank

Comparing Texts

Tex

t #1

:Text Features Viewpoint/Bias

Which perspective do you prefer/agree?

What textual evidence supports your decision?

Tex

t #2

:Details

InformationalElements

Purpose Word Choice/Connotation

Why?

Comparing Texts

Tex

t #1

:Text Features Viewpoint/Bias

Which perspective do you prefer/agree?

What textual evidence supports your decision?

Tex

t #2

:Details Purpose Word Choice

/Connotation

Why?

• May use chart to compare mediums (i.e. script vs. audio)

• Students may compare their own writing to an

informational text with the same claim checking for style, structure, supporting evidence, etc.

• Due to the fact that one must use higher order thinking skills, the teacher should initially model the thinking process when introducing this chart

Shared Strategies & Resources •Planted Participants or Planted Questions “plant” questions, names, etc. around the classroom to model rigorous questioning and to encourage student participation•Tulare ELA CCSS Bookmarks (K-12) http://www.tcoe.org/ERS/CCSS/ELA/Resources.shtm

•Kagan Team Mats (set of 10 - $14)

Linder, RozlynChart Sense: Common Sense Charts to Teach 3-8 Informational Text and Literature.Atlanta, Georgia: The Literacy Initiative, LLC

Harvey, Stephanie, and Goudvis, Anne. Strategies That Work: Teaching Comprehension to Enhance UnderstandingPortland, Maine: Stenhouse, 2000.

Miller, Debbie. Reading with Meaning. Portland, Maine: Stenhouse, 2002

Hoyt, Linda. Spotlight on Comprehension: Building a Literacy of Thoughtfulness.Portsmouth, NH: Heinemann, 2005

Product Details•Paperback: 182 pages•Publisher: Literacy Initiative, The (February 2, 2014)•Language: English•ISBN-10: 0988950510•ISBN-13: 978-0988950511