Understanding and Applying the Common Core State

Standards:Reading Anchor Standards 3, 4

& 5

Presented by Dr. Mary McGriffOctober 7, 2013

Welcome!

How this Applies to My LearnersPlease think about the instructional approaches we have explored during this session. Identify one approach that you will use with your learners between now and our next meeting on October 7.

*Paired Round Robin *Use of word bank / sentence starters

*Use of visuals and/or manipulatives *Story element maps *Concept maps

*Multiple readings of a text for varied purposes*Thick questions *Sentence starters & visual

cues*Low-risk response formats: White board slates Choral response Agree/disagree response followed by teammate's elaboration

One technique I will use with my students is:

This approach is most applicable to my grade/subject area because:

Learning Outcomes

•Describe key instructional shifts related to CCRS Anchor Standards 3, 4 & 5.

•Examine instructional strategies that support student achievement of CCRS Anchor Standards 3, 4 & 5.

•Apply instructional strategies in kindergarten, first grade and second grade units of study.

Overview of the Afternoon•Standard 3 -- Instructional tools and strategies

•Standard 5 --Instructional tools and strategies

•Standard 4 in Action! -- Debriefing and applying vocabulary building approaches in our classrooms

•Raise questions and exchange ideas. -- We will pause intermittently throughout the session to consider what/how you can use that materials presented.

Standard 3 -- Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Characters Setting Problem

?

1st Event

2nd Event

3rd Event

4th Event --

5th Event -- Resolution

climaxStory Structure Map

Characters Setting Problem

?

1st Event:

Evidence:

2nd Event:

Evidence:

3rd Event:

Evidence:

4th Event:

Evidence:

5th Event -- Resolution

Evidence:

climaxStory Structure Mapwith Key Details

Characters Setting Problem

?

1st Event:

Evidence:

2nd Event:

Evidence:

3rd Event:

Evidence:

4th Event:

Evidence:

5th Event -- Resolution

Evidence:

climaxStory Structure Mapwith Key Details

Main Character(s)

Grace

Setting Problem

Grace wants to be Peter Pan but is told she can’t.

?

1st Event: Grace volunteers to play Peter Pan. Evidence: “Grace knew who she wanted to be.” (p. 13)

2nd Event: Raj and Natalie tell Grace she cannot be Peter Pan because she is an African America girl. Evidence:“You can’t be Peter—that’s a boy’s name” (p. 13). and “You can’t be Peter Pan. He isn’t black” (p. 14).

3rd Event: Grace tells her family about what Raj & Natalie said.Evidence:“Raj said I can’t be Peter Pan because I’m a girl” (p. 15)

4th Event: Nana takes Grace to see Romeo & Juliet and Grace’s gets back her confidenceEvidence:“I can be anything I want,” she thought (p. 20).

5th Event -- ResolutionGraces was an amazing Peter Pan in play.

Evidence:“I feel as if I could fly all the way home!” (p. 24)

climax

Grace’s house-Grace’s school-the theater

1st Event: Grace volunteers to __________________.

2nd Event: Raj tells Grace _____________________________.Natalie tells Grace ___________________________________

3rd Event: Ma and Nana tell Grace ___________________________________________________________________

4th Event: Nana takes Grace to see ________________________________________

5th Event -- ResolutionIn the end, _____________________________________________________

Argument and Reasons

Argument: What does the author want us to believe? ________________________________________________________________

Reason: ________________________________________________________

Illustration:

Reason: ________________________________________________________

Illustration:

Reason: ________________________________________________________

Illustration:

Reason: ________________________________________________________

Illustration:

Argument and Reasons with Key Details

Argument: What does the author want us to believe? ________________________________________________________________

Reason: ________________________________________________________

Evidence:________________________________________________________Illustration:

Reason: ________________________________________________________

Evidence:________________________________________________________Illustration:

Reason: ________________________________________________________

Evidence:________________________________________________________Illustration:

Reason: ________________________________________________________

Evidence:________________________________________________________Illustration:

Argument and Reasons with Key Details

Argument: What does the author of Amazing Grace want us to believe about determination? ________________________________________________________________________

Reason: ________________________________________________________

Evidence:________________________________________________________Illustration:

Reason: ________________________________________________________

Evidence:________________________________________________________Illustration:

Reason: ________________________________________________________

Evidence:________________________________________________________Illustration:

Reason: ________________________________________________________

Evidence:________________________________________________________Illustration:

Questions?Ideas!Possibilities!

Argument and Reasons with Key Details

Story Structure Mapwith Key Details

Character Trait Study

Centers

Small Group Instruction

Family Retelling

Whole

Class

Shared

Reading

Standard 5 -- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Using Text FeaturesText Feature How did it help you?

Front Cover

Title Page

Table of Contents

Glossary

Timeline

Illustration

Texts

Key Ideas Source A: Cesar Chavez Source B: George Washington Carver: An Innovative Life

1. Challenges faced

2. How they showed determination

3. What they achieved through determination

4. How their determination helped others

Key Idea OrganizerTopic: Determination

What do the authors want us to believe about determination?

Standard 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.

Close Reading - Vocab Focus - Grade 1http://www.youtube.com/watch?v=WgQYvj2U4Kw

1. What do you notice how/when the teacher explicitly teaches the class word meanings?

2. In what ways does the teacher embed vocabulary instruction into his lesson?

3. What academic language (terms routinely used in learning) is in place in this classroom? How does this support word learning?

Questions?Ideas!Possibilities!

Key Idea Organizer

Using Text Features

Character Trait Study

Centers

Small Group Instruction

Family Retelling

Whole

Class

Shared

Reading

Vocabulary Teaching Techniques

Model, model, model!

How this Applies to My LearnersPlease think about the instructional approaches we have explored during this session. Identify one approach that you will use with your learners between now and our next meeting on October 7.

*Using Text Features*Key Idea Organizer

*Vocabulary Teaching Techniques*Story Structure Mapwith Key Details *Argument and Reasons with Key Details

One technique I will use with my students is:

This approach is most applicable to my grade/subject area because: