The ELA Common
Core Journey. . .
Claire Wick
Yvonne Harness
Sept. 19, 2013
Welcome Back!
• Video clip (Motivation – Justin)
Today’s Goals
• To deepen understanding of teaching and learning with the
ELA Common Core Standards for K-5
• To debrief and share feedback about launch lessons in OEU 1
A
• To continue work on writing ELA Curriculum Companion
elements
Agenda
8:00-8:15 Welcome
8:15-9:00
Debrief/feedback OEU 1A lessons
9:00-10:00
New Learning: Calkins Book (ch. 4-5)
10:00-11:30
Grade level CC work
11:30-12:00
LUNCH
12:00-12:30
Mini-lesson (Notebooks) + Extension
12:30-2:45
Grade level CC work
2:45-3:00
Debrief/closure/next steps
8:15 Debrief OEU 1A Lessons
8:15 Debrief OEU 1A Lessons
1. Use the organizer to record your individual
reflections (observations, celebrations, and
wonderings) about the first weeks of school.
2. Discuss with your grade level team.
3. As a team, select your most important
observation, celebration, and wondering to
share with the entire group.
4. Choose a reporter to share.
5. Turn in a team organizer with your most
important reflections.
9:00 New Learning
Book Study: Calkins et. Al
• Ch. 4: Reading Literature (standards 2-9)
• Ch. 5: Reading Informational Text (standards 2-9)
1. Divide grade level team into two groups (ch. 4 and ch. 5).
2. Each chapter group will further divide into two groups for
Part 1 and Part 2.
3. Each smaller group will use the organizer to record their
thinking. (10 min.)
4. Smaller groups share new learning with grade level team.
Jigsaw strategy
10:00 Grade Level Work
Teams
CC Work Process
 Review OEU, Inquiry Module (IM) Overview, Essential
Questions
 Review Focus Standards and Reading Foundational Skill
Standards
 Create student learning targets for the IM using the
unpacked standards; document on Inquiry Module Map
 Identify lesson teaching points on Inquiry Module Map that
connect to the appropriate student learning targets
 Sequence the IM lesson teaching points and document in CC
Lesson Planning Tool
 Choose appropriate instructional materials for IM
10:00 Grade Level Work
Teams
• Continued Work on OEU 1 (all modules):
• What work is needed for you to teach the remaining modules
in OEU 1?
- Team goals?
• New Work on OEU 2
LUNCH
12:00 Mini-lesson
• Readers’ and Writers’ Notebooks
12:00 Mini-lesson
Reader’s Notebook
Purpose: “The reader’s notebook is an integral part of reading
workshop and is a great tool for authentic assessment. It goes
hand-in-hand with read-aloud with accountable talk and will
really be powerful if students learn to talk deeply in preparation
for writing. The main reason for a reader’s notebook, in my
opinion, is to deepen students’ ability to think, talk, and write
about their reading. Pictured here are a few entries from my
own reader’s notebook.”
Retrieved from
http://www.julieballew.com/A_Literate_Life/Readers_Notebook
.html on Sept. 18, 2013
12:00 Mini-lesson
•
•
•
•
The Reader’s Notebook is interactive.
The Reader’s Notebook is structured but personal.
The Reader’s Notebook is a powerful teaching tool.
The Reader’s Notebook is a place to “catch” new learning and
thinking.
Retrieved from
http://www.julieballew.com/A_Literate_Life/Readers_Notebook
.html on Sept. 18, 2013
12:00 Mini-lesson
Basic Components of a Reader’s Notebook (Gr. 3-5)
• Books I’m Currently Reading List
• Books I Want to Read List
• Response Section
-Collect/respond to/react to/reflect on reading
-Graphic organizers
-Forms of writing (e.g., short write, two-column, lists,
summaries)
• Vocabulary Section
-Document new words and their meanings from context
-Word study
12:00 Mini-lesson
Basic Components of a Reader’s Notebook (Gr. K-2)
• Response Section
-Collect/respond to/react to/reflect on reading
-Graphic organizers
-Forms of writing (e.g., short write, two-column, lists,
summaries)
• Types of Writing Section
-Shared writing
-Dictated writing
-Independent writing
• Vocabulary Section
-Document new words and their meanings from context
-Word study
12:00 Mini-lesson
Purpose:
“We want them to see themselves as writers. The writer’s
notebook can make this happen. A student who keeps a
notebook can begin to livelike a writer—noticing, paying
attention, listening, collecting, musing, wondering,
playing with language, taking pleasure in her own words.
And because the notebook is portable, it encourages kids
to write not just during the workshop but at all hours of
the day” (Fletcher, 2001)
12:00 Mini-lesson
Basic Components of Writer’s Notebooks
• Ideas for Writing
• Drafts of Writing
• Resources for Writing
-High-frequency word lists
-Rules for punctuation
-Rules for capitalization
-Rules for spelling
-Personal spelling lists (ex. ABC chart)
12:00 Mini-lesson Extension
Podcast:
Aimee Buckner and Frankie Sibberson conversation
http://www.choiceliteracy.com/articles-detail-view.php?id=1058
12:30 Grade Level Work
Sessions
CC Work Process
 Review OEU, Inquiry Module (IM) Overview, Essential
Questions
 Review Focus Standards and Reading Foundational Skill
Standards
 Create student learning targets for the IM using the
unpacked standards; document on Inquiry Module Map
 Identify lesson teaching points on Inquiry Module Map that
connect to the appropriate student learning targets
 Sequence the IM lesson teaching points and document in CC
Lesson Planning Tool
 Choose appropriate instructional materials for IM
Debrief/Closure
• Whole Group
• Report out work progress
• Document on “Parking Lot” any professional development
needs
Next Steps
• Next Session: OCT. 22, 2013
Goals:
Grade
K
1
2
3
4
5
Goals for Next Session