Des Moines Public Schools
Summer Professional Development Sessions
3rd Grade
June 10th & 11th
Agenda for the Two Days Together…
Day 1:
I.
Welcome and Introductions
II.
Elementary Literacy Instructional Framework
III.
Health / Science & Social Studies
Day 2:
I.
Comprehension Instruction: Whole Group & Small Group
II.
Grammar and Writing Instruction
III.
Word Study Instruction
IV. Fluency Instruction
V.
Wrap-Up and Course Credit
BUT FIRST… A PEP TALK
http://www.youtube.com/watch?v=l-gQLqv9f4o
INTRODUCTIONS!
Let’s get to know each other!!
Get Up and Move 
• Photo Scavenger Hunt
• Using your phone or other device find
someone who has a picture matching one of
the choices on the list
• Initial the paper and find someone else!
• 10 minutes to complete
BALANCING OUR
PRIORITIES
Journeys, The Common Core Standards and Data Teams
Implement the Data
Teams process using
district assessment and
design instruction
without core materials
Become familiar
with what works for
kids in the Journeys
Materials
Use assessments
from the Journeys
Materials and
implement a
modified Data
Teams Cycle
Work to create CFAs aligned
to the CC Standards to build
a deeper understanding of
these standards
Goal: Implement the CC Standards with teacher created assessment to
use during the Data Teams process. Deepen our Data Teams process
by using student data around the standards to plan for instruction using
Journeys as a starting point.
Deepening our Understanding…
The Common Core Ate My Baby
and Other Urban Legends by Timothy
Shanahan. (Educational Leadership – January 2013)
As you’re reading…
 2 ideas that clarified something for you
? 1 idea that brings up a question
Goals for Moving Forward with
Data Teams
• Ensure that teams have assessments that
support instructional decision making in both
literacy & math.
– “This teacher-created assessment may consist of entirely original items, or of
items available through sources like online databases and ancillary materials, or
of a combination of original and non-original items. However, it's critical that the
team agrees that the items on the assessment accurately measure the
"unwrapped" standards.” ~ Peery, pg. 22
• Implement a data analysis process to ensure that
we are modifying instructional practices based
on student needs.
CURRICULUM
GUIDES
2013 – 2014
Based on your feedback…
Our goals for the 2013-2014 Literacy Guides
• Simplicity
• Connected to and supportive of the Data
Teams process (Focusing our Instruction)
• Refine the alignment with the Journeys
materials & further support the instruction of
the CC Standards
• Provide additional clarity on Writing
• Articulate the Speaking & Listening standards
Based on your feedback…
Our goals for the 2013-2014 Literacy Guides
• Simplicity
• Connected to and supportive of the Data
Teams process (Focusing our Instruction)
• Refine the alignment with the Journeys
materials & further support the instruction
of the CC Standards
• Provide additional clarity on Writing
• Articulate the Speaking & Listening standards
Based on your feedback…
Our goals for the 2013-2014 Literacy Guides
• Simplicity
• Connected to and supportive of the Data
Teams process (Focusing our Instruction)
• Refine the alignment with the Journeys
materials & further support the instruction of
the CC Standards
• Provide additional clarity on Writing
• Articulate the Speaking & Listening standards
Based on your feedback…
Our goals for the 2013-2014 Literacy Guides
• Simplicity
• Connected to and supportive of the Data Teams
process (Focusing our Instruction)
• Refine the alignment with the Journeys materials &
further support the instruction of the CC
Standards
• Provide additional clarity on Writing
• Articulate the Speaking & Listening
standards
Frequently Asked Questions
1. Why can’t the district provide the “team I Can
statements”?
2. If consistency is our goal, why aren’t we
providing common assessments for each unit?
Question #1: Why can’t the district
provide the “team I Can statements”?
The purpose of the “team I Can statements”:
– Build a deeper understanding of the grade-level
standards
– Promote teacher conversation regarding what
this standard looks like through instruction and
assessment
– Team and teacher ownership of the “I Can”
statements, common formative assessments, and
instructional practices
Question #2: If consistency is our goal, why
aren’t we providing common assessments?
The Purpose of team created CFAs:
– To drive daily instruction in the classroom
(…it's critical that the team agrees that the items on the
assessment accurately measure the standards ~ Peery)
– Team and teacher ownership of what we want our
students to know and be able to do regarding the
ICC standards
The purpose of our CFAs is not to compare schools or
student progress. (**The Balanced Assessment System)
LITERACY
DATA TEAMS
MODEL
Grade 4 Unit 5
Step #1: Focusing our Instruction
Literature Standards
Informational Standards
Literature 2: Determine a theme of a story, drama, or poem from details in the
text; summarize the text.

I can determine the theme of a story, drama, or poem.

I can list details from the story, drama, or poem to defend the theme I
determined.

I can create my own summary using the theme of the story, drama, or
poem and the details to support it.
Literature 9: Compare and contrast the treatment of similar themes and topics
(e.g. opposition of good and evil) and patterns of events (e.g. the quest) in
stories, myths, and traditional literature from different cultures.

I can identify patterns of events that help me determine the themes and
topics in stories, myths, and traditional literature.

I can explain similarities and differences in themes, topics, and patterns of
events among stories, myths, and traditional literature from different
cultures.
Literature 1: Refer to details and examples in a text when explaining what the text
says explicitly and when drawing inferences from the text.

I can use details from the story to explain what the text says explicitly.

I can draw inferences from the story using what the text says combined
with my own thinking.

I can explain details and provide examples from the text to support the
inferences I made.
Informational 3: Explain events, procedures, ideas, or concepts in a historical,
scientific, or technical text, including what happened and why, based on
specific information in the text.

I can explain important events or ideas in a text and support my
explanation with details from the text.

I can explain important events or ideas in a text and what caused them to
occur.

I can explain procedures from a text and identify signal words that
supported my understanding.

I can explain the relationship of ideas in a text by examining how they
are alike and different. (BUILDING CAPACITY FOR GRADE 5
INFORMATIONAL 3)
Informational 5: Describe the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in a
text or part of a text.

I can identify signal words or features for different text structures.

I can identify the structure used to organize a text.

I can identify text or graphic features and their purpose. (REVIEW from
GRADE 3 INFORMATIONAL 5)
Focusing our Instruction
1.
2.
3.
I can use the details explicitly stated in the story and inferences I have
made to determine the theme of the story.
I can create my own summary using the theme of the story and details to
support it.
I can identify patterns of events and explain similarities and differences in
themes in stories from different cultures.
1.
2.
I can explain the connection between important events or ideas in a text
and support my explanation with key details from the text. (cause effect,
sequencing, and compare and contrast)
I can identify the text structure using signal words and text features in
the text.
Goal for Step #1: Focusing our Instruction
Promote teacher conversation & understanding
of the grade-level standards:
– What does the standard expect of students?
– How do the different standards fit together?
– What does this standard look like at previous or future
grade levels?
Great resource to promote this conversation:
Step #2: Create the Pre/Post
Common Formative Assessment
Goals for Step 2: Create the Pre/Post
Common Formative Assessment
• Assessment items directly aligned to prioritized I Can
Statements.
• Assessment items are designed to highlight the strengths
and needs of students.
• Assessment passages are grade level text.
• Assessment length is reasonable.
Resources to Support:
– Journeys passages (practice book, projectable, unit assessments)
– Read Works Website
– District provided options
Step #3: Set the SMART Goal
The percentage of students scoring proficient or
higher on our prioritized I Can Statements will
increase from ________% to ________%
measured by the posttest administered on
___________________________.
Step #4: Identify Strengths and Needs
•
•
Identifying the text structure
Identifying signal words that helped them
know the text structure.
Needs/
•
Implications •
Explaining cause/effect relationships
THEME and identifying supporting details
Strengths
Goals for Step #4: Identify
Strengths and Needs
• The group analyzes the pre-assessment data to
determine student strengths and areas of need, in
reference to the team “I Can” statements.
• Direct analysis of student work is necessary to
complete this step.
Step #5: Planning for Instruction
Lesson
Genre
Prioritized I Can Statements (* focus)
I can use the details explicitly stated in the
story and inferences I have made to
determine the theme of the story. **
I can create my own summary using the
theme of the story and details to support it.
**
21
Literature
I can identify patterns of events and explain
similarities and differences in themes in
stories from different cultures.
Whole Group Considerations
** DEFINE THEME/LESSON FOR STUDENTS
Use the handouts from Bobbi (In server folder)
Student-friendly Themes Poster (from last year)
Teacher Read Aloud: Questions 1, 3, 4
Question 4: What is the theme of this text? What details support this theme?
Introduce Comprehension: Use Practice Book pg. 241 (Tues.). Use projectable 21.2
(Wed.)
Main Selection: (Thursday)
Theme Graphic Organizer (In server folder)
** “Let’s track how the author worked toward building a theme.
Deepening Comprehension: (Friday) Use the Guided Practice to have students “track” the
development of theme on pg. 541-545.
Text Structure Anchor Chart:
Teacher Read Aloud: All of the questions – identifying the cause and the effect.
22
Informational
I can explain the connection between
important events or ideas in a text and
support my explanation with key details
from the text. (cause effect, sequencing,
and compare and contrast)
I can identify the text structure using signal
words and text features in the text.
Projectable 22.2: (t-93)(Tuesday) Stick with Cause/Effect Flow Chart. Add a box: identify
signal words (as a result, which, because). Practice substituting other signal words in the
text to “test” whether they are true signal words.
Add another effect box: women got the right to vote.
Main Selection: (Wednesday) Summarizes-- Teacher will read through each pages
summary so students know what the main events are in the story (T95). Read pages 562563 (t96- t97) and complete projectable 22.3a. Read pages 565 (t99) –first 3 paragraphs
(stop at the #4) complete the cause & effect on t98.
(Thursday) –continue to 567-569 (t101-103) complete the projectable 22.3b –use explicit
details from the story.
CAT—(Thursday) Complete practice book pg. 253 (t93) Elizabeth Cady Stanton
Goals for Step #5: Planning for Instruction
• The group determines implications for whole group and small
group instruction based on the team “I Can” statements and
the pre-assessment student data.
• Specific materials for use, teacher actions and student actions
are articulated.
• The group reviews the available materials within Journeys and
determines what modifications to instruction and teacher
language are necessary to accomplish our team “I Can”
statements.
Resources to Support:
– JOURNEYS
– The Common Core Book
Data Teams 2013-2014 (Grade 3 Unit 1)
Literature Standards
Literature 3: Describe characters in a story (e.g. their traits, motivations, or feelings) and
explain how their actions contribute to the sequence of events.

I can describe the traits, motivations and feelings of a character.

I can use the characters’ actions to infer their traits, motivations or feelings.

I can identify the sequence of major events in a story.

I can describe how the character’s actions caused the major events in a story.

I can compare and contrast two characters, using key details from the text, to
deepen my understanding of characters in a story. (BUILDING CAPACITY FOR
GRADE 5 LITERATURE 3)
Informational Standards
Informational 3: Describe the relationship between a series of historical events,
scientific ideas or concepts, or steps in technical procedures in a text, using
language that pertains to time, sequence, and cause/effect.

I can locate and use signal words to help me identify time, sequence and
cause/effect relationships.

I can identify important events, ideas or steps in the order they
happened, to help me navigate the text that I am reading.

I can use signal words to help me describe the relationship between ideas
in the text I’m reading.
Literature 5: Refer to parts of stories, dramas, and poems when writing or speaking about
a text, using terms such as chapter, scene, and stanza; describe how each successive part
builds on earlier sections.

I can identify and use the vocabulary terms that describe the parts of a text
(chapter, scene, stanza, etc.).

I can describe how the parts of a text work together to create the big idea of a text.
Literature 6: Distinguish their own point of view from that of the narrator or those of the
characters.

I can identify the author’s or character’s point of view, using details from the text.

I can determine my own point of view using events or ideas from the text
combined with my own experiences.

I can find similarities and differences between my own point of view and that of
the author or character.
Focusing our Instruction
1.
2.
3.
I can infer the character’s traits, motivations and feelings and tell how they contribute to
the sequence of events.
I can use the text structure to help me understand a story, poem or play.
I can identify the author’s or character’s point of view (who is telling the story, 1 st or 3rd
person) and compare it to my own or that of another character.
1.
2.
I can identify the key details to determine cause and effect relationships
I can identify and use signal words to help find the sequence in the story ( time,
dates, and signal words)
Data Team Example
Discussion:
1. How do you see this working at your
building? With your grade level team?
2. If you have already engaged in this process at
your building, share out your experience with
your table.
DESIGNING THE
INSTRUCTIONAL DAY
Handout
Designing the Instructional Day
The Purpose of this Document:
– Time allotments across content areas
– Instructional components of each content area
– Starting point for grade-level conversations
about the distribution of the instructional day
3rd Grade Example Schedule
3rd Grade Schedule (M, T, Th, F)
8:25-8:45
Students enter, get breakfast & prepare for day
8:45-9:15
Math Intervention (small groups)
9:15-9:45
Science/Social Studies
9:45-10:45
Specials
10:45-11:50
Math (DMR, Core, Fact Fluency, Assessment)
11:50-12:30
Lunch/Recess
12:30-12:45
Word Study
12:45-2:00
Literacy Core (will vary time wise depending on day)
•
•
•
•
Writing/Grammar
Vocabulary
Fluency (model whole group/practice small group)
Comprehension
2:00-2:30
Intensive Literacy Intervention
2:30-3:15
Literacy Intervention
Example Schedule
Discussion:
1. What have you found that works at your
building or individual classroom?
ENJOY
YOUR
LUNCH!
Des Moines Public Schools
Why do we need to teach health?
Childhood obesity
Childhood obesity...
...is just the tip of the iceberg
of health risks impacting kids.
WHY???
HealthTeacher.com /
Nonfiction Readers
• Organization
• Integration
• Accuracy of Information
Hea
HealthTeacher
Overview
Curriculum
Lesson Guides
Website
Walk-through
Lesson
Playtime
Time to
Bookmark
Lessons
HealthTeacher.com Overview
Works on
iPads!
Log In to HeathTeacher.com -- Set all passwords as dmpshealth
Log In
Home – Can always come back to home by clicking on the
“home” icon.
home
Navigation and Other Resources Available on the Home Page
Toggle
Resources
Search
Health in
the News
To Find and Bookmark a Lesson… 1) click on lessons button
Lessons
2) Click on Scope & Sequence, 3) click on Topic and Grade,
4) click on lesson
Bookmark Lesson by Clicking on the Pink Ribbon –
It Will Change to a Checkmark
Bookmark
The lesson is now bookmarked on my home page!
Send Health Home – Can Copy and Paste into a Parent
Newsletter or Email.
Another way we can connect with parents…
home.healthteacher.com
“New” Lesson Example: Start on the Interactive Video
Required parts of the lessons are listed on the curriculum guides, additional parts are
optional.
Start here
“Classic” Lesson Example:
Will Use the Lesson Overview and the Teaching Steps
After You Teach Each Lesson –
PLEASE Click on the “I Taught This” Button!
I Taught This
So You Will Earn a GOLD STAR!
…and for accountability!
Healthteacher.com
http://staging.gonoodle.com/
Click on 8am: See Run With Us
Time to
Activate Your
Account.
Enjoy!
WELCOME
TO DAY 2!
GO NOODLE BRAIN BREAK!
COMPREHENSION
INSTRUCTION
Whole Group & Small Group
Effective Comprehension Instruction
• Effective comprehension instruction is explicit or direct. (Gradual
release of responsibility)
• Build background knowledge
• Read and prepare for the text ahead of time
• Introduce and interact with new vocabulary
• Opportunities to engage in a variety of complex texts and genres
• Opportunities to read and reread a variety of text to deepen our
understanding
• Opportunities to write in response to our reading
• To think deeply and talk about complex questions
CLOSE Reading Overview
Close reading includes:
• Using short passages and excerpts
• Diving right into the text with limited prereading
activities
• Focusing on the text itself
• Read with a pencil
• Rereading with a purpose
• Noticing things that are confusing
• Discussing the text with others
•
•
•
Think-pair Share or Turn and Talk frequently
Small groups with whole class
Responding to text-dependent questions
CLOSE Reading Overview
• Video clip
http://www.youtube.com/watch?v=5w9v6-zUg3Y
http://www.youtube.com/watch?v=JhGI5zdjpvc
CLOSE Reading Overview
• Read Article by Doug Fisher & Nancy Frey
about close reading in elementary schools
• Interacting with the Text
* 3 connections you make while reading
? 2 questions you have
! 1 point that sticks in your mind
CLOSE Reading Overview
• Text-Dependent Questions
–Come prepared with a bank of questions to drive
discussion to meet the end goal
–Bring in opportunities for students to respond with
writing (Write to Learn)
–Evidence for questions must come from the text
–Understanding beyond basic recall
–Journeys has a great bank of questions to start
discussions, however, you may need to add to some of
the them or prioritize the questions that you need
Example of CLOSE Reading
• Close Reading at Madison
–What we did
–What we learned and then changed
• Post it notes/Writing with pencil in small group
–Things to consider
• Time of year
• Who needs extra support
• What have you tried? Share at your tables.
Journeys and CLOSE Reading
• Our text dependent questions from A Fine,
Fine School.
1. How does Mr. Keene feel about the students, teachers
and school? How do you know? (T30)
2. What is the main problem in the story? Who is
responsible for it? (T33)
3. Why does Tillie go to see Mr. Keene? (T34)
4. How did Tillie’s talk with Mr. Keene influence his
decision at the end of the story? (solution)
Journeys and CLOSE Reading
• Our text dependent questions from The Trial of
Cardigan Jones.
1.
2.
3.
4.
The main problem is that Cardigan Jones is accused of
stealing Mr. Brown’s pie. What details from the story lead
you to believe that Cardigan Jones is guilty?
How is Cardigan’s point of view about the problem
different from that of Mrs. Brown?
Reread pages 60-64. What happens after Cardigan insists
that he did not take the pie? (T124) (First, Then, Next on
student sheet)
What clues lead the judge to solve the pie mystery? What
was his conclusion? (solution) (T125)
Journeys and CLOSE Reading
• Whole Group Discussion Questions
1. How did your knowledge of text structure help you
better understand this story?
2. Who is telling this story? Let’s reread page48-51
together to help figure this out.
Using Technology and Think Central to Support
Comprehension Instruction
• CUTEE Resources
–Location & use
• Think Central
–Online readers
–Manuals
–Workbook
Collaborative Discussion Time
Options:
1. Work on focused “I Cans”
2. Create questions for a story in Unit 1 of
Journeys
GRAMMAR & WRITING
INSTRUCTION
Effective Grammar and Writing Instruction
• Being a Writer
–This will be our primary resource for writing instruction
• 3rd grade Units
–The Writing Community & The Writing Process
–Letter Writing Supplement
–Personal Narrative
–Opinion Writing Supplement
–Functional Writing & Poetry
–Expository Nonfiction
Effective Grammar and Writing Instruction
• Grammar
–Journeys will be our primary resource for
grammar instruction
Effective Grammar and Writing Instruction
• Writing (Being a Writer)
– Getting Ready to Write (Lesson Focus)
– Writing time
– Sharing & Reflecting
*Goal is to have students writing everyday
Lesson Demonstration
• Integration of Being a Writer and the
Grammar lessons
–Unit 1 Lesson1
Using Technology and Think Central to
support Writing & Grammar Instruction
• Grammar Snap
• Write SMART?
–How can we incorporate pieces of Write SMART
into our writing instruction?
–Unit 3: Personal Narrative examples
WORD STUDY
INSTRUCTION
Phonemic Awareness, Phonics, Spelling and Vocabulary
Effective Word Study Instruction
• Word Study Manual & Teacher’s Manual provide
explicit instruction for Phonics and Vocabulary
• Provide practice in a connected text
• Frequent repetition
• Explicit instruction of patterns in language
• Frequent opportunities for practice
• Make it fun!
Lesson Demonstration
• Share Lesson 1sequence
–Model the Sort
–Repeat the Sort
–Word Hunt
–Blind Writing Sort
–Extra support for students who struggle
(formatively assess based on the bling word sort)
Effective Vocabulary Instruction
Develop consciousness – appreciate words
Activate background knowledge
Variety of activities with words
Word structure (affixes, base words and roots)
provide clues to meaning
• When necessary, explain meaning & give examples of
how they are used
MAKE A POINT OF USING THE WORDS
OFTEN
•
•
•
•
Lesson Demonstration
• Share Lesson 1sequence
–Introduce Vocabulary from Anthology
–Introduce Target Vocabulary Ending in –ed
–Suffix –ly
–Word Associations
–Four-Square Map (multiple-meaning word)
Using Technology and Think Central to
Support Word Study Instruction
• CUTEE
–Word study support links
–Vocabulary support links
• Curriculum Resources Page
–www.elementaryliteracy.org
• Teacher created resources
FLUENCY INSTRUCTION
Effective Fluency Instruction
• Fluency
–Instruction of fluency should include modeling
fluent reading and having students engage in
repeated oral reading with an instructional focus.
Lesson Demonstration
• Use the Oral Fluency passage from Journeys
–Projectable
–5 day sequence example
Engaging Students in Fluency Instruction
• Activities for Repeated Oral Fluency Practice
–Student-adult reading – One-on-one with an adult
who provides a model of fluent reading, helps with word
recognition, and offers feedback.
–Choral reading – reading aloud simultaneously in a
group
–Partner reading – reading aloud with a more fluent
partner (or with a partner of equal ability)
–Readers’ theatre – the rehearsing and performing
before an audience of a dialogue-rich script derived
from a book.
Collaborative Discussion Time
Options:
• Adding classes in Think Central
• Destination Reading
• CUTEE – Units 1, 5 & 6
• Write SMART
• Work on Word Study
WRAP-UP
Registering for Credit
Activity Name: Literacy PLC 2013-Grade 3
1. To register for this course and paying with a credit card, please go online to
www.aea11.k12.ia.us. Under the "Home" area, click on Professional
Development, and then to the right, click on "Professional Development
Catalog”.
2. On the catalog search page, scroll down to Or Enter an Activity Number and
enter the activity number: SG090899991401
3. On the Activity Detail page, under “Fee Option” choose:
o
o
o
$25.00 - License renewal credit is desired
$.00- No credit is desired
$100.00- Drake Graduate Credit
 You MUST have attended the full 2 days to be eligible for credit.
You MUST register by June 17th.
Exit Slip
• Please use the notecards on your table to
complete one of the following stems…
–Next summer I would like…
–I am excited about…
–I really enjoyed…
–Something I did not enjoy…