Going Deeper with the CCSS
Day 2
June 21,2013
Curriculum & Instruction Department
Leadership is….
Re-Cap of Day 1

Text Complexity (RS. 1 & 10)
–
–
–

Structured Collaborative Conversations (LS.1)
–
–
–

Text Sets: Non-Fiction or Fiction
Essential Question: Reading with a Purpose
Close Reading: Marking the Text, Cornell Notes
Think, Pair, Square
Socratic Seminar
Interactive Triads
Argument/Opinion Writing (W.1)
–
–
–
Stop and Jot
Flash Draft
On Demand or Extended Day Writing
Today’s Agenda




Text Dependent Questions
Project Based Learning
Lunch
Gradual Release of Responsibility
–

Lesson Planning
Project & Planning Share-out
Text Dependent
Questions and the CCSS
Doug Fisher on Text-Dependent Questions
and Creating a Close Reading
Text-dependent Questions




Answered through close
reading
Evidence comes from
text, not information from
outside sources
Understanding beyond
basic facts
Not recall!
Courtesy of Fisher and Frey
Which of the following questions require
students to read the text closely?
1.
2.
If you were present at the signing of the
Declaration of Independence, what would you
do?
What are the reasons listed in the preamble
for supporting their argument to separate
from Great Britain?
Courtesy of Fisher and Frey
1.
2.
If you were present at the
signing of the Declaration
of Independence, what
would you do?
What are the reasons
listed in the preamble for
supporting their argument
to separate from Great
Britain?
Courtesy of Fisher and Frey
Progression of
Text-dependent Questions
Whole
Across
texts
Entire text
Opinions, Arguments,
Intertextual
Connections
Segments
Inferences
Paragraph
Author’s Purpose
Vocab & Text Structure
Sentence
Key Details
Word
General Understandings
Part
Courtesy of Fisher and Frey
Annotating/Marking the Text
Coding Strategy
• Use the Coding Strategy or Marking the Text to read and annotate
the essay, “A Quilt of our Country”, by Anna Quindlen
General Understandings
• Overall view
• Sequence of
information
• Story arc
• Main claim and
evidence
• Gist of passage
General Understandings in 9th Grade
What is the main idea of
the essay? What is her
major idea?
Anna Quindlen’s “A Quilt of a Country” (2001)
Key Details
• Search for nuances in
meaning
• Determine importance of
ideas
• Find supporting details
that support main ideas
• Answers who, what,
when, where, why, how
much, or how many.
Key Details in 9th Grade
Where are there examples
of freedom and
oppression?
What other juxtapositions
does our author use?
Anna Quindlen’s “A Quilt of a Country” (2001)
Vocabulary and Text Structure
• Bridges literal and
inferential meanings
• Denotation
• Connotation
• Shades of meaning
• Figurative language
• How organization
contributes to
meaning
Vocabulary and Text Structure in 9th
Grade
What role does the word
conundrum play in this
essay?
What is the structure of the
essay? How does she build
her argument?
Anna Quindlen’s “A Quilt of a Country” (2001)
Author’s Purpose
• Genre: Entertain? Explain? Inform?
Persuade?
• Point of view: First-person, thirdperson limited, omniscient, unreliable
narrator
• Critical Literacy: Whose story is not
represented?
Author’s Purpose in 9th Grade
Look at the date of this
essay, and then let’s talk
about why she might have
written it.
Whose side of the story is
not being told?
Anna Quindlen’s “A Quilt of a Country” (2001)
Inferences
Probe each argument in persuasive
text, each idea in informational text,
each key detail in literary text, and
observe how these build to a whole.
Inferences in 9th Grade
What does the author
believe about the benefits
and limitations of
tolerance?
Anna Quindlen’s “A Quilt of a Country” (2001)
Opinions, Arguments, and
Intertextual Connections
•
•
•
•
•
•
Author’s opinion and reasoning (K-5)
Claims
Evidence
Counterclaims
Ethos, Pathos, Logos
Rhetoric
Links to other texts throughout the grades
Arguments in 9th Grade
To quote, she says, “These
are the representatives of a
mongrel nation that
somehow, at times like this,
has one spirit.” What does
that mean and what
evidence does she provide
for this statement?
Anna Quindlen’s “A Quilt of a Country” (2001)
Annotating/Marking the Text
Coding Strategy
• Use the Coding Strategy or Marking the Text to read and
annotate the essay, “The Melting Pot”, by Anna Quindlen
Intertextual Connections in 9th Grade
In what ways does this
essay differ from “The
Melting Pot,” written by
the same author 10 years
earlier?
Anna Quindlen’s “A Quilt of a Country” (2001)
Progression of
Text-dependent Questions
Whole
Across
texts
Entire text
Opinions, Arguments,
Intertextual
Connections
Segments
Inferences
Paragraph
Author’s Purpose
Vocab & Text Structure
Sentence
Key Details
Word
General Understandings
Part
Courtesy of Fisher and Frey
See
Handout
on CCRs
Progression of
Text-dependent Questions
Standards
Whole
Across
texts
8&9
Opinions, Arguments,
Intertextual
Connections
3&7
Inferences
6
Entire text
Segments
Author’s Purpose
Paragraph
4&5
Vocab & Text Structure
Sentence
Key Details
2
Word
General Understandings
Part
Courtesy of Fisher and Frey
1
Reading with a pencil (Close Reading)

As you read, mark the text for evidence that
answers the following questions.
–
What are two events from the text that show ____ is a good
leader? (Use biographical document as evidence)
–
What examples does the text provide of how ____
demonstrates great leadership? (Use famous speech as evidence)
–
According to the text, how did others view ___as a leader?
(Use op-ed piece as evidence)
Structured Collaborative Conversations

Find a partner with the same text. Use the
frames below to discuss the evidence you
found in your reading.
–
Two events that show ____ is a good leader are _____.
(Use biographical document as evidence)
–
___ showed great leadership when they said, “____”.
(Use famous speech as evidence)
–
According to the opinions of others, ___was ___.
(Use op-ed piece as evidence)
Don’t overteach. Students
with disabilities
and English
learners have
the right to
appropriately
struggle!
Accommodations for Close Reading
• Provide students with copies of textdependent questions in advance of reading.
• Pre-teach reading, especially background
knowledge and cognates.
• Provide realia or visual glossaries to support
student learning.
• Highlight contextual clues.
Video Lesson –
Using Text Dependent Questions
Let’s Practice
Use a text of your choosing to
develop text-dependent questions.
Courtesy of Fisher and Frey
Developing Text-dependent
Questions for Your Text




Do the questions require the reader to return to the
text?
Do the questions require the reader to use
evidence to support his or her ideas or claims?
Do the questions move from text-explicit to textimplicit knowledge?
Are there questions that require the reader to
analyze, evaluate, and create?
Courtesy of Fisher and Frey
Re-Cap – Addressing the Shifts

Text Complexity (RS. 1 & 10)
–
–
–

Structured Collaborative Conversations (LS.1)
–
–
–

Text Sets: Non-Fiction or Fiction
Essential Question: Reading with a Purpose
Close Reading: Marking the Text, Cornell Notes, Text Dependent
Questions
Turn and Talk
Interactive Triads
Socratic Seminar
Argument/Opinion Writing (W.1)
–
–
–
Stop and Jot
Flash Draft
On Demand or Extended Day Writing
Common Core is the “What” ...
Project Based Learning is the “How”
Engage in a rigorous process of inquiry focused on
complex, authentic questions and problems
 Work as independently from the teacher as possible,
and have some degree of “voice and choice”
 Demonstrate in-depth understanding of academic
knowledge and skills
 Apply and practice 21st century skills such as critical
thinking, creativity, collaboration, and communication
 Create products which are presented to a public
audience

Chinese Proverb
Tell Me
“I am not unmindful that some of you have
come here out of great trials and
tribulations. Some of you have come fresh
from narrow jail cells. Some of you have
come from areas where your quest for
freedom left you battered by the storms of
persecution and staggered by the winds of
police brutality. You have been the veterans
of creative suffering. Continue to work with
the faith that unearned suffering is
redemptive.”
Show Me
Involve Me
7 Essentials for Project-Based Learning
A Need to Know
A Driving
Question
Student
Voice &
Choice
21st Century
Skills
Inquiry and
Innovation
Feedback
and Revision
Publicly
Presented
Product
http://www.ascd.org/publications/educational_leadership/sept10/vol68/num01/
Seven_Essentials_for_Project-Based_Learning.aspx
Project-Based Learning
A Need to Know
A Driving
Question
Student
Voice &
Choice
21st Century
Skills
Inquiry and
Innovation
Feedback
and Revision
Publicly
Presented
Product
The Main Course, Not Dessert
“In a typical unit on instruction containing a
project […] the teacher covers the main course
of study in the usual way, and then a short
‘project’ is served up for dessert. In […] Project
Based Learning it is the project that is the main
course—it contains and frames the curriculum
and instruction”
http://www.bie.org/tools/freebies/main_course_not_dessert
Online Resource for PBL
http://intel.ly/digiconn-pbl
An experienced teacher mentors her colleague,
sharing her strategies to engage students in
projects that enhance their learning.
You’ll also see how students are benefiting
from Project-Based Approaches.
Intel Teach Elements:
Project-Based Approaches
Module 1:
Project Basics
Module 2:
Project Planning
Module 3:
Project Assessment
Module 4:
Project Management
Module 5:
Project Instruction
http://intel.ly/digiconn-pbl
Lessons
include
3 types
of
activities
1. E-learning:
learn concepts in
interactive tutorials
2. Action Planning:
apply concepts to
one’s own classroom
3. Facilitated Discussion:
share ideas and give
feedback on action plans
Project Assignment Sheet
Project Planner
http://rubistar.4teachers.org/
PBL Checklist http://pblchecklist.4teachers.org/index.shtml
Voki - http://www.voki.com
VoiceThread –
http://www.voicethread.com
VoiceThread –
http://www.voicethread.com
Xtranormal –
http://www.xtranormal.com
Lunch
Why Do We Need The
Common Core?
Gradual Release of Responsibility
Essential
Question
Text Sets,
TDQ, Cornell
Notes
Cornell Notes,
Socratic Seminar
Cornell Notes, Flash
Draft, Stop and Jot,
Marking the Text
Writing over time,
PBL
Strategies/Concepts Used







Essential Questions
Stop and Jot
Cornell notes
Collaborative
Conversations
Listening with a
purpose
Socratic Seminar
GRR






Partner Reading (w/
scaffold)
Marking the Text
Sentence Frames
Flash Draft
Text Dependent
Questions
Project-Based
Learning
Your Turn to Plan……

Use you GRR Thinking/Planning Template
as a guide:
–
–
–
–

brainstorm/develop possible grade level
appropriate topics
essential questions
Texts to possibly use for text sets
activities for teaching argument/opinion writing at
your grade level.
Be prepared to share out some of your
thinking.
Planning & Project Share Out
Provide the link to your “What is a good leader?”
project - http://goo.gl/gwVpW
Tell us how you will transform your instruction to
meet the expectations of the new standards and
deepen understanding for your students.
Share
–
–
–
Essential Question
Text Set
Project/Performance Task Description
CCSS Update
Special Edition:
Online Professional Learning Communities
The implementation of the Common Core State Standards (CCSS) provides multiple
opportunities for educators to engage in professional learning experiences with their
colleagues across California and in other states implementing the CCSS. The online
educator communities featured below provide a wealth of classroom implementation
resources as well as a chance to participate in professional conversations with the
larger CCSS implementation community. Register now to benefit from and enrich these
California-based and national efforts.
 CCSS on Brokers of Expertise
Brokers of Expertise (BOE) now includes a community group for the CCSS. Here
you will find educator resources for implementing the CCSS and an opportunity
to participate in an interactive environment where participants may comment on
or “favorite” resources. If you are not a BOE member, please sign up and join this
vibrant community of California educators.
 Edmodo Basal Alignment Project and Community
The Basal Alignment Project (BAP) builds district capacity to better align existing
materials to the English Language Arts and Literacy CCSS while new CCSSaligned materials are developed and published. School districts, publishers,
education organizations and others can link to the site or download and adapt
materials for us in the classroom. On this site you can learn more about the BAP
and how to access these resources.
 The Illustrative Mathematics Project
The project aims to illustrate each of the standards using high quality reviewed
tasks from teacher leaders. The site provides guidance to all stakeholders
implementing the CCSS by illustrating the range and types of mathematical work
that students will experience and other implementation tools, and hosts a
community of registered users who develop and evaluate math tasks that
illustrate the CCSS. Contributors and advisors to the project include CCSS
authors William McCallum, Jason Zimba, and Phil Daro.
 Share My Lesson
Developed by teachers for teachers, this site offers a free platform that gives
access to teaching resources and tools and provides an online community for
teacher collaboration. The site has a significant collection of CCSS-related
resources, covering all the aspects of the standards. Share My Lesson was
developed by the American Federation of Teachers and TES Connect.