WELCOME TO
COMMON CORE ELA
TRAINING
Presenters:
As you come in, please start putting
the handouts/ tabs in your notebook.
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COMMON CORE ELA TRAINING
FEBRUARY 20, 2012
Notebook Assembly
Overview of ELA section
Vertical Progression Activity
Unpacking the Common Core for ELA
Video – 6 Shifts
Shared Inquiry
Common Core ELA Units of Study
Overview
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NORMS
Be RespectfulPLC NORMS
Be Responsible
Be a Learner
Cell phones off
Take bathroom
breaks as needed
PARKING LOT
Questions???
Comments….
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COMMON CORE ELA – SECTION 1
Common Core State Standards for ELA
Appendix A-Research and Glossary
Appendix B-Text Exemplars
Appendix C-Student Writing Samples
Unpacking Document from DPI
Common Core ELA Units
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VERTICAL PROGRESSION
Purpose: Recognize the K-12 progression of grade level
expectations for the Standards and their connection to the
College and Career Ready Anchor Standards.
• Read the College/Career Ready
Standard.
• Beginning in Kindergarten,
Underline/highlight the new
information in each standard to
compare the skill requirements
between grade levels.
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VERTICAL ALIGNMENT REFLECTION
• Why is vertical alignment important ?
• How does vertical alignment help teachers understand
where scaffolding might be needed as they assist all
students in accessing the content?
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APPENDIX C
 Look at your grade level exemplars for writing.
3 Types of Writing in Common Core ELA
Standard 1
Argumentative/
Opinion
Standard 2
Informative/
Explanatory
Standard 3
Narrative
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UNPACKING DOCUMENT
College Anchor Standard
Grade Level Standard
Unpacking Information
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JIGSAW
Divide into groups by table/school
Reading Literature (p. 2-6)
Reading Information (p. 7-11)
Reading Foundational Skills (p. 12-15)
Writing (p. 16-19)
Speaking and Listening (p. 20-21)
Language (22-end)
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CLOSE READING OF A CLUSTER OF
STANDARDS
1. Read with a pencil in hand, annotate the text.
Mark the big ideas and skills
2. Look for patterns in the things you’ve noticed about the
text – repetitions, contradictions, similarities.
Find the commonalities
3. Ask questions about the patterns you’ve noticed –
especially how and why?
What is a student to know and be able to do?
4. Create a poster with your group for your cluster.
ELA INVENTORY WORKSHEET
BREAK TIME – 10 MINUTES
Gallery Walk
Look at Posters
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KEY SHIFTS IN CCSS FOR ELA
http://neric.welearntube.org/?q=node/146
http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html
6 SHIFTS IN ELA COMMON CORE
1. 50/50 Balance of Informational/
Literature Texts
2. Application to 6-12 Content Areas
3. Text Complexity
See Appendix A and B
4. Text Based Answers
5. Argumentative Writing
6. Academic Vocabulary
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TEXT COMPLEXITY
 Common Core requires a balance of independent and
instructional leveled texts.
 Students must read increasingly challenging texts.
 Work with smaller amounts of text in more depth.
 Teachers must scaffold for students that need support in reading
difficult text.
 Goal: College and Career Ready Reading
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TEXT BASED ANSWERS
 Students should have rich, rigorous conversations around
a common text.
 Students should produce arguments/present information
orally and in writing using evidence from the text.
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RATIONALE
Shared Inquiry Approach
Thought provoking literature
to facilitate student centered, collaborative
discussion through interpretive questioning
 Teaches students how to think ….not w hat to think
 Provides teacher strategies that help students master essential
skills
 Moves students tow ards excellence in:
Reading Comprehension, Critical thinking, Writing, Speaking &
Listening
COMMUNICATION
SKILLS
Shared Inquiry Discussion
…..Students “dig” collaboratively in a text
….test their ideas.
…….develop critical thinking
….. form habits for well -informed global citizens
practicing civil discourse.
Student centered exploration of key ideas
Interpretations with text evidence
Allows learning from ideas of others
CRITICAL THINKING
Critical Thinking
Clarify
IDEAS
Seek Text
EVIDENCE
Consider All
RESPONSES
Student Centered Exploration of Core Ideas
Interpretive Questions
SHARED INQUIRY
1.
2.
3.
4.
5.
6.
Pre Reading
First Reading with Sharing Questions
Second Reading with Directed Notes
Vocabulary
Shared Inquiry Discussion
Writing Activity
SHARED INQUIRY RULES
1. Everyone reads the same version of the text
1
2
3
4
2. Discussion is limited to the text
3. All answers are respected,
but must be supported by the text
4. Leaders only ask questions
GETTING READY
 STUDY THE STORY
 FORMULATE QUESTONS
 REVIEW RULES
 USE A SEATING CHART
Focus Question:__________Answer_______
What do you mean by
Why do you think
so?
AGREE
QUESTIONS
Have you heard an idea you disagree with
What so you think of ___ideas
DISAGREE
NEW IDEAS
Where do you find that in the text
FIRST READING WITH
SHARING QUESTIONS
 LEARNING OBJECTIVE: Reading Comp
As k q u e s t i on a b o u t t h e s t o r y i d e n t i fyi n g d i f f e ren t t yp e s o f q u e s t i o n s
ACTIVITY: Connections
Write a “C” where you make a connection with the
story
Write a “?” Where you have questions about the story




Note personal connections to the story
Flush out meaning through questioning
Turn NOTES into QUESTIONS
Turn questions into a search for meaning
 Factual ?’s - Only one correct answer
 Interpretive ?’s - Several answers supportable by the text
 Evaluative ?’s - Asking for a judgment based on prior knowledge
SECOND READING WITH
DIRECTED NOTES
LEARNING OBJECTIVE: Reading Comp
ACTIVITY: Reread with purpose and articulate
ideas
 Mark with an
C = the girl feels comfortable and taken care of
O = the girl feels she is on her own
 Annotating the Text
 Search for examples of literary & vocab skills
 Practice noting contrasting ideas,
 Identify areas of curiosity, different options, etc.
VOCABULARY
LEARNING OBJECTIVE: Vocabulary
ACTIVITY: Place w ords in context & use --and other activities
 Targeted words pre-selected
 Stories rich in language, ideas, imagery, similes,
metaphors, personification, cultural and historical
references
SHARED INQUIRY
DISCUSSION
 LEARNING OBJECTIVE: Critical Thinking
To explore and clarify ideas in response to an interpretive
question
ACTIVITY: Shared Inquiry discussion
Write focus question –explain you do not have an answer
Students write question and their answer before discussion
Ask for evidence and follow -up with questions
Stay on track, dig deep, look for different opinions and
agreements
Offer alternatives “Susie, do you agree with Don or are you
saying….”
Test ideas “If this is true then why did she…………….”
COMPREHENSION


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


Quality Interpretive Writings
Multiple Readings
Models Strategies
Interpretive Questions
Directed Notes
Vocabulary
PROFESSIONAL
DEVELOPMENT
FROM:
TO:
Telling
Interrogational tone
One correct answer
Teacher validates
Praise - judgmental
Assign and assess
Questioning
Conversational tone
Multiple correct answers
Student validates-with text
Encouragement - expansive
Instruct, coach and model
Effective Teachers--The most important factor
affecting student achievement
COMMON CORE CURRICULUM
MAPS/UNITS OF STUDY




6 units per grade level
Developed by teachers for Common Core
Demonstrate the integrative nature of common core
RCS will use these units as springboards for further curriculum
planning.
 Planned additions to the Units of Study
 NC Science/Social Studies Connections
 Alignment of current instructional resources (Calkins
Writing Units, Comprehension Toolkits, Jan Richardson)
 Essential questions/Learning targets (NC Falcon)
 Performance tasks (Backwards Design)
 Online subscription for 2 nd edition - $20 a year to access a
grade span of units
http://commoncore.org/
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KINDERGARTEN UNITS OUTLINE
Unit Title
Unit 1
A Colorful Time with Rhythm and Rhyme
Unit 2
Tell a Story, 1-2-3
Unit 3
Exploring with Friends in the
Neighborhood
Focus
Science/Social Studies
Connection
SCI-Color in nature
Phonological awareness
Phonological awareness
Sequence of events/retell
Fiction-informational text
Multiple story versions
SCI-Characteristics of Animals
SS-Change over time-K.H.1
K.E.1
SS-K.C/G.1-Understanding role of citizen
Story retell/questioning/major events in a
story/compare-contrast/unknown words
Informational text
Unit 4
America: Symbols and Celebrations
Questioning skills/non-fiction/expand complete
sentences/spelling simple words
K.C.1-Explain similarities with themselves and
others/elements of culture
K.C.1-Culture tie in
SCI-weather-when holidays occur-which season
Unit 5
The Great Big World
Compare/contrast characters/digital tools/sim-diff
between two text/text connections in setting between
fiction and nonfiction
SCI-Weather
Compare Characteristics of Animals
SS-K.G.1-Geographic representations
K.G.2
Unit 6
Wonders of Nature: Plants, Bugs and Frogs
Similarities and Differences btw two texts/compare
fiction and nonfiction in text/compare and contrast
SCI-Compare Characteristics of Animals
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Weather
SS-K.H.1