Summer Learning
Having Some Fun!
ESU 4 Summer 2013 Cadres
Mitzi Hoback, Gregg Robke,
Ellen Stokebrand, & Suzanne Whisler
Good Morning!
 Welcome to the ESU 4 Summer Cadres
 Please sign in, have a donut, and answer
this question . . .
What is your favorite summer pastime?
Please post your answer on our electronic
corkboard.
http://bit.ly/19VRSFP
i-nigma App
Think – Write – Pair - Share
 Think about ways you could use
Padlet and/or QR codes in your
classroom.
 Jot down your ideas.
 Find a close partner and share
your ideas.
ESU 4 Wikis: esu4.org
www.corestandards.org
Mission Statement:
“The Common Core State Standards provide a
consistent, clear understanding of what
students are expected to learn, so teachers
and parents know what they need to do to
help them. The standards are designed to be
robust and relevant to the real world, reflecting
the knowledge and skills that our young people
need for success in college and careers. With
American students fully prepared for the future,
our communities will be best positioned to
compete successfully in the global economy.
Subject Areas
 English Language Arts
 Mathematics
 Next Generation Science
Standards
Why is This Important for
Students, Teachers, and Parents?
 Prepares students with the knowledge and
skills they need to succeed in college and
work
 Ensures consistent expectations regardless
of a student’s zip code
 Provides educators, parents, and students
with clear, focused guideposts
Criteria for the Standards
 Fewer, clearer, and higher
 Aligned with college and work
expectations
 Include rigorous content and application
of knowledge through high-order skills
 Build upon strengths and lessons of current
state standards
 Internationally benchmarked, so that all
students are prepared to succeed in our
global economy and society
 Based on evidence and research
Common Core Standards for ELA
 College and Career Readiness (CCR) Standards
 Overarching standards for each strand that are
further defined by grade-specific standards
 Grade-Level Standards in English Language Arts
 K-8, grade-by-grade
 9-10 and 11-12 grade bands for high school
 Four strands: Reading, Writing, Speaking and
Listening, and Language
 Standards for Literacy in History/Social Studies, Science,
and Technical Subjects
 Standards are embedded at grades K-5
 Content-specific literacy standards are provided for
grades 6-8, 9-10, and 11-12
 Media and Technology are integrated throughout the
standards.
Common Core Standards for ELA
Reading
•
Balance of literature and informational texts
•
Text complexity
Writing
•
Emphasis on writing argumentative,
informative/explanatory, and narrative texts
•
Emphasis on research
Speaking and Listening
•
Inclusion of formal and informal talk
Language
•
Value of general academic and domain-specific
vocabulary
•
Emphasis on the conventions of English and the effective
use of language
Shifts in ELA/Literacy
Shift 1
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas)
through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time and
space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based conversations
about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or make
an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they need to
access grade level complex texts. This can be done effectively by
spiraling like content in increasingly complex texts.
14
Read the “Shifts”
and do the following…
 Circle terminology that is unclear.
 Star similarities to current practices.
 Highlight ideas that are new or
different from current practices.
 Jot down questions you have as
you consider the meaning of each
“shift”.
Scan the passage
from
Tuck Everlasting
At what grade level would
you estimate this text?
Grade 10 Prose
Constructed-Response Item
Use what you have learned from reading “Daedalus
and Icarus” by Ovid and “To a Friend Whose Work
Has Come to Triumph” by Anne Sexton to write an
essay that provides an analysis of how Sexton
transforms Daedalus and Icarus.
As a starting point, you may want to consider what is
emphasized, absent, or different in the two texts, but
feel free to develop your own focus for analysis.
Develop your essay by providing textual evidence
from both texts. Be sure to follow the conventions of
standard English.
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Grade 10 Evidence-Based
Selected-Response Item
Select three pieces of evidence from Ovid’s “Daedalus and Icarus”
that support the answer to Part A.
a.“and by his playfulness retard the work/his anxious father planned”
(lines 310-311)*
b.“But when at last/the father finished it, he poised himself” (lines 312-
313)
c.“he fitted on his son the plumed wings/ with trembling hands, while
down his withered cheeks/the tears were falling” (lines 327-329)
d.“Proud of his success/the foolish Icarus forsook his guide” (lines 348-
349)*
e.“and, bold in vanity, began to soar/rising above his wings to touch
the skies” (lines 350-351)*
20
What are you already
doing through
classroom instruction
that fits with Common
Core State Standards?
What might you have to emphasize or do
differently?
Getting INTO
Informational Text
Please read the next
5 slides on
informational text.
• Studies have long shown that the
majority of the reading and writing
adults do is nonfiction (Venezky, 1982).
• Approximately 96% of sites on the
World Wide Web contain nonfiction,
informational text (Kamil and Lane, 1998).
26
• Academic achievement in a range of
school subjects and academic fields
relies heavily on informational reading
and writing.
• Informational literacy is so crucial to
success in American higher education,
citizenship, and work that our current
era is widely known as the "information
age."
27
 Nearly 44 million American adults
cannot extract even a single piece of
information from a written text if any
inference or background knowledge is
required (Levy, 1993).
 Large proportions of American students
have weak informational reading and
writing skills (e.g., Applebee, Langer, Mullis,
Latham, and Gentile, 1994; Daniels, 1990; Langer,
Applebee, Mullis, and Foertsch, 1990).
28
 Low income and minority children are
particularly likely to struggle with
informational literacy tasks (Applebee,
Langer, Mullis, Latham, and Gentile, 1994; Langer,
Applebee, Mullis, and Foertsch, 1990).
 Some education researchers have
attributed the "fourth grade slump" in
overall literacy achievement in large
part to problems with informational
literacy (Chall, Jacobs, and Baldwin, 1990).
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 Students' difficulties in science may be
related to their difficulties with
informational text because science
achievement is associated with the
ability to read informational text but not
with the ability to read narrative text
(Bernhardt, Destino, Kamil, and RodriguezMunoz, 1995).
30
Reflections
What did you notice?
What surprised you?
Share your thoughts
with your elbow
partner.
31
Strategies to Get Kids
INTO the Text
32
Thinking Notes
 http://soa.li/K3hGmBf
Let’s Try It
Instructional Shift #4:
Text-Based Answers
Students studying the Declaration of
Independence . . .
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 the authors argument to separate
from Great Britain?
Text-Based Answers and the CCSS
Students Who are College and Career Ready…
 Value evidence.
 Students cite specific evidence when
offering an oral or written interpretation of a
text. They use relevant evidence when
supporting their own points in writing and
speaking, making their reasoning clear to
the reader or listener, and they
constructively evaluate others’ use of
evidence.
What are Text-Based
Questions?
 Questions that are text dependent and can
only be answered by a close reading of the
text.
 The evidence in the response comes directly
from the text and does not depend on
information from outside sources.
 Text dependent questions are largely
interpretive questions and require an
understanding that extends beyond recalling
basic facts.
Teaching Channel
Teaching About Textual
Evidence
 http://fw.to/K5oy47C
Writing Text-Based Questions
Writing Text-Dependent Questions
KEY STEPS:
1. Preview the text multiple times.
2. Identify one or more conclusions that
students might draw based on
information in the text.
3. Frame the conclusion as a probing
question that requires text evidence.
Read the selection entitled “Starfish” from
Common Core Appendix B.
Identifying Text-Based
Conclusions
Based on the “Starfish” selection:
Conclusion:
Starfish are interesting animals.
Starfish are different from other animals.
Framing Conclusions as Questions
Conclusion:
Starfish are interesting animals.
Question:
What characteristics of starfish make them
interesting animals? Cite examples from the
text to support your answer.
Framing Conclusions as Questions
Conclusion:
Starfish are different from other animals.
Write a question based on this conclusion.
Cornell Notes
 http://www.cornell-notes.com/
 YouTube Video http://bit.ly/ZTQBx8
Other ideas . . .
 Have students compare notes with a
partner.
 Students should talk about what they
wrote and why. Look for gaps & missed
information.
 Both partners should feel free to add
to their notes.
 Use Cornell Notes as study guides for
tests.
SQ3R
Survey! Question! Read! Recite! Review!
Carousel Sharing: Round 1
 Find the chart that corresponds
with the number on your nametag.
 With your group, consider the topic.
Brainstorm a list of ideas,
suggestions, tips, etc. that you use
or know about.
 Upon cue, move clock-wise to the
next chart.
 Add to the list
Using Evernote to Take
Notes
www.evernote.com
Carousel Sharing: Round 2
 Jot down notes from your group
charts.
 Upon cue, rotate clock-wise to
the next chart and take notes.
 Continue rotating upon cue until
you have taken notes from each
chart.
Best Practice Discussion:
Archerisms
 Number off 1-4 at your tables.
 Meet with your like numbers.
 Discuss your “Archerism” and
examples of best practices that
support the saying.
 Head back to your original table,
summarize the meaning of the
saying, and share best practices.
Personal Reflection
 Many ideas and instructional strategies have
been shared today. Reflect upon those that
you would like to implement in your
classroom next fall.
 On the card, jot down at least two that you
plan to use. Make a commitment to yourself
to use them!
 We will collect the cards. You may see your
card again during the school year!