Common Core Planning –
Deep Dive into Literacy
August 20, 2013 High School PLI
Wonderings ?
On separate sheet of paper answer the following questions:
1. What teacher actions ensure shift 1 occurs?
2. What administrator actions ensures shift 1 occurs?
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Goals –
Participants will develop a common understanding of…
• Implementation of Common Core State Standards’
ELA instructional shifts.
• Elements of a CCSS aligned block.
• How to monitor and support the implementation of
Springboard, the Anthology Alignment Project,
CRESST assessments etc. so that these initiatives
and programs result in improved student
achievement.
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Agenda
• Do Now – Pre-test & Wonderings “What teacher actions ensure
shift 1 occurs?” 8:30 – 8:50
• Activity 1 – Close Read “Writing for Understanding” 8:50 –9:30
• Activity 2 – “The Road Ahead” sample lesson 9:30 – 10:00
• Activity 3 –Common Core aligned block, Parts II and III:
• 10:00 – 10:30 (The Block - discussion)
• 10:30 – 10:40 Break
• 10:40 – 11:40 (Small Group Instruction & Independent
Reading)
• Activity 4 – Look Fors 11:40–12:00
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Why Did We
Change?
“The Standards set requirements for English language arts (ELA) [and]
for literacy in history/social studies, science, and technical subjects.
…students must learn to read, write, speak, listen, and use language
effectively in a variety of content areas, …the Standards specify the
literacy skills and understandings required for college and career
readiness in multiple disciplines.” Students, “actively seek the wide,
deep, and thoughtful engagement with high-quality literary and
informational texts that builds knowledge, enlarges experience, and
broadens worldviews.”
Response To Intervention
FEW
SOME
Tier 1
ALL
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ELA/Literacy: 3 Shifts
1. Building knowledge through contentrich nonfiction
2. Reading, writing, and speaking grounded
in evidence from text, both literary and
informational
3. Regular practice with complex text and
its academic language
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According to the Common Core, what percentage of writing
prompts should be devoted to narrative, expository, and
argument in grades K-5, 6-8, and 9-12?
In elementary school
30% writing to argue
35% writing to explain/inform
35% narrative writing
In middle school
35% writing to argue
35% writing to explain/inform
30% narrative writing
In high school
40% writing to argue
40% writing to explain/inform
20% narrative writing
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Activity 1 – Close Reading
Professional reading….
1. Readings:
>
Persons A & C: Read green sheet: “Writing for
Understanding”
>
Persons B & D: Read pink sheet: “Writing for
Understanding”
2. Consider what key learning(s) is the author trying to
impart? As you read and recognize them please make a
note for yourself, you will need to refer to your notes
later.
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Close Reading
3. Person A: Turn to your group and share the key
learning(s) from your article, citing specific parts of the
text that led you to your assertions. (You will have 3
minutes)
4. Person C: Did you agree with person A? if yes cite the
specific claims you heard from person A & the text to
affirm persons A's claims. If not, refute the specific
assertions with textual evidence from your article. (You
will have 3 minutes)
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Close Reading
5. Person B it is now your turn to share your article
explaining the key learning(s) and citing from your text to
support your assertions. (You will have 3 minutes)
6. Person D: Did you agree with person B? if yes cite the
specific claims you heard from person B & the text to
affirm persons B's claims. If not, refute the specific
assertions with textual evidence from your article.
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Sharing Out
1. Please write down the group’s key learning(s) on the
chart paper. (You will have 7 minutes)
2. Post your papers in the room and have a seat.
3. Choose on group’s chart to review. Are you thinking the
same? Is there a “new” learning that you didn’t consider?
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Four Elements
Knowledge, and solid
understanding of that
knowledge
Key Paradigm Shifts
Writing for Understanding vs. the
Writing Process
The text drives what you teach
A focus through which to think
about and work with that
knowledge and understanding
A structure to develop their
knowledge and understanding
Grade-level control over
conventions
Rigor is in the reading and the
task NOT the complexity of the
prompt
Complexity sits with the text;
difficulty sits with the reader
Content rich nonfiction teaches
academic language
What’s In and What’s Out
according to the Common Core authors
IN
OUT
1.
Daily encounters w/complex texts
1.
Only some students read complex texts
2.
Texts worthy of close attention
2.
Reading any ‘ol text
3.
Balance of literary and info texts
3.
Solely literature
4.
Coherent sequences of texts
4.
Collection of unrelated texts
5.
Mostly text-dependent questions
5.
Mostly text-to-self questions
6.
Mainly evidence-based analyses
6.
Mainly writing without sources
7.
Accent on academic vocabulary
7.
Accent on literary terminology
8.
Emphasis on reading & re-reading
8.
Emphasis on pre-reading
9.
Reading strategies (as means)
9.
Reading strategies (as end goal)
10. Reading foundations
(central and integrated)
10. Reading foundations (peripheral and
detached)
Activity 2 – Sample lesson –
The Road Ahead
Review – Notice – Wonder
1. Teacher instructions
>
Before reading
>
During reading
2. Culminating Tasks & Teacher Instructions
3. How is the “Writing for Understanding” philosophy
manifested in the lesson? (Answer individually)
4. Turn and tell a friend at the table.
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Take out the yellow paper and read it
silently.
Again, consider what key learning(s) is
the author trying to impart? As you read
and recognize them please make a note
for yourself, you will need to refer to
your notes later.
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Activity 2 - Understanding
Common Core Aligned Block
Core Aligned Block
Turn to a partner and share 3
things you notice.
Whole Group
Small Group/Independent Reading
Whole Group
Turn to a different partner and share 2
things you think would be new for English
Language Arts, History, Social Studies, and
Technical Subjects Teachers.
Think about 1 misconception you
will address that high school
teachers will experience when
viewing this document for the first
time.
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Small Group Instruction – Explicit Reading Instruction
 Gathering student data
 Forming reading/writing groups
 Scheduling and rotating groups
 Reflection and sharing
 Utilizing resources
 Classroom structure and physical setting
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Small Group Instruction
These are suggested stations that students can rotate to perform various tasks/activities.
Based upon enrollment, teachers will determine the number of stations to establish in their
classrooms.
Group A: Teacher led group (Small group)
(
Rereading selection, responding to text-dependent questions, Comprehension
vocabulary…)
Group B: Independent Reading
(Document pages read daily; complete reading response weekly)

Group C: Project-based Task (Related to main topic of
reading)
Fluency
Specific
reading
strategies
Group D: Vocabulary (Skill work emphasizing usage in
context)
Group E: Writing
 Text-dependent Questions
 Culminating Tasks
 Additional Tasks
Group F: Research (Optional)
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Read the Independent Reading Packet
1. Consider the protocols and procedures the
packet requires teachers to establish?
2. As a group write them down on the blue paper on
your tables.(You will have 7 minutes to complete
this task.)
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Independent Reading
Management
Norms
Protocols
Guidance for student
selections
Accountability
Social Interactions
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Activity 4
Strategic Planning for 2013-14
– Preparing to Implement
Common Core Curricula
Look Fors – When discussing lesson plans with
teachers ask…
 How often has the teacher planned for students to reread
text?
 How often has teacher planned for students to discuss
text and cite evidence?
 Has teacher designed opportunities for students to gather
evidence as a separate step in the process of writing?
 Is small group instruction occurring? What management
tool is being employed?
 Is independent reading being required and monitored?
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Pre-test Answers
 How did you do?
 Which questions do you still need answered?
 How can the Office of Curriculum be of service?
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Schedule Overview for Next 3 weeks
• August 19th: Introduction to Curriculum & Assessment in
2013-14
• August 20th: Deep Dive into Literacy
• August 22nd: Teacher Evaluation in 2013-14
• August 26th: CST Evaluation & Special Education in 2013-14
• August 27th: Student Support Services in 2013-14
• August 27th & 28th: Springboard & WEX Training
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