What CCSS is NOT

1. What CCSS is NOT • … just having students read and write more • … assigning more vocabulary words to look up and write definitions for • …asking the same old questions from NCSCOS using more NF. • … giving students Venn diagrams and sentence diagramming assignments in social studies to “integrate” • …assigning more writing where the teacher edits, grades, and files it in a portfolio.

2. What the Common Core is… “Reading like a detective, writing like a reporter.”

3. Looking at the 3 Main Common Core Shifts

4. Shift #1 High Quality Texts in a Wide Variety of Genres...especially Using a 50/50 Balance of Fiction and Nonfiction

5. SHIFT #1 50/50 Fiction and Nonfiction…Variety of Genres What the Student Does… *build content knowledge through reading high quality texts *finds evidence *exposed to the world through reading *handles primary source documents *makes connections across disciplines What the Teacher Does… *provides students with 50/50 fiction/nonfiction text balance *scaffolds informational texts *models the use of a variety of comprehension strategies *teaches through and with informational texts by having students read the text and not just summarize or lecture an overview of it

6. Shift #2 Reading &Writing Grounded in the Text Text-based Evidence Writing from Sources

7. Shift #2

8. SHIFT #2 Reading and Writing Grounded in the Text What the Teacher Does… *Facilitates text based questions and gives students time to write about texts *Encourages students to spend time in the text and reread *Uses questioning to help students analyze the text *Provides opportunities for students to argue a point and share their conclusions and opinions What the Student Does… *Finds evidence to support their answer *Creates their own judgment or opinion from facts in the text *Reads text more than once *Compares multiple sources

9. SHIFT #2—Text Evidence “Because“… is the magic word because it tells everyone where your answer is coming from, it's not your answer, it's the reason for your answer, it's the evidence for your inference, or the schema for your predication.  Teachers model how to ask questions and show thinking!

10. SHIFT #2—Text Evidence

11. Shift #3 Regular Practice with Complex Texts and its Academic Vocabulary Text Complexity Academic – Tier 2— Vocabulary

12. SHIFT #3 Text Complexity and Academic Vocabulary What the Student Does… *Rereads *Able to work through frustration when engaged with challenging text *Uses academic vocabulary and content specific vocabulary *Learns and uses new vocabulary from text read What the Teacher Does… *Exposes students to complex text in a variety of genres *Uses shorter texts and teaches students power of rereading *Provides scaffolding and strategies for accessing high level text *Fewer words more deeply

13. SHIFT #3—Complex Text and Academic Vocabulary

14. SHIFT #3

15. SHIFT #3 Text and Academic Vocabulary General Understandings in K-2 Retell the story in order using the words beginning, middle, and end.

16. SHIFT #3 Text and Academic Vocabulary Key Details in K-2 • How long did it take to go from a hatched egg to a butterfly? • What is one food that gave him a stomachache? What is one food that did not him a stomachache?

17. SHIFT #3 Text and Academic Vocabulary Vocabulary in K-2 How does the author help us to understand what cocoon means?

18. SHIFT #3 Text and Academic Vocabulary Author’s Purpose in K-2 Who tells the story—the narrator or the caterpillar?

19. A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

20. SHIFT #3 Text and Academic Vocabulary Inferences in K-2 The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

21. SHIFT #3 Text and Academic Vocabulary Opinionsand Intertextual Connections in K-2 Narrative Informational How are these two books similar? How are they different? Is this a happy story or a sad one? How do you know?

22. SHIFT #3 Text and Academic Vocabulary Old Style of Questions New CCSS of Questions What are some differences you notice in the new questions?

23. How do you tempt students into reading hard text for long periods?? • Set up situations in which students need information, cool science experiment—they have to read to do! • Set up an earthworm box or tadpole tank-only students who get their “license” by answering questions from complex text can care of the creatures! • Leave out magnets and items to experiment with as well as texts/articles about magnets. • Articles about weird, scary, gross, surprising topics! HOW CAN YOU DO THIS IN YOUR CLASSROOM?

24. Shift #1 Read 50/50 F/NF Digging Deep! Shift #2 Text Evidence Shift #3 Complex Text & Tier 2 Vocabulary Expository Persuasive Teaching the READER, not the reading! Close reading in allgenres! Narrative

25. Wiki Online Sharing • PCS Wiki’s • Common Core Resource Page • Curriculum Maps http://pcskindergarten.pbworks.com http://pcs2ndgrade.pbworks.com http://pcs3rdgrade.pbworks.com http://pcs4thgrade.pbworks.com http://pcs5thgrade.pbworks.com http://pcsesccpd.pbworks.com

26. Instructional Planning Checklist (Unit/Lesson Plan) Has Essential Question(s) Has Essential Understandings (The student knows/understands) Has Strategic Interdisciplinary Connections (all contents areas plus the arts) Clearly Identifies the Learning Outcome (What the student can do) Has Pre-Assessment(s) Has Formative Assessment(s) with Learning Targets Clear Connection to Summative Product/Assessments Has Rubrics Connected to Summative Product/Assessments with specific skill goals based on assessment results  Has differentiation Has engaging activities connected to accomplish the Summative Product/Assessment Has resources clearly identified and connected to Common Core/Essential Standards using 21st Century Skills/Future Ready Skills  Includes purposeful writing Uses self-directed, collaborative and group learning/sharing

27. Long Term Planning Best Practices • Has a balance of fiction and nonfiction • Has no less than 20% of complex text with close reading • Has daily opportunities for critical thinking and problem solving skills • Includes Active Learning Strategies to promote student engagement • Has a variety of instructional methods to meet the Learning Styles of students • Holds students to High Expectations • Has the opportunity for self-directed, collaborative and group learning/sharing

28. Lesson Plan Checklist Small Group Sorting Activity

29. First Grade

30. First Grade

31. Second Grade

32. Second Grade

33. Third Grade

34. Third Grade

35. Click on Wiki Links below to show sample weekly or unit templates— you can also pull up examples of your own unit to share. http://pcskindergarten.pbworks.com http://pcs2ndgrade.pbworks.com http://pcs3rdgrade.pbworks.com http://pcs4thgrade.pbworks.com http://pcs5thgrade.pbworks.com http://pcsesccpd.pbworks.com *THREE SHIFTS Resources are now available on the grade level wikis below the lesson plan template links.

36. Writing Rubrics • Teachers will be working on writing rubrics together as a county by grade levels on the first PD day – September 28th. • They will need to bring a class set of writing papers to grade (with the rubrics they create) that afternoon!