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WELCOME!

WELCOME!. Elementary Institute July 22-23, 2013 Please greet and get settled with your colleagues. We will begin promptly at 8 a.m. . Agenda Overview. “Shifts” Curriculum Overview Getting Ready to Teach a Unit Lunch on your own Continue Working on getting ready to teach the unit.

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WELCOME!

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  1. WELCOME! • Elementary Institute • July 22-23, 2013 • Please greet and get settled with your colleagues. We will begin promptly at 8 a.m. 

  2. Agenda Overview • “Shifts” • Curriculum Overview • Getting Ready to Teach a Unit • Lunch on your own • Continue Working on getting ready to teach the unit

  3. Working AGreements • Begin and End on time • Quiet signal – hand up? • Presume positive intent • Pay attention to self and others • Personal needs • Restroom location • Phones on silent/vibrate • Anything else?

  4. Shifting to Common Core Elementary Summer Institute 2013

  5. College and Career Ready Technology Independence Communication Content Knowledge Value Evidence Comprehend and Critique Understand Perspectives

  6. Strand Cluster Anchor Standard

  7. Standard Coding Grade Specific Standard Strand Grade Level RL.3.6

  8. Anchor Standards Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. RL.3.1 RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  9. Anchor Standards Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.3.3 RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

  10. Shifting Instruction to Hit Common Core Mark Tiered Vocabulary Instruction Increased Writing From Sources Text Complexity Increased Reading of Informational Texts Text-Based Analysis Literacy in Content Areas

  11. To a Daughter Leaving Home When I taught youat eight to ridea bicycle, loping alongbeside youas you wobbled awayon two round wheels,my own mouth roundingin surprise when you pulledahead down the curvedpath of the park,I kept waitingfor the thud of your crash as Isprinted to catch up,while you grewsmaller, more breakablewith distance,pumping, pumpingfor your life, screamingwith laughter,the hair flappingbehind you like ahandkerchief wavinggoodbye. Linda Pastan

  12. What the Standards emphasize

  13. Literature Standards 1-3Reading for Key Ideas and Details • Anchor Standard 1: “Recount the story, citing specifically from the text” • Anchor Standard 2: “Determine central ideas and themes” • Anchor Standard 3: “Determine how events, characters, and ideas are connected across the text”

  14. Supporting the Standards in Reading Workshop

  15. Literature Standards 4-6Reading for Craft and Structure • Ask readers to investigate the effect of authors’ decisions—about language, structure, point of view, voice, style—on the meaning of texts

  16. Educational Leadership • Possible questions to trigger thinking with students.

  17. Supporting the Standards in Reading Workshop

  18. Literature Standards 7 & 9Reading to Integrate Knowledge and Ideas Read texts that “go together” and think across those texts, making connections and comparisons.

  19. Supporting the Standards in Reading Workshop

  20. Standard Coding Strand Grade Specific Standard Grade Level RI.3.6

  21. Informational Texts Standards 1-3 Reading for Key Ideas and Details • Anchor Standard 1: “Recount the story, citing specifically from the text” • Anchor Standard 2: “Determine central ideas and themes” • Anchor Standard 3: “Determine how events, characters, and ideas are connected across the text”

  22. Supporting the Standards in Reading Workshop

  23. Informational Text Standards 4-6 Reading for Craft and Structure • Ask readers to investigate the effect of authors’ decisions—about language, structure, point of view, voice, style—on the meaning of texts

  24. Supporting the Standards in Reading Workshop

  25. Informational Text Standards 7-9 Reading to Integrate Knowledge and Ideas • Read texts that “go together” and think across those texts, making connections and comparisons.

  26. Supporting the Standards in Reading Workshop

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