Jacksonville District #117

1. Jacksonville District #117 July 2013 Grade Level Meetings

2. Sixth Grade Team July 25 and August 1, 2013 12:30 – 3:30 pm Our Time's Target: Increasing Capacity with our Learning Targets, Curriculum Maps, and Common Assessments

3. District #117 July Grade Level Meetings Grade 6 Agenda Introduction and Warm-Up (20-30 Minutes) • Purpose Setting with the Common Core: “I Choose C” • CC Review Activity A Focus on the Standards: RI 1 and 10(60-75 Minutes) • Instructional Practices in Action: Close Read Video Clip • Increasing Capacity with Our Curriculum Maps, Learning Targets, and Common Assessments: Independent Work Time and Collaboration Break (10 Minutes) The Situational Reader (45-60 Minutes) • A Look at Our System’s Target • Text Complexity • The Quantitative and Qualitative Perspectives • The Qualitative Measures Rubric Closure and Reflection Time (10-15 Minutes)

4. Reflecting on Our Practices....and a good laugh!Why We Need the Common Core Click here to view video clip of "I Choose C"

5. Standard Focus: RI 1 and 10 Quarter One Key Ideas and Details Informational • 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 the text. • Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

6. Close Reading Anchor Standard One: Reading Standards for Literature and Reading Standards for Informational Text 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 the text

7. What Is Close Reading? Not to be mistaken for cloze reading. Click here for Douglas Fisher’s Close Read Definition…

8. The Close Read: Lesson Study for Craftsmanship • What evidence do you find of best practices with vocabulary instruction and developing academic language? • What evidence do you note regarding the development of speaking and listening skills? • How is this close reading structured for these first graders? • What instructional practices do you appreciate? Why? http://www.youtube.com/watch?v=WgQYvj2U4Kw

9. Text Complexity Rubric • Text and illustrations can be complex for learners of reading. • Instructors can use the Text Complexity Rubric • to reflect on the purpose of a close read • to guide for the “just right” or “extension text”

10. Situational Reader vs. Struggling Reader • A shift in Choice Word selection • Accelerating the learning of all readers • Text complexity puts every reader in a new “situation” • Common Core Standard 10 moves instruction beyond the “Just Right” to capture extended instructional levels

11. Experience the Close Read First Reading: Draw two T-tables for Strengths/Citation and for Needs/Citation Read and Record Salvador’s Strengths and Needs with Textual Evidence Salvador, Late or Early by Sandra Cisneros Salvador with eyes the color of caterpillar, Salvador of the crooked hair and crooked teeth, Salvador whose name the teacher cannot remember, is a boy who is no one’s friend, runs along somewhere in that vague direction where homes are the color of bad weather, lives behind a raw wood doorway, shakes the sleepy brothers awake, ties their shoes, combs their hair with water, feeds them milk and corn flakes from a tin cup in the dim dark of the morning. Salvador, late or early, sooner or later arrives with the string of younger brothers ready. Helps his mama, who is busy with the business of the baby. Tugs the arms of Cecilio, Arturito, makes them hurry, because today, like yesterday, Arturito has dropped the cigar box of crayons, has let go the hundred little fingers of red, green, yellow, blue, and nub of black sticks that tumble and spill over and beyond the asphalt puddles until the crossing-guard lady holds back the blur of traffic for Salvador to collect them again. Salvador inside that wrinkled shirt, inside the throat that must clear itself and apologize each time it speaks, inside that forty-pound body of boy with its geography of scars, its history of hurt, limbs stuffed with feathers and rags, in what part of the eyes, in what part of the heart, in that cage of the chest where something throbs with both fists and knows only what Salvador knows, inside that body too small to contain the hundred balloons of happiness, the single guitar of grief, is a boy like any other disappearing out the door, beside the schoolyard gate, where he has told his brothers they must wait. Collects the hand of Cecilio and Arturito, scuttles off dodging the many schoolyard colors, the elbows and wrists crisscrossing, the several shoes running. Grows small and smaller to the eye, dissolves into the bright horizon, flutters in the air before disappearing like a memory of kites. Source: From Women Hollering Creek and Other Stories by Sandra Cisneros

12. Second Reading: Annotate for Questions You Might Have Use Our District Annotation Guide (Next Slide)Third Reading: Replace Salvador with Heather and boy for girl (as well as pronouns) Do you experience any gender or socio-economic changes in your interpretation?

14. Reflections from Other Colleagues... http://youtu.be/VsoITv0b7_k http://www.youtube.com/watch?feature=player_detailpage&v=SDCI_mgLHUo