Summer Learning Having Some Fun!

1. Summer Learning Having Some Fun! ESU 4 Summer 2013 Cadres Mitzi Hoback, Gregg Robke, Ellen Stokebrand, & Suzanne Whisler

2. 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

3. 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.

4. ESU 4 Wikis: esu4.org

6. www.corestandards.org

7. 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.

9. Subject Areas • English Language Arts • Mathematics • Next Generation Science Standards

10. 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

11. 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

12. 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.

13. 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

14. Shifts in ELA/Literacy

15. 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”.

17. Scan the passage from Tuck Everlasting At what grade level would you estimate this text?

19. 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.

20. 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. • “and by his playfulness retard the work/his anxious father planned” (lines 310-311)* • “But when at last/the father finished it, he poised himself” (lines 312-313) • “he fitted on his son the plumed wings/ with trembling hands, while down his withered cheeks/the tears were falling” (lines 327-329) • “Proud of his success/the foolish Icarus forsook his guide” (lines 348-349)* • “and, bold in vanity, began to soar/rising above his wings to touch the skies” (lines 350-351)* • “and as the years went by the gifted youth/began to rival his instructor’s art” (lines 376-377) • “Wherefore Daedalus/enraged and envious, sought to slay the youth” (lines 384-385) • “The Partridge hides/in shaded places by the leafy trees…for it is mindful of its former fall” (lines 395-396, 399)

21. What are you already doing through classroom instruction that fits with Common Core State Standards? What might you have to emphasize or do differently?

24. Getting INTO Informational Text

25. Please read the next 5 slides on informational text.

26. 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).

27. 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."

28. 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).

29. 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).

30. 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 Rodriguez-Munoz, 1995).

31. Reflections • What did you notice? • What surprised you? Share your thoughts with your elbow partner.

32. Strategies to Get Kids INTO the Text

33. Thinking Notes • http://soa.li/K3hGmBf

34. Let’s Try It

35. Instructional Shift #4: Text-Based Answers

36. 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?

37. 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.

40. 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.

41. Teaching ChannelTeaching About Textual Evidence • http://fw.to/K5oy47C

42. Writing Text-Based Questions

43. Writing Text-Dependent Questions • KEY STEPS: • Preview the text multiple times. • Identify one or more conclusions that students might draw based on information in the text. • Frame the conclusion as a probing question that requires text evidence.

44. Read the selection entitled “Starfish” from Common Core Appendix B.

45. Identifying Text-Based Conclusions Based on the “Starfish” selection: Conclusion: Starfish are interesting animals. Starfish are different from other animals.

46. 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.

47. Framing Conclusions as Questions Conclusion: Starfish are different from other animals. • Write a question based on this conclusion.

48. Cornell Notes • http://www.cornell-notes.com/ • YouTube Video http://bit.ly/ZTQBx8

49. 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.

50. SQ3RSurvey! Question! Read! Recite! Review!