Common Core Cohort B K-2

Common Core Cohort B K-2 Presented by Nicki Harrelson, Julia Yang, and Bonnie English October 12th, 2012

Agenda • Welcome/Reflections • Set Objectives • Instructional Shifts • Staircase of Text Complexity • Text Based Answers and Writing From Sources • Lunch • Taking It To The Street! Break @ 10:00 Lunch @ 12:30 – 1:30

Reflections on Last Year • Look through your student work from throughout the last school year. • Identify the evidence in the student work that they are progressing toward college and career readiness (see college career ready descriptors). • What changed in the classroom to make that happen? • Changes in content/texts • Changes in planning • Changes in questioning strategies • What additional shifts will you make this year to lead to continued progression toward college and career readiness?

Objectives • I will understand the instructional shifts that lead to college and career readiness. • I will take a deep dive into shifts 3, 4, and 5. • I will set objectives and plan an agenda for my collaboration time at my site.

6 Instructional Shifts • PK-5, Balancing Informational and Literary Texts • 6-12, Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing from Sources • Academic Vocabulary • Reading-Writing Connection “The 7th Shift”

Instructional Shifts • Table Talk • How do the Instructional Shifts in ELA lead to the College and Career Ready Descriptors (CCRD)? • Next to each Instructional Shift, write any CCRD that you believe the Instructional Shift leads to.

Shift #3 – Staircase of Text Complexity • Kate Gerson- Senior Fellow for Educator Engagement • John B. King Jr. – NY State Commissioner • David Coleman – Contributing Author of Common Core State Standards

It Says, I Say, So What • Watch the video and write down what you hear them say in the “It Says” column • Take a few minutes to write down your thoughts about what you heard in the video (“I Say”) and the implications for instruction (“So What”) • Discuss with your tablemates

Break

Shift #3 – Staircase of Text Complexity • Look at the two Johnny Appleseed texts • Which one appears more complex? • Which one would you choose for ELs? • Read your texts focusing attention on the description of Johnny Appleseed • Using your text, what impression do you have of Johnny Appleseed? • Share across the table. Were your impressions the same? Why or why not?

Shift #3 – Staircase of Text Complexity • How much inference and/or background knowledge is required in order to make sense of the first text? • Which one would you like students using as a mentor text for their writing? • What scaffolding could you provide students to help them access the more complex text?

Shift #4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text. Implications for: • The types of questions/prompts we give students • The types of responses that we accept from students • The focus we must have on pushing students back into the text

Try On the Work Chrysanthemum • What does this work require of the student? • What does this work require of the teacher?

Try on the Work • Using the Informational Text CCSS, and an informational text at your table, create questions to go across the standards.

Shift #5 – Writing From Sources Writing emphasizes use of evidence from sources to inform or make an argument. Implications for: • Prompts given to students • Writing instruction • Mentor texts used in writer’s workshop / Write Tools

Trying on the Work Using the informational texts at your table: • Look at both the reading and writing standards • Come up with a writing prompt that will drive students back into the text for evidence to support their writing. • Jot down at least 2 writing lessons you would need to teach before giving your students this kind of prompt. • Write at least one prompt on poster paper.

Lunch

Collaboration at my Site

What do we do with our release day? 4 objectives • Identify and plan for one action step at your site to build collaboration and/or excitement around common core work. • Plan a pre-assessment around informational text. • Identify a group of focal students so we can review work over the course of the year. • Identify a theme and some texts you will use to teach informational reading and writing.

What do I bring to next meeting? • Bring your action step for building collaboration and any results you may have gotten from that step. • Bring your student work from your pre-assessment. • Bring text you want to use in your informational unit. (Pay careful attention to the inclusion of grade-level appropriate complex text)

Common Core Cohort B K-2