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Common Core Transition

Common Core Transition. Elementary 1/9/12 Sherrie Clark Pam Nolte. Key Learning : Interpreting the CCSS will influence planning for instruction. Unit Essential Question : How do I interpret the Common Core State Standards in order to begin planning for instruction?.

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Common Core Transition

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  1. Common Core Transition Elementary 1/9/12 Sherrie Clark Pam Nolte

  2. Key Learning: Interpreting the CCSS will influence planning for instruction. Unit Essential Question: How do I interpret the Common Core State Standards in order to begin planning for instruction?

  3. Lesson Essential Question: How does understanding CCSSR5 in Literary and Informational Texts influence planning?

  4. Activating Strategy Sherrie Clark & Pam Nolte

  5. Instruction • College and Career Ready (CCR) Reading 5: Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Sherrie Clark & Pam Nolte

  6. Instruction for Literary K Poem Book Sherrie Clark & Pam Nolte

  7. Instruction for Literary K 1 Literary vs. Informational Poem Book Genres Sherrie Clark & Pam Nolte

  8. Instruction for Literary K 1 2 Literary vs. Informational Poem Book Genres • B • M • E Sherrie Clark & Pam Nolte

  9. Instruction for Literary K 1 2 3 Literary vs. Informational Poem Book Genres stanza • B • M • E chapter scene Sherrie Clark & Pam Nolte

  10. Instruction for Literary Literary vs. Informational K 1 2 3 4 Book Poem Genres stanza verse, rhyme, meter • B • M • E Drama chapter scene Sherrie Clark & Pam Nolte

  11. Instruction for Literary Literary vs. Informational K 1 2 3 4 5 Book Poem Genres stanza verse, rhyme, meter • B • M • E pieces fit to provide structure Drama chapter scene Sherrie Clark & Pam Nolte

  12. Instruction for Informational K Covers titles Sherrie Clark & Pam Nolte

  13. Instruction for Informational K 1 Text Features Covers titles Headings Table of contents Glossaries Electronic menu icon Sherrie Clark & Pam Nolte

  14. Instruction for Informational K 1 2 Text Features Captions Subheadings Bold print indexes Covers titles Headings Table of contents Glossaries Electronic menu Icon Sherrie Clark & Pam Nolte

  15. Instruction for Informational K 1 2 3 Text Features Captions Subheadings Bold print Indexes Search tools: Hyperlinks sidebars Covers titles Headings Table of contents Glossaries Electronic menu Icon Sherrie Clark & Pam Nolte

  16. Instruction for Informational K 1 2 3 4 • Overall Structure: • Chronology • Comparison • Cause/effect • Problem/solution Text Features Captions Subheadings Bold print Indexes Search tools: hyperlinks sidebars Covers titles Headings Table of contents Glossaries Electronic menu Icon Sherrie Clark & Pam Nolte

  17. Instruction for Informational K 1 2 3 4 5 • Overall Structure: • Chronology • Comparison • Cause/effect • Problem/solution Text Features Captions Subheadings Bold print Indexes Search tools: Hyperlinks sidebars Covers titles Headings Table of contents Glossaries Electronic menu Icon Compare structure with two texts Sherrie Clark & Pam Nolte

  18. Assessment Prompt • Complete this 3-2-1 on Standard 5 • 3 Text Features • 2 Overall structures • 1 Understanding Sherrie Clark & Pam Nolte

  19. Grade Progression • COACHES DECISION • What examples of text features should be taught at each grade? • What do the “knows” suggest? • What are the current expectations from GLEs? • What does Storytown provide? • DO NOT print this slide for teachers Sherrie Clark & Pam Nolte

  20. LITERARY: EXPLAIN HOW A SERIES OF CHAPTERS, SCENES OR STANZAS FIT TOGETHER TO PROVIDE THE OVERALL STRUCTURE OF A PARTICULAR STORY, DRAMA OR POEM. • Why is scene 2 important in the drama? How does it provide the connection between scenes 1 and 3? • How do the stanzas in ____ (text title) fit together so the poem flows from beginning to end? Sherrie Clark & Pam Nolte

  21. INFORM: COMPARE AND CONTRAST THE OVERALL STRUCTURE OF EVENTS, IDEAS, CONCEPTS OR INFORMATION IN TWO OR MORE TEXTS. • Which text was more effective in explaining plant and animal cells, _________ (text title) which used compare/contrast or ____ (text title) which used description? Use examples from the texts to support your opinion. • How is the overall structure used in the explanation of photosynthesis in ______ (text title) and _____ (text title) alike and different? Use examples from the texts to support your comparison. Sherrie Clark & Pam Nolte

  22. Assignment • Find opportunities for teaching CCSSR 5 standards utilizing Literary and Informational Texts in Storytown. • Use Focus Skill charts and knowledge of texts. • Place post-it notes next to selections. • Complete chart with possible texts. Sherrie Clark & Pam Nolte

  23. Summarize • Lesson Essential Question: How does understanding CCSSR 5 in Literary and Informational texts influence planning? Sherrie Clark & Pam Nolte

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