Understanding and Applying the Common Core State Standards: Reading Anchor Standards 3, 4 & 5

1. Understanding and Applying the Common Core State Standards: Reading Anchor Standards 3, 4 & 5 Presented by Dr. Mary McGriff October 7, 2013 Welcome!

2. How this Applies to My Learners • Please think about the instructional approaches we have explored during this session. Identify one approach that you will use with your learners between now and our next meeting on October 7. • *Paired Round Robin *Use of word bank / sentence starters • *Use of visuals and/or manipulatives • *Story element maps *Concept maps • *Multiple readings of a text for varied purposes • *Thick questions *Sentence starters & visual cues • *Low-risk response formats: • White board slates • Choral response • Agree/disagree response followed by teammate's elaboration • One technique I will use with my students is: • This approach is most applicable to my grade/subject area because:

3. Learning Outcomes • Describe key instructional shifts related to CCRS Anchor Standards 3, 4 & 5. • Examine instructional strategies that support student achievement of CCRS Anchor Standards 3, 4 & 5. • Apply instructional strategies in kindergarten, first grade and second grade units of study.

4. Overview of the Afternoon • Standard 3 -- Instructional tools and strategies • Standard 5 --Instructional tools and strategies • Standard 4 in Action! -- Debriefing and applying vocabulary building approaches in our classrooms • Raise questions and exchange ideas. -- We will pause intermittently throughout the session to consider what/how you can use that materials presented.

5. Standard 3 -- Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

6. 4th Event -- Story Structure Map climax 3rd Event 2nd Event 5th Event -- Resolution 1st Event ? Characters Setting Problem

7. Story Structure Map with Key Details 4th Event: Evidence: climax 3rd Event: Evidence: 2nd Event: Evidence: 5th Event -- Resolution Evidence: 1st Event: Evidence: ? Characters Setting Problem

8. Story Structure Map with Key Details 4th Event: Evidence: climax 3rd Event: Evidence: 2nd Event: Evidence: 5th Event -- Resolution Evidence: 1st Event: Evidence: ? Characters Setting Problem

9. 4th Event: Nana takes Grace to see Romeo & Juliet and Grace’s gets back her confidence Evidence: “I can be anything I want,” she thought (p. 20). 3rd Event: Grace tells her family about what Raj & Natalie said. Evidence: “Raj said I can’t be Peter Pan because I’m a girl” (p. 15) climax 2nd Event: Raj and Natalie tell Grace she cannot be Peter Pan because she is an African America girl. Evidence: “You can’t be Peter—that’s a boy’s name” (p. 13). and “You can’t be Peter Pan. He isn’t black” (p. 14). 5th Event -- Resolution Graces was an amazing Peter Pan in play. Evidence: “I feel as if I could fly all the way home!” (p. 24) 1st Event: Grace volunteers to play Peter Pan. Evidence: “Grace knew who she wanted to be.” (p. 13) ? Main Character(s) Grace Setting Grace’s house -Grace’s school -the theater Problem Grace wants to be Peter Pan but is told she can’t.

10. 4th Event: Nana takes Grace to see ___________________ _____________________ 3rd Event: Ma and Nana tell Grace ___________________ ________________________ ________________________ 5th Event -- Resolution In the end, _____________ ____________________ ____________________ 2nd Event: Raj tells Grace ____ _________________________. Natalie tells Grace __________ _________________________ 1st Event: Grace volunteers to __________________.

11. Argument and Reasons Argument: What does the author want us to believe? ________________________________________________________________ Reason: _________________________ _______________________________ Illustration: Reason: _________________________ _______________________________ Illustration: Reason: _________________________ _______________________________ Illustration: Reason: _________________________ _______________________________ Illustration:

12. Argument and Reasons with Key Details Argument: What does the author want us to believe? ________________________________________________________________ Reason: _________________________ _______________________________ Evidence:________________________________________________________ Illustration: Reason: _________________________ _______________________________ Evidence:________________________________________________________ Illustration: Reason: _________________________ _______________________________ Evidence:________________________________________________________ Illustration: Reason: _________________________ _______________________________ Evidence:________________________________________________________ Illustration:

13. Argument and Reasons with Key Details Argument: What does the author of Amazing Grace want us to believe about determination? ________________________________________________________________________ Reason: _________________________ _______________________________ Evidence:________________________________________________________ Illustration: Reason: _________________________ _______________________________ Evidence:________________________________________________________ Illustration: Reason: _________________________ _______________________________ Evidence:________________________________________________________ Illustration: Reason: _________________________ _______________________________ Evidence:________________________________________________________ Illustration:

14. Argument and Reasons with Key Details Story Structure Map with Key Details Questions? Ideas! Possibilities! Whole Class Shared Reading Centers Character Trait Study Small Group Instruction Family Retelling

15. Standard 5 -- Analyze the structure of texts, 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.

16. Using Text Features

17. Key Idea Organizer • Topic: Determination What do the authors want us to believe about determination?

18. Standard 4 -- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

19. Close Reading - Vocab Focus - Grade 1 • http://www.youtube.com/watch?v=WgQYvj2U4Kw • What do you notice how/when the teacher explicitly teaches the class word meanings? • 2.      In what ways does the teacher embed vocabulary instruction into his lesson? • 3.      What academic language (terms routinely used in learning) is in place in this classroom? How does this support word learning?

20. Key Idea Organizer Vocabulary Teaching Techniques Using Text Features Questions? Ideas! Possibilities! Whole Class Shared Reading Centers Character Trait Study Small Group Instruction Model, model, model! Family Retelling

21. How this Applies to My Learners • Please think about the instructional approaches we have explored during this session. Identify one approach that you will use with your learners between now and our next meeting on October 7. • *Using Text Features • *Key Idea Organizer • *Vocabulary Teaching Techniques • *Story Structure Map • with Key Details*Argument and Reasons with Key Details • One technique I will use with my students is: • This approach is most applicable to my grade/subject area because: