Workin’ Out the Curriculum Details

1. Workin’ Out the Curriculum Details • 3rd Grade

2. “Either you deal with what is the reality, or you can be sure reality is going to deal with you.” • Alex Haley

3. Connectionsto the PARCC Assessment • Reading complex texts: • Read and comprehend a range of grade-level complex texts in all domains • Assess vocabulary in the context of reading passages • Compare and synthesize ideas across texts • Read closely and analytically

4. Writing effectively when using and/or analyzing sources: • Demonstrate interrelated literacy activities of reading, gathering evidence about what is read, and analyzing/presenting that evidence in writing • Conducting and reporting on research: • Demonstrate the ability to gather resources, evaluate their relevance, and report the information and ideas investigated (conducting research to answer questions or solve problems)

5. Speaking and listening: • Demonstrate a range of interactive oral communication and interpersonal skills - formal presentations, working collaboratively, sharing findings, and listening carefully to the ideas of others • Language use for reading, writing, and speaking: • Demonstrate strong command of grammar and spoken/written academic English

6. Students need regular opportunities to grapple with close analytic reading of grade-level complex texts and to construct increasingly sophisticated responses in writing.

7. Reading Complex Text • A significant body of research links the close reading of complex text-whether the student is a struggling or advanced reader-to significant gains in reading proficiency and finds close reading to be a key component of college and career readiness.

8. Complex text:What you should be talking about! • Complex text is typified by a combination of longer sentences, a higher proportion of less-frequent words, and a greater number of words with multiple meanings.

9. Reading“Flava”:complextext • It is time to examine text thoroughly and methodically.

10. Yeah, Boii.. Take time to Analyze! • Encourage students to read and REREAD deliberately. • central ideas • key supporting details • meanings of individual words and sentences • the order in which sentences unfold • the development if ideas over the course of text.

11. Make Comparisons. • Students can make comparisons between what they have just read to previous learning and assess how the text expands and challenges that knowledge. • Comparison and synthesis of ideas across multiple texts allow students to thoroughly demonstrate reading comprehension as defined by entirety of the reading standards -- integration, comparison, and synthesis of ideas. • Choosing short texts to complement an extended text will create coherence in a module.

12. I pity the fool who doesn’t choose text wisely! • Lower grades: text should include content from across the disciplines. • In the upper grades: other content area teachers are encouraged to consider how to best implement reading across the disciplines while retaining the appropriate mix of literary and informational texts appropriate to the grade level.

13. StudentsShould: • Grapple with works of exceptional content and craft that span many genres, cultures, and eras both for the insights they offer and as models for students’ own thinking and writing • Classics • Contemporary fiction and non-fiction • Foundational literary works • Influential political documents • Seminal historical and scientific texts • Not only do students need to be able to read closely, but also they need to be able to read larger volumes of text when necessary for research purposes.

14. “Design” great classroom libraries • provide a wide array of texts to ensure that students have opportunities to independently read texts of their own choosing during and outside of the school day -- both at their independent reading level and at a challenging level. • (Leveled texts that are below the grade-band level in complexity are not a substitute; the standards indicate students should be reading grade-band-level complex text. Flexibility is built in for educators to build progressions of more complex texts within grade-band- levels that overlap to a limited degree with earlier bands, but reading text from the appropriate band level lies at the core of the Model Content Frameworks.)

15. In elementary grades, there is a 50/50balance of literatureand non-fictiontexts, whereas in high school, informational texts are to be more prominently featured. • See Appendix B for exemplars.

16. Move to the “Head of the class”... • write about texts.

17. “Beef -up” writing assignments • Modules include: • Routine Writing in response to prompts designed to answer questions and brainstorm ideas: • Notes • Summaries • Learning Logs • Writing to learn tasks • Open-ended questions • Response to a short selection

18. Each module contains more formal, structured analytic writing that either advances an argument or explains an idea. • Students are expected to respond to high-quality, TEXT-DEPENDENT prompts about what they have read by framing a debate or informing the reader about what they have learned through writing. • Follow details of what is explicitly stated • Make valid claims and inferences that square with the text

19. “Busting” into Research • Research Should: • 1. connect to text selected for close readings • 2. require students to closely read and compare and synthesize across multiple texts. • 3. require students to present their findings in a variety of modes in informal and formal contexts: • Oral Presentations • Argumentative or Explanatory Compositions • Multimedia Products

20. Research responses should leverage technology... • expanding more on traditional modes of written expression to include using digital sources to draft, revise and edit work as well as conduct research, including evaluating websites for authenticity and credibility.

21. “Warm up” to Narrative Writing • In grade school, students write narratives 35% of the time; that amount is gradually reduced to 20% in high school.

22. “Cheers”for great Narratives • From the importance of organization (6 Traits) to the nuance of word choice (6 Traits), shaping narratives that reflect real or imagined experiences or events reinforces what students are learning elsewhere. • Narratives provide an opportunity for students to reflect on and to emulate what they have read through imaginative writing. • As students mature as writers, their skill with narrative techniques also advances their analytic and explanatory prose. • Tell an interesting story effectively • Present vivid, relevant details • Situate events in time and place • Craft a structure that lends a larger shape and significance to details

23. Let’s talk about literacy in all disciplines • Instruction in reading, writing, speaking, and listening is a SHARED RESPONSIBILITY. • All fields demand analysis of complex text and strong oral and written communication skills using discipline-specific discourse. • Educators in each field must take ownership of building robust instruction around discipline-specific literacy skills to better prepare students for college and career readiness.

24. More Stuff you’ll “Care” about...

25. Resources • Book rooms? • Individual books? • Nooks with books pre loaded? • $3000 to purchase books....

26. Be wise...

27. County Office doesn’t “Control” Grades • We do not require a set number of grades per subject.

28. “Stop thinking in terms of limitations and start thinking in terms of possibility.” • Terry Josephson

29. grade 3 section • Narrative Summary: • Proficiently read grade-appropriate complex literature and informational text and answer questions referring EXPLICITLY to the text • Delve deeply into texts to uncover both the central message and supporting details • Identify the logical connections between sentences and paragraphs in a text • Compare and contrast two or more works with the same topic, author or character, describing the traits, motivations and feelings of characters or how ideas relate to one another • Help students understand what they read -- a crucial element of grade 3.

30. grade 3 section • Use emerging decoding skills to negotiate multisyllabic words, which in turn increases their fluency and confidence when reading new and unfamiliar texts. • Ask questions of a speaker or classmate to deepen understanding • Read aloud fluently and offer appropriate elaboration on the ideas of classmates • Develop and organize writing in a manner appropriate to the task and purpose • Write routinely for a range of timeframes and contexts • Use specific facts and descriptive details • Use correct spelling and punctuation

31. grade 3 cont. • Two instructional priorities to be addressed over the course of grade 3 regarding foundational skills of reading: • Grade 3 is a pivotal year for students to build their word analysis skills so they are reliably able to make sense of multisyllabic words in books. • Reading fluency assessments administered at the start of the year (and throughout the year as necessary) should be used to determine a student’s fluency level. Students will need opportunities to build fluency through independent reading and opportunities to analyze closely how syntax and the meaning(s) of the text influence the expression and phrasing.

32. Grade 3 ELA/Literacy Model Content Framework Reading Complex Writing About Research Narrative Texts Texts Writing

33. ALIGNMENT OF CCSS TO THE MS ELA FRAMEWORK • The MS ELA Framework does not include Speaking and Listening standards. However, a number of close matches are noted in the document. Although matches are noted between many of the MS ELA competencies and objectives and the CCSS, some of the ELA competencies and objectives are not as specific or deep as the CCSS. For example, the writing standards in the CCSS are much more specific. The reading standards are more specific about the types of text students should read (e.g., myths, folktales, etc.). The CCSS also refers to the EXPLICIT use of the text numerous times. • If 3rd grade teachers utilize the CCSS for ELA, their students will be successful on the MCT2.

34. MS ELA Framework objectives are not included in the 3rd grade CCSS. The objectives will be incorporated into the DCS Instructional Units. • 1a5 - Create and use complex contractions. • Standard L.2.2c of the CCSS - 2nd grade • 2a2 - Parts of a book - title page, table of contents, glossary, index, etc. • Standards RI.1.5 and RI.2.5 - 1st and 2nd grade • 4a7 - Prepositions • Standards L.K.1e and L.1.1i - Kindergarten and 1st grade • 4a11 - Interjections • Standard L.5.1a - Fifth grade • 4b1 - End punctuation (e.g., period, question mark, exclamation point, comma) • Standards L.K.2b and L.1.2b - Kindergarten and 1st grade • 4b2 - Periods in abbreviations (e.g., titles of addresses, days of the week, months of the year) • 4b5 - Underlining/italics (titles of books and movies) • Standard L.5.2d - Fifth grade • 4b6 - Apostrophes (e.g., contractions, possessives) • Standard L.2.2c - Second grade • 4b7 - Colons (in notation of time) • I was not able to locate this skill in any of the CCSS ELA standards. I did find it in the CCSS Mathematics - 2.MD.7 - Second grade • 4b10 - Write legibly. • While this skill is important, the CCSS begins to emphasize the use of technology to compose and publish in grade 3.

35. “Coming together is a beginning. Keeping together is progress. Working together is success.” • -Henry Ford

36. Don’t worry... • if you fall, we will help you get back up!