Common Core State Standards Follow-Up Webinar for Grades 3-5

1. If you have not downloaded and/or viewed the materials that will be discussed during this webinar, you may access them at the MDE CCSS SharePoint site. • Visit https://districtaccess.mde.k12.ms.us/commoncore/ • In the left pane, click on Training Materials. • Select the desired folder from the list. • Download/print materials as needed.

2. Common Core State Standards Follow-Up Webinar Grades 3-5 October 22, 2012 Mississippi Department of Education Office of Curriculum and Instruction Vincent Segalini Office Director of English/Language Arts

3. Common Core State Standards Lesson PlanGrade 3

4. “What’s in a Cloud” Learning Objective Learning Objective: Upon completion of this three-day unit, students will have utilized close reading strategies and writing from text strategies. Through repeated readings of “What’s in a Cloud,”students will gain deeper insight into clouds, cloud formation, and the water cycle while improving informational reading skills. Students will read the passage repeatedly, infused with classroom discussion, in order to truly understand the text, the structures included in the text, and other literary elements within the writing. With reading connected to the text, students will be able to provide responses that are supported by text.

5. Common Core State Standards

6. Essential Questions • How can I combine my prior knowledge of clouds with new information for analysis and synthesis? • What new vocabulary can I take from this passage that will increase my ability to communicate effectively? • When I read the passage, what information can I use to answer specific questions? • How can I best show understanding of the water cycle? • Why is it important to use correct subject/verb agreement? • How do I use subheadings to determine meaning and content? • What does each subheading in this passage mean?

7. Key Verbs • demonstrate • produce • consult • determine • recall • recount • confirm • convey • ensure

8. KeyTerminology

9. “What’s in a Cloud” Reading Task • Pre-reading activity • Repeated independent reading • Repeated read-aloud with accomplished reader • Close reading using text-dependent questions

10. “What’s in a Cloud” Vocabulary Task • Identify unfamiliar terms. • Utilize context clues to define terms. • Gain strategies to define words during close reading of text. • Create word maps with unfamiliar words.

11. “What’s in a Cloud” Writing Task • Write an informative paragraph using clues from the text. • Complete an exit ticket.

12. “What’s in a Cloud” Language Task • Identify errors in subject ─ verb agreement. • Correct errors in subject ─ verb agreement. • Re-write passage with subject ─ verb agreement corrections.

13. “What’s in a Cloud” Speaking and Listening Task • Respond to various text-dependent questions. • Refer to text to answer text- dependent questions.

14. “What’s in a Cloud” What’s in a Cloud When you look up in the sky on most days, you are likely to see some kind of cloud. Think about the different appearances of clouds. Some are puffy, others are thin. Some look like a flat blanket across the sky, where others float along by themselves. In this article, you will read about the location and shape of clouds, and their chemical makeup. Also, you will read how clouds function as part of the water cycle. Location and Shape Clouds appear in different layers of the atmosphere and come in many sizes and shapes. There are three general categories of clouds: cirrus, cumulus, and stratus. These names come from the Latin words describing their shape: “wispy”/”curl of hair” (cirrus), “layer” (stratus), and “lump”/”heap” (cumulus). Cirrus clouds are the clouds highest up in the sky. They appear “wispy” and thin. Stratus clouds are lowest in altitude, meaning they are closest to the ground. They tend to form a “layer” across the sky and when they are present we often say that the day is “overcast”. Cumulus clouds usually have a flattened base and seem to grow upwards. These clouds tend to be “lumped” together in patches and can look like big puffs of cotton or a piece of cauliflower.

15. “What’s in a Cloud” Chemical Makeup of Clouds Did you know that you have something in common with clouds? Just like humans, clouds are mostly made of water. The location of the clouds in the atmosphere determines whether the water in the cloud is a solid (ice), liquid (water drops), or a gas (water vapor). For example, a cirrus cloud is made mostly of ice crystals. This is because cirrus clouds are high up in the atmosphere where the air is very cold. Cumulus clouds are made of ice crystals and some water vapor. If you have ever seen steam rising from a hot pot on the stove, then you have seen water vapor. Because cumulus clouds are in the middle layers of the atmosphere, the air is cold but not as cold as higher up. The water may form into ice crystals, or it may remain as water vapor. Because these clouds can contain water vapor, cumulus clouds are mostly associated with rain. Stratus clouds are mostly made up of water droplets as they are closest to the ground where the air is generally the warmest. Clouds and the Water Cycle Did you know that there is the same amount of water on planet Earth today as there was millions of years ago? It’s true, and it is all because of the water cycle.

16. “What’s in a Cloud” Clouds function as one of three parts of the water cycle. Water can be found in one of three places: on land, in the air, or in the clouds. On land, water is found in places like oceans, lakes, rivers, and streams, to name a few. Water evaporates as water vapor and becomes part of the air. You have seen water vapor if you have watched steam rise from a hot pot or seen your breath on a cold morning.   Once it is part of the air, the water vapor is pulled upward where the air is cooler. In the cool air, the water vapor forms tiny water droplets which we see as clouds. Clouds become very full of water droplets, and eventually “empty” themselves in the form of precipitation (i.e., rain, snow). The cycle of water moving from one place to the other (land, air, and clouds) has continued for millions of years and is happening right now. The next time you go outside, look up in the sky and try to identify the types of clouds you see. Can you determine how the clouds formed? What form of water is likely to be in those clouds?

17. “What’s in a Cloud”

18. Day 1: Initial Reading and Vocabulary • Students will complete a pre-reading activity to arouse knowledge demand. • Students will read the passage independently, followed by a read-aloud by the teacher or a skilled reader. • Students will utilize vocabulary skills to determine the meaning of words. • Students will review the passage, with the teacher, and answer text-dependent questions orally with proof from the text.

20. Pre-Reading Activity Pre-reading activity: (5 minutes) Students will activate prior knowledge through remembering visual attributes of clouds. Students are to draw images of familiar clouds. Once completed, allow selected students to share their visuals. (SL.3.1, SL.3.4)

21. Independent Reading Independent reading: (5 minutes) Briefly introduce the passage by explaining to students they will be reading a passage about clouds. Students are to read the passage independently. Inform them, even if they are stuck, to do their best. This begins to develop the reading independence required by the CCSS. (RI.3.10) Note: Students will do this each day for this article.

22. Whole-Group Reading Whole-group reading: (5 minutes) The teacher or a skillful student will read the entire passage aloud. As the passage is read aloud, students should note (underline, highlight, etc.) unfamiliar vocabulary. (RI.3.1, RF.3.4, SL.3.1) Note:Students will do this each day for this article.

23. Text Dependent Questions Text-Dependent Questions: (20 minutes) After the passage has been read aloud in its entirety, begin re-reading aloud the text that begins with the subheading, “Chemical Make-Up of Clouds,” stopping to answer the following text-dependent questions. Students should be able to answer these questions orally. (RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RF.3.4, SL,3.1, SL.3.3, W.3.8) Note: Students will answer these questions after each reading. However, the questions change daily.

24. Day 2 Question 1 Read the second subtitle (first of today’s sections). Predict what this section will be about. Support your answer with reasons. (RI.3.5) • One of the key skills for this passage is the students’ ability to utilize subheadings and understand how they are helpful. This lesson asks them to identify the subheadings and find material from the text that supports the use of this subheading.

25. Day 2 Question 2 In the first paragraph, the author compares a cloud to another object. What other object does he or she compare with clouds? Why? Think of another object clouds could be compared with. (L.3.5) • This question is reinforcing metaphors and similes. If necessary, do a mini-lesson at this point to discuss these terms. However, keep in mind, figurative language is not an RI standard. Discussing this here will reinforce the skill.

26. Day 2 Question 3 According to the passage, what cloud is found highest in the atmosphere? What forms this cloud? Why is that cloud made of that material? (RI.3.1, RI.3.2, RI.3.3) • This asks students to draw conclusions from the information in the text. While this connection is stated in the text, it is not implicitly stated. Students will need to read and re-read to find the answer.

27. Day 2 Question 4 What are the three parts of the water cycle stated in the text? How does the water on the ground become clouds? Use specific language from the text.(RI.3.1, RI.3.2, RI.3.3) • This question asks students to read for details from the text. More importantly, students will need to quote information directly from the text.

28. Day 2 Question 5 The block of text at the end of the passage is called a sidebar. What do you think is the purpose of the sidebar? Why doesn’t the author include this in the passage? (RI.3.1, RI.3.5) • This question will help explain and determine a student’s understanding of this text feature by identifying the purpose of a sidebar.

29. Day 2 Formative Assessment Formative Assessment: (15 minutes) Students will create a visual representation of the water cycle based on the text. (RI.3.1, RI.3.2, RI.3.3, RI.3.7) • It is important to allow students to draw and label the water cycle in their own way, therefore allowing the teacher to see the students’ ability to gather specific details from a text and use them in a different task.

30. Informative Writing Assignment: Directions for Teachers and Students When an author is composing an informational text, they will give the readers clues about what the author is writing about. For example, the title of an informational text may give the reader a clue about the topic. One of these “text features” is a subheading. A subheading is an offset phrase throughout a passage that introduces each section in the text. Final Writing Prompt: When writing the article “What’s in a Cloud,” the author talked about three specific topics within the text. He or she introduced these sections using subheadings. Take a few minutes to identify the subheadings and then find the information in the text that supports the subheading. For example, if one subheading was “The Color of Clouds,” you would find a fact that describes the color of clouds. Because there are three subheadings, you should have three sections, one for each subheading. Use facts or quotes from the text to support your answer.

31. Word Map

32. RA! RA! RA! Reading

33. Progression of Text Dependent Questions

34. Common Core State Standards and PARCC Update for English/Language Arts

35. PARCC Model Content Framework New interactive version can be found at: http://www.parcconline.org/parcc-model-content-frameworks

36. Three Innovative Item Types • Evidence-Based Selected Response (EBSR)—Combines a traditional selected-response question with a second selected-response question that asks students to show evidence from the text. • Technology-Enhanced Constructed Response (TECR)—Uses technology (e.g., drag and drop, cut and paste, shade text, move items to show relationships). • Range of Prose Constructed Responses (PCR)—Elicits evidence that students have understood a text or texts they have read. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

37. PARCC Summative Assessmentwith EBSR, TECR, and PCR Items Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

38. PARCC Sample Item and Task Prototypes for ELA • Sample Item and Task Prototypes for English Language Arts are available at: http://www.parcconline.org/samples/item-task-prototypes • To-date, sample items and prototypes are available for Grades 3, 4, 6, 7 and HS (total:13).

39. End-of-Year Assessment (Grade 3):“How Animals Live”

40. Understanding the End-of-Year Assessment • Students will be given several passages to read closely. • EBSR and TECR questions will be sequenced in a way that they will draw students into deeper encounters with the texts and will result in thorough comprehension of the concepts to provide models for the regular course of instruction. • Items will draw on higher order skills such as critical reading and analysis, the comparison and synthesis of ideas within and across texts, and determining the meaning of words and phrases in context. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

41. Questions Worth Answering? On the following pages there is one Evidence-Based Selected-Response Item and one Technology Enhanced Constructed-Response Item that challenge students’ command of evidence with complex texts. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

42. Grade 3 Evidence-Based Selected-Response Item #1 Part B Which sentence from the article best supports the answer to Part A? “Animals get oxygen from air or water.” "Animals can be grouped by their traits.”* "Worms are invertebrates.” "All animals grow and change over time.” "Almost all animals need water, food, oxygen, and shelter to live." Part A What is one main idea of “How Animals Live?” • There are many types of animals on the planet. • Animals need water to live. • There are many ways to sort different animals.* • Animals begin their life cycles in different forms. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

43. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.3.1 (evidence) • RI.3.2 (main idea) • RI.3.10 (complex text) • Students must provide evidence for the accuracy of their answer in Part B. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

44. MCT2 Main Idea Question Which of the following questions identifies the purpose for reading the passage? • Why have the otters left their home in California? • What can visitors see at the aquarium besides sea otters? • What can visitors expect to be different about their visit to the aquarium? • What do the trained guides tell visitors during the tour? Taken from practice MCT2

45. Grade 3 Technology-Enhanced Constructed-Response Item Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “How Animals Live.” Words: Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

46. Aligns to the Standards and Reflects Good Practice • Specific CCSS alignment to: • RI.3.1 (use of evidence) • RI.3.3 (relationship between events) • RI.3.10 (complex texts) • Building knowledge from informational text • Students must apply their understanding of the text to complete the graphic. • Requires explicit references to the text as the basis for the answers rather than simply guessing. • Whereas traditional items might have asked students to “fill in one blank” on a graphic, this technology-enhanced item allows students to demonstrate understanding of the entire sequence. Taken from PARCC ELA/Literacy Sample Illustrative Items PowerPoint

47. MCT2 Question on Structure Which of the following correctly compares the text structures used in “Come See a Sea Otter!” and “The Amazing Otter”? • Both passages use description to show how otters swim either to hunt or play. • Both passages use simple cause and effect to explain how sea plants help otters in different ways. • Both passages use sequential order to explain how otters eat the food they find. • Both passages use simple procedure to explain why people should watch otters in nature and at the aquarium. Taken from practice MCT2

48. Questions and Feedback Please email all questions and feedback to commoncore@mde.k12.ms.us

49. Resources Common Core Website www.corestandards.org MDE Curriculum and Instruction Website http://www.mde.k12.ms.us/ci MDE Assessment Website http://www.mde.k12.ms.us/student-assessment MDE CCSS Website www.mde.k12.ms.us/ccss PARCC Website www.parcconline.org

50. Contact Information Office of Curriculum and Instruction 601.359.2586 commoncore@mde.k12.ms.us Nathan Oakley – Director of Curriculum and Instruction noakley@mde.k12.ms.us Vincent Segalini – English/Language Arts vsegalini@mde.k12.ms.us Marla Davis - Mathematics mdavis@mde.k12.ms.us Chauncey Spears - AP/Gifted/SocialStudies crspears@mde.k12.ms.us