Utah Core Standards Training

1. Utah Core Standards Training ELA Elementary October 25, 2013 Each teacher has a quote at their table from the article, Closing in on Close Reading. Read your quote and be prepared to discuss it with other teachers.

2. Grouping Cards

3. Tea Party Activity • Closing in on Close Reading (Boyles, N., 2013) • Find another teacher with your “Letter” • Share & Discuss • Find other teachers with your “Shape” • Share & Discuss

4. Diving Deeper Into Close Reads

5. Depth of Knowledge (DOK) Levels

6. Applying Webb’s Depth-of-Knowledge Levels to Blooms’ Cognitive Process Dimensions 2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited (khess@nciea.org) For full article, go to www.nciea.org

7. SAGE ELA and Literacy • Reading • Single and Paired Passages • Literary/Informational ratio follows Core • Listening • Short (1 min) passages: dialogue, discussion, etc. • Headphones—all content areas for text-to-speech • Language • Edit draft passage of student writing • Vocabulary http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

8. SAGE ELA and Literacy • Writing • Extended writing • Student writing will draw on information and evidence from passages • •Two Compositions: • •Informative/Explanatory • •Opinion/Argument http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

9. ELA and Literacy • Reading, Listening, Language • Variety of Item Types • Multiple Choice (one or more correct responses) • Selected Response • Drag and Drop • Hot Spot • Constructed Response http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

10. Craft and Structure RL4 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. Vocabulary & Word Choice

11. Sample Performance Tasks for Standard RL4 • K-1--Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feeling of happiness experienced by the owner of the restaurant ( e.g., clapped, played, loved, overjoyed). • 2-3—Students read Paul Fleishchman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use of nonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning. • 4-5—Students determine the meaning of the metaphor of a cat in Carl Sandbur’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s the Echoing Green.”

12. Standard RL4 & RI4 – Use of Vocabulary • 1. Breakdown Standard RL4 or RI4 • Concept, Skills, Prerequisite Skills • 2. Brainstorm Teaching Ideas for 2nd Read • What words and phrases are used in the text? • What do they mean? • How do they influence the text? • 3. Narrow Ideas to One Idea for Your Table • 4. Share Table’s Idea with Large Group • Additional Resources in Appendix A – Three Tiers of Vocabulary

13. Craft and Structure RL5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole. Text Structure

14. Sample Performance Tasks for Standard RL5 • K-1—Students read two texts on the topic of pancakes and distinguish between the text that is a storybook and the text that is a poem. • 2-3—Students describe the overall story structure of The Thirteen Clocks by James Thurbeer, describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end. • 4-5-- Students refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem and contrasting the impact and differences of those elements to a prose summary of the poem.

15. Text Feature – vs – Text Structure • Features: headings, tables of contents, glossaries, electronic menus, icons • Common Text Structures:

16. Standard RL5 & RI5 – Text Structure • 1. Breakdown Standard RL5 or RI5 • Concept, Skills, Prerequisite Skills • 2. Brainstorm Teaching Ideas for 2nd Read • How is the overall text structured? • What makes this structure different from other structures? • How does this structure influence the text? • 3. Narrow Ideas to One Idea for Your Table • 4. Share Table’s Idea with Large Group • Additional Resources in Appendix A – Text Complexity, pg. 6-7

17. Craft and Structure RL6 Assess how point of view or purpose shapes the content and style of a text. Point of View / Purpose

18. Sample Performance Tasks for Standard RL6 • K-1—Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by ToveJansson. • 2-3—When discussing E. B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well as from that of the narrator.. • 4-5-- Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr.

19. Point of View Who is telling the story? • First Person – Told by someone inside the story, from someone’s own experience • (I, me, my, mine, we us, our, ours) • Second Person – Telling someone how to do something or giving advice • (you, your, yours) • Third Person – Told by someone outside the story, someone else’s perspective. The author tells what someone else sees, feels, thinks, and/or does. • (he, she, him, her, his, hers, their, theirs, it, its)

20. First Person I am a student at Mapletown Elementary. I have a lot of friends in my third grade classroom. My favorite thing to do is stand on my hands upside down. I’m pretty good at it and win all kinds of contests at recess with my friends.

21. Third Person Sarah walked briskly with her friend Adam into school. Adam didn’t know that she was in a hurry to get to the library before class. She listened to his story about his dog but she really just wanted to walk faster. What if the book was already checked out? What would she do for her project?

22. Standard RL6 & RI6 – Point of View • 1. Breakdown Standard RL6 or RI6 • Concept, Skills, Prerequisite Skills • 2. Brainstorm Teaching Ideas for 2nd Read • What point of view is being used? • How is this different from another point of view on topic? • How does this point of view influence the text? • 3. Narrow Ideas to One Idea for Your Table • 4. Share Table’s Idea with Large Group

23. Lesson Planning Second Reading…

24. Summary Activity • Find your group with the same “animal” • Share one new idea or concept you learned today • Share one idea you can use in your classroom tomorrow