3 rd Grade Curriculum Day

1. 3rd Grade Curriculum Day February 6, 2014 Catawba County Schools

2. Norms for our day:“ Be Attitudes” • BE present - silence your phones and put away your lap top until needed • BE positive and respectful- keep sidebars to a minimum • BE engaged and contribute equally

3. Introductions Take a few minutes to introduce yourself to your table group.

4. Learning Targets Participants will be able to analyze and prepare a Close Reading lesson for third grade students. Participants will be able to identify and write Text Dependent Questions. Participants will be able to think critically about and teach Tier 1, 2, 3 Vocabulary words.

5. Today’s Agenda: Morning: Digging into the Power Standards Close Reading (When to use and When NOT to use) Text Evidence and Text Dependent Questions Online Resource Search Afternoon: Vocabulary: Tier 1, 2, 3 Words Literal and Nonliteral Language Online Resource Search Wrap Up

6. Revisiting the Shifts Building knowledge through content-rich nonfiction and informational texts Reading and writing grounded in evidence from text Regular practice with complex text and its academic vocabulary Informational Text 43.2% Reading Literature 34.9% Multiple Selections Language 22%

7. Released Test Items Begin with End in Mind! http://dpi.state.nc.us/accountability/testing/releasedforms

8. “Power” Standards Reading Informational Text 3.1-3.4 RI1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI2. Determine the main idea of a text; recount the key details and explain how they support the main idea. RI3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Reading Literature 3.1-3.4 RL1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RL2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. RL3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

9. “Power” Standards Reading Informational Text 3.4, 3.7, 3.8 RI4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. Reading Literature 3.4 RL4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RI7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

10. “Power” Standards Language Standard 3.4a, 3.5a L4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. L5. Demonstrate understanding of word relationships and nuances in word meanings. a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

11. Let’s Dig in! • Read with a pencil in your hand. • Read critically and question what you read. • Have a conversation with the text and record that conversation in the margin. • Reread.

12. Your Task: Circle key terms or phrases specific to your standard. Underline any part of the standard that you would like clarified. What strategies could you use to teach this standard? Jot those in the margin. http://wwwatanabe.blogspot.com/2013/04/close-read-complex-text-and-annotate.html

13. Standard Task 1. Annotate the standards on the document provided or your quick reference guide with your table group. 2. Record Key Terms and Strategies for each cluster on individual sticky notes. 3. Post your sticky notes on the appropriate chart. Text talk lesson Literal and nonliteral Ask and Answer Idiom of the week evidence

14. Your Task: Circle key terms or phrases specific to your standard. Underline any part of the standard that you would like clarified. What strategies could you use to teach this standard? Jot those in the margin. http://wwwatanabe.blogspot.com/2013/04/close-read-complex-text-and-annotate.html

15. Gallery Walk As you walk around and view the standards, please take your reference guide or sheet with you so that you can add to your sheet or add to the poster. • What key words or phrases stand out in these standards? • Is there a need for clarification on these standards? • What strategies can you use to teach these standards?

16. Annotate and Unpack our Standards Reading Literature, Key Ideas and Details (RL.1, RL.2, RL.3) Let’s Unpack your Standards: What key words or phrases stand out in these standards? Is there a need for clarification on these standards? What strategies can you use to teach these standards?

17. Annotate and Unpack our Standards Reading Information, Key Ideas and Details (RI.1, RI.2, RI.3) • Annotate the standards on the document provided with your table group. • Record Key Terms and Strategies for each cluster on individual sticky notes. • Post your sticky notes on the appropriate chart. Let’s Unpack your Standards: What key words or phrases stand out in these standards? Is there a need for clarification on these standards? What strategies can you use to teach these standards?

18. Annotate and Unpack our Standards Reading Information, Integration of Knowledge and Use (RI.7, RI.8) Let’s Unpack your Standards: What key words or phrases stand out in these standards? Is there a need for clarification on these standards? What strategies can you use to teach these standards?

19. What reading process did you just complete with your colleagues? Let’s Reflect: 1. You read through the standards. 2. Reread the standards with a purpose: to determine key words or clarify meaning. 3. Read with a pen in hand which lead to a culminating activity where you were collaborating with your peers. How many of you had to defend your thinking or explain in more detail something that you connected to the standard? Can your students put this same process into practice?

20. Close Reading Clarification! Anchor Standard: CCSS.ELA-Literacy.CCRA.R.1Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. “Close reading must be accompanied by other essential instructional practices that are vital to reading development: interactive read-alouds and shared readings, teacher modeling and think-alouds.” Fisher, Douglas , and Nancy Frey. "Close Reading in Elementary Schools." The Reading Teacher 66.3 (2012): 10-20.

21. Close Reading “Close reading is purposefully reading a text several times in order to analyze and gain a deep understanding of the text. The kid-friendly (and right on target!) way my 3rd graders describe close reading is: Reading something enough times so you can understand it, explain it to someone else, and ask and answer questions about it using evidence from the text.” ~Genia Connell, Third Grade Teacher http://www.scholastic.com/teachers/top-teaching/2013/04/investigating-nonfiction-part-2-digging-deeper-close-reading

22. Close Reading The first time you dig your shovel in (read), you just scrape the surface off the ground. The second time you dig in (read the text again), you get a little more dirt (meaning). And every time you dig in (read) after that, your hole gets bigger and bigger until it’s just right and you get the full meaning. http://www.scholastic.com/teachers/top-teaching/2013/04/investigating-nonfiction-part-2-digging-deeper-close-reading

23. Who Is Reading? • Students • Teacher • Groups/Partners

24. Choosing Text for Close Reading… • Rich, note-worthy texts • Short passages or excerpts • Content area texts • Text rich in vocabulary • Text aligned with standards to be taught

25. Now what? • Limited Frontloading • Repeated Readings • Text Dependent Questions that require text evidence • Annotations

26. Multiple ways to code text!

27. Multiple ReadingsPurposefulCollaboration:Speaking and ListeningWriting

28. Multiple ReadingsPurposefulCollaboration:Speaking and ListeningWriting

29. Bottom LineHow does it look in your classroom?Multiple readingsDigger deeper each time!Set a purpose based on standard to be taught.Other standards support RL.3.1 and RI.3.1!Talk about the text!

30. Close Reading Planningby Fisher and Frey 1. Select a text worthy of a deep investigation. Read it yourself at least twice to determine which aspects contribute to the complexity of the reading. Then, identify parts of the text that will require a close reading. • 2. From the text, identify several text dependent questionsthat you might ask, • depending on students’ conversations • with each other and you. Refrain from • providing too much background knowledge • or frontloading, unless your analysis of • text complexity suggests that this is the • major contributor to potential errors. • 3. Invite students to read, and reread, text as they annotate, respond to questions, ask questions themselves, and dig deeply into the text. • 4. Reflect on this lesson. How did it • feel to engage students in this way? How • did students respond? What was their • level of understanding? What could be • revised to improve the close reading?

31. Locate the copy of The Lion and the Mouse in your blue table folder and read through the first paragraph on your own to familiarize yourself with the text. Listen as I read through the text noticing any key words, phrases, or unknown words, and record any reactions or questions I may have. Exemplar Lesson:Let’s take a closer look

32. The Lion and the Mouse Aesop’s Fable It was a hot day, and Lion was sleeping under a rock. He was a big Lion, very splendid and noble. In fact, as everyone knows, he was King of All Animals. Now it so happened that Mouse had lost her way. Running hither and thither, she stumbled over Lion’s very nose and woke him. Instantly, Lion put out a paw and held Mouse fastto the ground. Mice, as everyone knows, are very little animals, and this Mouse was specially little. But she stuck her head out from under Lion’s paw and began to speak piteously. What does this mean? I wonder what that sounds like. Why would she do this?

33. Exemplar Lesson:Let’s take a closer look 3. Now let’s reread and focus on the words the author chose to describe the lion. Why do you think he chose those words? How does that impact what you think might happen next in the story? Note any new ideas or thoughts as you reread. 4. Turn and share your answer and evidence with your partner.

36. When NOT to do a close reading… Not ALL texts warrant a close read! Things to consider: Complexity of the text Reader’s purpose for reading the text Enjoyment Newspaper… Fisher, Douglas , and Nancy Frey. "Close Reading in Elementary Schools." The Reading Teacher 66.3 (2012): 10-20.

37. Time to refuel! Let’s take a break!

38. Text Dependent Questions General Understandings- build basic understanding of the text, gist of the text focusing on the sequence of the information and evidence in the story/text. Key Details- focus on important details and usually include who, what, where, when, why or how. This information is usually directly evident in the text. Vocabulary and Text Structure- require reader to consider how the author organized the text and the word/phrase choices used. These questions may focus on literal/non-literal language, idioms, shades of meaning, and word choice. Inferences- these questions require students to understand how each part of the text impacts the overall main idea, theme, or central message. In order to answer these questions, students must read the entire to text to synthesize information to make an evidence based inference. Fisher, Douglas , and Nancy Frey. "Text-Dependent Questions: Effective questions about literature and nonfiction texts require students to delve into a text to find answers." Principal Leadership - (2012): 70-73.

39. Exemplar Lesson:Let’s take a closer look • Locate your copy of The Lion and the Mouse lesson plan. • Section 3: Text • Dependent Questions. • 2. Work with your table • group to identify which • type of text dependent • questions are asked in • this lesson.

40. Anchor Charts…. to be made WITH students.

41. Steps to Creating Text Dependent Questions Step One: Identify the Core Understandings and Key Ideas of the Text • Step Two: Start Small to Build Confidence • Step Three: Target Vocabulary and Text Structure • Step Four: Tackle Tough Sections Head-on • Step Five: Create Coherent Sequences of Text • Dependent Questions • Step Six: Identify the Standards That Are Being • Addressed • Step Seven: Create the Culminating Assessment 5-7 Questions

42. Resources:

44. Searching • Check the back of your partner cards to find your technology group number. • Let’s find the lessons! • SchoolNet • Thinkfinity • Discovery Education • NC Wise Owl • LearnNC • Symbaloo: http://www.symbaloo.com/mix/3rdgraderdgresources • We will rotate in 20 minutes.

45. Lunch

46. Standard Task 1. Annotate the standards on the document provided with your table group. 2. Record Key Terms and Strategies for each cluster on individual sticky notes. 3. Post your sticky notes on the appropriate chart. Text talk lesson Literal and nonliteral Ask and Answer Idiom of the week evidence

47. Your Task: Circle key terms or phrases specific to your standard. Underline any part of the standard that you would like clarified. What strategies could you use to teach this standard? Jot those in the margin. http://wwwatanabe.blogspot.com/2013/04/close-read-complex-text-and-annotate.html

48. Annotate and Unpack our Standards Reading and Language (RL.4, RI.4, L.4a, L.5a) Let’s Unpack your Standards: What key words or phrases stand out in these standards? Is there a need for clarification on these standards? What strategies can you use to teach these standards?

49. Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982). Vocabulary instruction needs to be long-term and comprehensive (Nagy, 2005) for ELLs (Carlo, August, & Snow, 2005; Calderón et al., 2005). Command of a large vocabulary frequently sets high-achieving students apart from less successful ones (Montgomery, 2000). Why Focus on Vocabulary Instruction?

50. Academic Vocabulary “… is not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher. What is more, many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words. Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading. Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention.” Common Core State Standards (English Language Arts, Appendix A)