Presented byNicki Harrelson, Julia Yang,

and Bonnie EnglishOctober 12th, 2012

Common Core Cohort B K-2

• Welcome/Reflections• Set Objectives• Instructional Shifts• Staircase of Text Complexity• Text Based Answers and Writing From

Sources• Lunch• Taking It To The Street!

Break @ 10:00Lunch @ 12:30 – 1:30

Agenda

• Look through your student work from throughout the last school year.

• Identify the evidence in the student work that they are progressing toward college and career readiness (see college career ready descriptors).

• What changed in the classroom to make that happen?– Changes in content/texts– Changes in planning– Changes in questioning strategies

• What additional shifts will you make this year to lead to continued progression toward college and career readiness?

Reflections on Last Year

• I will understand the instructional shifts that lead to college and career readiness.

• I will take a deep dive into shifts 3, 4, and 5.

• I will set objectives and plan an agenda for my collaboration time at my site.

Objectives

• PK-5, Balancing Informational and Literary Texts

• 6-12, Building Knowledge in the Disciplines• Staircase of Complexity• Text-Based Answers• Writing from Sources• Academic Vocabulary• Reading-Writing Connection “The 7th Shift”

6 Instructional Shifts

• Table Talk– How do the Instructional Shifts in ELA

lead to the College and Career Ready Descriptors (CCRD)?

– Next to each Instructional Shift, write any CCRD that you believe the Instructional Shift leads to.

Instructional Shifts

• Kate Gerson - Senior Fellow for Educator Engagement

• John B. King Jr. – NY State Commissioner

• David Coleman – Contributing Author of Common Core State Standards

Shift #3 – Staircase of Text Complexity

• Watch the video and write down what you hear them say in the “It Says” column

• Take a few minutes to write down your thoughts about what you heard in the video (“I Say”) and the implications for instruction (“So What”)

• Discuss with your tablemates

It Says, I Say, So What

Break

• Look at the two Johnny Appleseed texts– Which one appears more complex?– Which one would you choose for ELs?

• Read your texts focusing attention on the description of Johnny Appleseed– Using your text, what impression do you

have of Johnny Appleseed?• Share across the table. Were your

impressions the same? Why or why not?

Shift #3 – Staircase of Text Complexity

• How much inference and/or background knowledge is required in order to make sense of the first text?

• Which one would you like students using as a mentor text for their writing?

• What scaffolding could you provide students to help them access the more complex text?

Shift #3 – Staircase of Text Complexity

Students engage in rich and rigorous evidence based conversations about text.

Implications for:– The types of questions/prompts we give students– The types of responses that we accept from

students– The focus we must have on pushing students

back into the text

Shift #4 Text-based Answers

Chrysanthemum

• What does this work require of the student?• What does this work require of the teacher?

Try On the Work

• Using the Informational Text CCSS, and an informational text at your table, create questions to go across the standards.

Try on the Work

Writing emphasizes use of evidence from sources to inform or make an argument.

Implications for:– Prompts given to students– Writing instruction– Mentor texts used in writer’s workshop /

Write Tools

Shift #5 – Writing From Sources

Using the informational texts at your table:

• Look at both the reading and writing standards

• Come up with a writing prompt that will drive students back into the text for evidence to support their writing.

• Jot down at least 2 writing lessons you would need to teach before giving your students this kind of prompt.

• Write at least one prompt on poster paper.

Trying on the Work

Lunch

Collaboration at my Site

4 objectives• Identify and plan for one action step at your

site to build collaboration and/or excitement around common core work.

• Plan a pre-assessment around informational text.

• Identify a group of focal students so we can review work over the course of the year.

• Identify a theme and some texts you will use to teach informational reading and writing.

What do we do with our release day?

• Bring your action step for building collaboration and any results you may have gotten from that step.

• Bring your student work from your pre-assessment.

• Bring text you want to use in your informational unit. (Pay careful attention to the inclusion of grade-level appropriate complex text)

What do I bring to next meeting?