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SHIFTING TO COMMON CORE
ELEMENTARY SUMMER INSTITUTE 2013
COLLEGE AND CAREER READY
Independence
Content Knowledge
Communication
Comprehend and Critique
Value Evidence
Technology
Understand Perspectives
Strand
Cluster
Anchor Standard
STANDARD CODING StrandGrade Level
Grade Specific Standard
RL.3.6
ANCHOR STANDARDS
RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Standard 1: Read 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 text.
ANCHOR STANDARDS
RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
RI.3.3
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.
Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Increased Reading of Informational
Texts
Literacy in Content Areas
Text Complexity
Text-Based Analysis
Increased Writing From
Sources
Tiered Vocabulary Instruction
Shifting Instruction to Hit Common Core
Mark
When I taught youat eight to ridea bicycle, loping alongbeside youas you wobbled awayon two round wheels,my own mouth roundingin surprise when you pulledahead down the curvedpath of the park,I kept waitingfor the thud
of your crash as Isprinted to catch up,while you grewsmaller, more breakablewith distance,pumping, pumpingfor your life, screamingwith laughter,the hair flappingbehind you like ahandkerchief wavinggoodbye.
Linda Pastan
TO A DAUGHTER LEAVING HOME
DOs
Close attentive reading
Cite specific evidence
Critical reading
Reading independently and
closely
DON’Ts
Text to self connections
Prior knowledge
Relate to one’s own life
Explore personal responses
Subjectivity without evidence
WHAT THE STANDARDS EMPHASIZE
LITERATURE STANDARDS 1-3READING FOR KEY IDEAS AND DETAILS
Anchor Standard 1: “Recount the story, citing specifically from the text”
Anchor Standard 2: “Determine central ideas and themes”
Anchor Standard 3: “Determine how events, characters, and ideas are connected across the text”
SUPPORTING THE STANDARDS IN READING WORKSHOP
LITERATURE STANDARDS 4-6READING FOR CRAFT AND STRUCTURE
Ask readers to investigate the effect of authors’ decisions—about language, structure, point of view, voice, style—on the meaning of texts
EDUCATIONAL LEADERSHIP
Possible questions to trigger thinking with students.
SUPPORTING THE STANDARDS IN READING WORKSHOP
LITERATURE STANDARDS 7 & 9READING TO INTEGRATE KNOWLEDGE AND IDEAS
Read texts that “go together” and think across those texts, making connections and comparisons.
SUPPORTING THE STANDARDS IN READING WORKSHOP
STANDARD CODING
RI.3.6
Grade Level
Strand
Grade Specific Standard
INFORMATIONAL TEXTS STANDARDS 1-3 READING FOR KEY IDEAS AND DETAILS
Anchor Standard 1: “Recount the story, citing specifically from the text”
Anchor Standard 2: “Determine central ideas and themes”
Anchor Standard 3: “Determine how events, characters, and ideas are connected across the text”
SUPPORTING THE STANDARDS IN READING WORKSHOP
INFORMATIONAL TEXT STANDARDS 4-6 READING FOR CRAFT AND STRUCTURE
Ask readers to investigate the effect of authors’ decisions—about language, structure, point of view, voice, style—on the meaning of texts
SUPPORTING THE STANDARDS IN READING WORKSHOP
INFORMATIONAL TEXT STANDARDS 7-9 READING TO INTEGRATE KNOWLEDGE AND IDEAS
Read texts that “go together” and think across those texts, making connections and comparisons.
SUPPORTING THE STANDARDS IN READING WORKSHOP
