Summer 2012 Day 1, Session 3 12/5/2015R/ELA.EEA.2012.©MSDE1 Educator Effectiveness Academy English Language Arts And the journey continues… “Transitioning

Summer 2012Summer 2012Day 1, Session 3Day 1, Session 3

04/18/23 R/ELA.EEA.2012.©MSDE 1

Educator Effectiveness AcademyEducator Effectiveness AcademyEnglish Language ArtsEnglish Language Arts

And the journey continues…

“Transitioning to the Common Core State Standards by Making Strategic and Informed Choices in the Classroom”

04/18/23 R/ELA.EEA.2012.©MSDE 2

Reading Writing

Language

Understanding and Integrating the Common Core State Understanding and Integrating the Common Core State Standards for English Language ArtsStandards for English Language Arts

What do they really mean?

How do they fit together?

ELA EEA Day 1, Session 3

&

Listening

Speaking

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Participants will analyze theParticipants will analyze the

• instructional implications of instructional implications of the language of the CCSS for ELA

LanguageReading

Writing

Speaking

&

Listening

• instructional implications of instructional implications of the integrated nature of the CCSS for ELA

Session OutcomesSession Outcomes


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Aligned or not aligned??? How’s a teacher to know?Aligned or not aligned??? How’s a teacher to know?


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Aligned or not aligned??? How’s a teacher to know?Aligned or not aligned??? How’s a teacher to know?

• In your notebooks, locate the materials for Day 1, Session 3, Activity 1.

• Read the directions to yourself.

• Let’s do a sample together.

• Complete the remainder of the activity at your table.


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Activity #1

Y/NY/N Student outcome: The student will…Student outcome: The student will… CCSSCCSSStrandStrand

CCSSCCSSCode/ Code/ N/A N/A

Und

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tand

ards

Grades K-5


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Y explain how an author uses reasons and evidence to support particular points in a text

RI RI.4.8

Und

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Grades K-5


Activity #1

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RI RI.4.8

N identify the main idea of a literary text RL N/A

Und

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Grades K-5


Activity #1

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RI RI.4.8


Y explain how two or more main ideas are supported by key details in a text

RI RI.5.2

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Grades K-5


Activity #1

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RI RI.4.8



RI RI.5.2

Y add audio recordings and visual displays to presentations when appropriate

SL SL.4.5

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tand

ards

Grades K-5


Activity #1

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RI RI.4.8



RI RI.5.2

Y add audio recordings and visual displays to presentations when appropriate

SL SL.4.5

N preview the text to set a purpose for reading RL or RI

N/A

Und

erst

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tand

ards

Grades K-5


Activity #1

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Und

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tand

ards

Grades K-5


Activity #1

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N highlight the figurative language in a poem L N/A

Und

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Grades K-5


Activity #1

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Y decode multisyllable words RF RF.3. 3c

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Grades K-5


Activity #1

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Y summarize information presented in diverse media

SL SL.5.2

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Grades K-5


Activity #1

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SL SL.5.2

N draw inferences from text RL orRI

N/A

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tand

ards

Grades K-5


Activity #1

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SL SL.5.2

N draw inferences from text RL orRI

N/A

Y use an apostrophe to form contractions and frequently occurring possessives when writing

L L.2.2c

Und

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tand

ards

Grades K-5


Activity #1

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Und

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tand

ards

Grades 6-8


Activity #1

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Y analyze how a particular section fits into the overall structure of a text and helps to develop the ideas

RI RI.6.5

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ards

Grades 6-8


Activity #1

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RI RI.6.5

Y gather relevant information from multiple print and digital sources, using search terms effectively

W W.7.8

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ards

Grades 6-8


Activity #1

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RI RI.6.5


W W.7.8

N identify misplaced and dangling modifiers L N/A

Und

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Grades 6-8


Activity #1

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RI RI.6.5


W W.7.8


Y analyze how a text makes connections among and distinctions between individuals, ideas, or events

RI RI.8.3

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tand

ards

Grades 6-8


Activity #1

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RI RI.6.5


W W.7.8


Y analyze how a text makes connections among and distinctions between individuals, ideas, or events

RI RI.8.3

N list and define common, grade-appropriate Greek or Latin affixes and roots

L N/AUnd

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andi

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tand

ards

Grades 6-8


Activity #1

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Und

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Grades 6-8


Activity #1

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Y pose and respond to specific questions with elaboration and detail

SL SL.6.1c

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ards

Grades 6-8


Activity #1

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SL SL.7.1c

N identify and explain information directly stated in the text

RL or RI

N/A

Und

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ards

Grades 6-8


Activity #1

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SL SL.7.1c


RL or RI

N/A

Y interpret mythological allusions in context L L.7.5a

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Grades 6-8


Activity #1

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SL SL.7.1c


RL or RI

N/A

Y interpret mythological allusions in context L L.7.5aN explain the theme or central idea of a text RL or

RIN/A

Und

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tand

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Grades 6-8


Activity #1

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SL SL.7.1c


RL or RI

N/A

Y interpret mythological allusions in context L L.7.5a

N explain the theme or central idea of a text RL or RI

N/A

Y analyze how the structure of two or more texts contributes to style

RL RL.8.5

Und

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tand

ards

Grades 6-8


Activity #1

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Und

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tand

ards

Grades 9-12


Activity #1

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Y analyze how style and content contribute to the persuasiveness of a text

RI RI.11-12.6

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Grades 9-12


Activity #1

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RI RI.11-12.6

N determine two or more themes or main ideas of a text

RL or RI

N/A

Und

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tand

ards

Grades 9-12


Activity #1

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RI RI.11-12.6


RL or RI

N/A

Y create an organization that logically sequences claims, counterclaims, reasons, and evidence

W W.11-12.1a

Und

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ards

Grades 9-12


Activity #1

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RI RI.11-12.6


RL or RI

N/A


W W.11-12.1a

Y synthesize comments, claims, and evidence made on all sides of an issue

SL SL.11-12.1d

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Grades 9-12


Activity #1

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RI RI.11-12.6


RL or RI

N/A


W W.11-12.1a

Y synthesize comments, claims, and evidence made on all sides of an issue

SL SL.11-12.1d

N determine and explain the tone of a text RL or RI

N/A

Und

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tand

ards

Grades 9-12


Activity #1

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Und

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tand

ards

Grades 9-12


Activity #1

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Y use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

L L.9-10.2a

Und

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Grades 9-12


Activity #1

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L L.9-10.2a

N compare and contrast major and minor characters in a literary text

RL N/A

Und

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Grades 9-12


Activity #1

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L L.9-10.2a


RL N/A

Y develop claims and counterclaims fairly W W.9-10.1b

Und

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ards

Grades 9-12


Activity #1

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L L.9-10.2a


RL N/A


Y analyze how complex characters advance the plot of a literary text

RL RL.9-10.3

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ards

Grades 9-12


Activity #1

04/18/23 R/ELA.EEA.2012.©MSDE 41




L L.9-10.2a


RL N/A


Y analyze how complex characters advance the plot of a literary text

RL RL.9-10.3

N predict the contributions of text features (e.g., sidebars, time lines, charts, subheadings, etc.) to the meaning of a text

RI N/AUnd

erst

andi

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tand

ards

Grades 9-12


Activity #1

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And the discovery is…And the discovery is…

AlignmentAlignment


RigorRigor

Cognitive demand

Cognitive demand Grade-level expectations

Grade-level expectations

04/18/23 R/ELA.EEA.2012.©MSDE 43

Let’s talk!

• At your tables, brainstorm At your tables, brainstorm some takeaways about the some takeaways about the CCSS from this activity.CCSS from this activity.

• Record your ideas on chart Record your ideas on chart paper.paper.

• Be prepared to share with Be prepared to share with the large group.the large group.


04/18/23 R/ELA.EEA.2012.©MSDE 44

Let’s share!


04/18/23 R/ELA.EEA.2012.©MSDE 45

Understanding and Integrating the Common Core State Understanding and Integrating the Common Core State Standards for English Language ArtsStandards for English Language Arts

But I still need some help

understanding how they fit

together?

Ok, so I’m beginning to get a

sense of what these standards mean.

Reading Writing

Language &

Listening

Speaking


04/18/23 R/ELA.EEA.2012.©MSDE 46

Reading

Writing

Language

&

Listening

Speaking

To be aligned to the CCSS for ELA, instruction should reflect an integrated approach to the four strands.


04/18/23 R/ELA.EEA.2012.©MSDE 47

Integration is implicit in the CCSS for ELA.Integration is implicit in the CCSS for ELA.

Reading Literature: Standard 1

RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


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RL.6.1: Cite textualtextual evidence to support analysis of what the texttext says explicitly as well as inferences drawn from the texttext.


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RL.6.1: Cite textualtextual evidence to support analysis of what the texttext says explicitly as well as inferences drawn from the texttext.

RL.6.10RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


04/18/23 R/ELA.EEA.2012.©MSDE 50



RL.6.1: Cite textualtextual evidence to support analysisanalysis of what the texttext says explicitly as well as inferences drawn from the texttext.

RL.6.10RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.


04/18/23 R/ELA.EEA.2012.©MSDE 51



RL.6.1: Cite textual textual evidence to support analysisanalysis of what the texttext says explicitly as well as inferences drawn from the texttext.

RL.6.10RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.RL.6.2-RL.6.9RL.6.2-RL.6.9: These standards provide the purpose for the analysis.


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Modeled in the CCSC Frameworks,Modeled in the CCSC Frameworks,Units, and LessonsUnits, and Lessons

Integration of standards within a strand

Integration of Maryland’s School Library Media (MD SLM) and Technology Literacy (MD TL) Standards

Integration among standards in the 4 strands

Integration within unit and lesson models


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And now, welcome to the And now, welcome to the Maryland premiere Maryland premiere of…of…


04/18/23 R/ELA.EEA.2012.©MSDE 54

“ “Integrating the Standards”Integrating the Standards”

A CCSS reality show in which A CCSS reality show in which participants are challenged to participants are challenged to

rethink planning and delivery of rethink planning and delivery of instruction in ELA!instruction in ELA!


Lang

uage

04/18/23 R/ELA.EEA.2012.©MSDE 55

Which group will Which group will demonstrate the best demonstrate the best

integration of the integration of the standards included in the standards included in the

“basket”?“basket”? Spea

king

& L

iste

ning

Rea

ding

Info

rmat

iona

l Tex

t

Rea

ding

Lite

ratu

re

Writ

ing



04/18/23 R/ELA.EEA.2012.©MSDE 56

Remove the colored sheet of paper assigned to your Remove the colored sheet of paper assigned to your group from your “basket.”group from your “basket.”

Read the set of standards carefully.Read the set of standards carefully.

Your group will have 15 minutes to Your group will have 15 minutes to create a lesson that integrates all of create a lesson that integrates all of these standards.these standards.

Spea

king

& L

iste

ning

Rea

ding

Info

rmat

iona

l Tex

t

Readi

ng L

itera

ture

Writ

ing

Languag

e



04/18/23 R/ELA.EEA.2012.©MSDE 57

Spea

king

& L

iste

ning

Rea

ding

Info

rmat

iona

l Tex

t

Readi

ng L

itera

ture

Writ

ing

Languag

e



04/18/23 R/ELA.EEA.2012.©MSDE 58

Spea

king

& L

iste

ning

Rea

ding

Info

rmat

iona

l Tex

t

Readi

ng L

itera

ture

Wri

ting

Languag

e

Let’s Jigsaw!Let’s Jigsaw!

• Form groups of mixed “baskets.”

• Assume the role of expert, and share your group’s lesson.

• Discuss the implications of this activity for your school team’s professional development planning.

• Be prepared to share some thoughts and ideas with the large group.


04/18/23 R/ELA.EEA.2012.©MSDE 59

Understanding and Integrating the StandardsIn

tegr

atin

g th

e S

tand

ards

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tegr

atin

g th

e S

tand

ards

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tegr

atin

g th

e S

tand

ards

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tegr

atin

g th

e S

tand

ards

Model Content Framework Chart for Grade 3

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Session Closure: Session Closure: 3-2-13-2-1

3: 3: Describe 3 ways in which the information and activities in this session will help teachers make strategic and informed choices.

2:2: Describe 2 ideas or points from this session that you plan to explore further to help teachers make strategic and informed choices.

11:: Describe 1 idea or point from this session that you think is critical for planning professional development for your school.


Homework for Day 2Homework for Day 2

04/18/23 R/ELA.EEA.2012.©MSDE 64

Educator Effectiveness AcademyEducator Effectiveness AcademyEnglish Language ArtsEnglish Language Arts

Please read the following two documents for tomorrow. You will find them in your binder in the section for Day 2.

• The handout titled, “A Guide to Creating Text Dependent Questions for Close Analytic Reading”• The close reading lesson model for

• Grade 4 or• Grade 7 or • Grade 11

Documents

Summer 2012 Day 1, Session 3 12/5/2015R/ELA.EEA.2012.©MSDE1 Educator Effectiveness Academy English Language Arts And the journey continues… “Transitioning