WELCOME!

Elementary Institute

July 22-23, 2013

Please greet and get settled with your colleagues. We will begin promptly at 8 a.m.

AGENDA OVERVIEW

• “Shifts”• Curriculum Overview• Getting Ready to Teach a Unit• Lunch on your own• Continue Working on getting

ready to teach the unit

WORKING AGREEMENTS

• Begin and End on time

• Quiet signal – hand up?

• Presume positive intent

• Pay attention to self and others

• Personal needs

• Restroom location • Phones on silent/vibrate

• Anything else?

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

MORE

Close attentive reading

Cite specific evidence

Critical reading

Reading independently and

closely

LESS

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