The ELA Common Core Journey... Claire Wick Yvonne Harness Sept. 19, 2013.

The ELA Common Core Journey. . .Claire WickYvonne HarnessSept. 19, 2013

Welcome Back!• Video clip (Motivation – Justin)

Today’s Goals • To deepen understanding of teaching and learning with the

ELA Common Core Standards for K-5 • To debrief and share feedback about launch lessons in OEU 1

A• To continue work on writing ELA Curriculum Companion

elements

Agenda8:00-8:15 Welcome

8:15-9:00 Debrief/feedback OEU 1A lessons

9:00-10:00 New Learning: Calkins Book (ch. 4-5)

10:00-11:30 Grade level CC work

11:30-12:00 LUNCH

12:00-12:30 Mini-lesson (Notebooks) + Extension

12:30-2:45 Grade level CC work

2:45-3:00 Debrief/closure/next steps

8:15 Debrief OEU 1A Lessons

8:15 Debrief OEU 1A Lessons

1. Use the organizer to record your individual reflections (observations, celebrations, and wonderings) about the first weeks of school.

2. Discuss with your grade level team.3. As a team, select your most important

observation, celebration, and wondering to share with the entire group.

4. Choose a reporter to share.5. Turn in a team organizer with your most

important reflections.

9:00 New Learning

Book Study: Calkins et. Al• Ch. 4: Reading Literature (standards 2-9)• Ch. 5: Reading Informational Text (standards 2-9)

1. Divide grade level team into two groups (ch. 4 and ch. 5).2. Each chapter group will further divide into two groups for

Part 1 and Part 2.3. Each smaller group will use the organizer to record their

thinking. (10 min.)4. Smaller groups share new learning with grade level team.

Jigsaw strategy

10:00 Grade Level Work Teams

CC Work Process Review OEU, Inquiry Module (IM) Overview, Essential

Questions Review Focus Standards and Reading Foundational Skill

Standards Create student learning targets for the IM using the

unpacked standards; document on Inquiry Module Map Identify lesson teaching points on Inquiry Module Map that

connect to the appropriate student learning targets Sequence the IM lesson teaching points and document in CC

Lesson Planning Tool Choose appropriate instructional materials for IM

10:00 Grade Level Work Teams• Continued Work on OEU 1 (all modules):

• What work is needed for you to teach the remaining modules in OEU 1?

- Team goals?

• New Work on OEU 2

LUNCH

12:00 Mini-lesson• Readers’ and Writers’ Notebooks

12:00 Mini-lessonReader’s Notebook

Purpose: “The reader’s notebook is an integral part of reading workshop and is a great tool for authentic assessment. It goes hand-in-hand with read-aloud with accountable talk and will really be powerful if students learn to talk deeply in preparation for writing. The main reason for a reader’s notebook, in my opinion, is to deepen students’ ability to think, talk, and write about their reading. Pictured here are a few entries from my own reader’s notebook.”

Retrieved from http://www.julieballew.com/A_Literate_Life/Readers_Notebook.html on Sept. 18, 2013

12:00 Mini-lesson• The Reader’s Notebook is interactive.• The Reader’s Notebook is structured but personal.• The Reader’s Notebook is a powerful teaching tool.• The Reader’s Notebook is a place to “catch” new learning and

thinking.

Retrieved from http://www.julieballew.com/A_Literate_Life/Readers_Notebook.html on Sept. 18, 2013

12:00 Mini-lesson

Basic Components of a Reader’s Notebook (Gr. 3-5)• Books I’m Currently Reading List• Books I Want to Read List• Response Section -Collect/respond to/react to/reflect on reading -Graphic organizers -Forms of writing (e.g., short write, two-column, lists, summaries)• Vocabulary Section -Document new words and their meanings from context -Word study

12:00 Mini-lesson

Basic Components of a Reader’s Notebook (Gr. K-2)• Response Section -Collect/respond to/react to/reflect on reading -Graphic organizers -Forms of writing (e.g., short write, two-column, lists, summaries)• Types of Writing Section -Shared writing -Dictated writing -Independent writing• Vocabulary Section -Document new words and their meanings from context -Word study

12:00 Mini-lesson

Purpose: “We want them to see themselves as writers. The writer’s notebook can make this happen. A student who keeps a notebook can begin to livelike a writer—noticing, paying attention, listening, collecting, musing, wondering,playing with language, taking pleasure in her own words. And because the notebook is portable, it encourages kids to write not just during the workshop but at all hours of the day” (Fletcher, 2001)

12:00 Mini-lesson

Basic Components of Writer’s Notebooks

• Ideas for Writing• Drafts of Writing• Resources for Writing -High-frequency word lists -Rules for punctuation -Rules for capitalization -Rules for spelling -Personal spelling lists (ex. ABC chart)

12:00 Mini-lesson Extension

Podcast:

Aimee Buckner and Frankie Sibberson conversation

http://www.choiceliteracy.com/articles-detail-view.php?id=1058

12:30 Grade Level Work Sessions

CC Work Process Review OEU, Inquiry Module (IM) Overview, Essential

Questions Review Focus Standards and Reading Foundational Skill

Standards Create student learning targets for the IM using the

unpacked standards; document on Inquiry Module Map Identify lesson teaching points on Inquiry Module Map that

connect to the appropriate student learning targets Sequence the IM lesson teaching points and document in CC

Lesson Planning Tool Choose appropriate instructional materials for IM

Debrief/Closure• Whole Group

• Report out work progress• Document on “Parking Lot” any professional development

needs

Next Steps• Next Session: OCT. 22, 2013

Goals:

Grade Goals for Next Session

K

1

2

3

4

5