Transcript Day 3 – PM Session 1:00-3:00

Common Core State Standards
Session 4
K-2 English Language Arts
Day 3 – PM Session
1:00-3:00
OUTCOMES
Participants will increase their knowledge of:
1. The Foundations of Reading – COI Publication
2. Writing to sources and research;
3. Review text complexity with paired texts.
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Common Core State Standards
The Foundational Reading Skills
Why the Foundational Skills?
• Explicit and systematic instruction is particularly
helpful for students at risk for reading difficulties.
• Children's reading development is dependent on
their understanding of the alphabetic principle –
the idea that letters and letter patterns represent
the sounds of spoken language. Learning that
there are predictable relationships between
sounds and letters allows children to apply these
relationships to both familiar and unfamiliar
words, and to begin to read with fluency.
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Foundational Skills of CCSS
• Please read the COI document.
• Note items in the left hand column are directly from CCSS and
are end-of-the year expectations.
• The right hand column are the skills and understandings that
underpin the outcomes on the left—the prerequisite skills.
• How can you make use of this document in your classroom?
AUDIENCE DISCUSSION - SHARING
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Possible Classroom Uses
• To ensure systematic, explicit instruction in a scientific,
developmental sequence;
• Place the skills in an EXCEL document to track an entire class
across time and to be able to group based upon need;
• To assess student writing and control over “encoding” skills –
planning instruction for spelling.
• Accelerating student development (K-5 continuum).
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Analyzing Students’ Writing
Using the COI Document
What does their writing show us about their
control and understanding of the “encoding” of
the alphabetic language?
Use the document to assess this
students’ writing
Where would a
teacher start on
the continuum
with this young
writer?
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How does the continuum help you assess this writer?
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To develop him as a writer,
(adding details) –
Why are they sitting at the
table?
What will they do next?
Add that to your writing,
and I’ll be right back.
This child understands
words are separated by
spaces in print.
Next:
-saying words slowly and
“hearing” ending sounds.
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Assessing Student Writing and Spelling
Page 8
Decode twosyllable words
following basic
patterns by
breaking the
words into
syllables;
Demonstrate
understanding
that a vowel
team syllable
contains two
adjacent vowels
because.
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Her Strengths and Next Steps
• CONTEXT: This second grade student wrote this in response to a teacher
asking them to write about an animal that lives in one of the habitats they
were studying during science.
• STRENGTHS: She has generated an idea about an animal she feels strongly
about; she sticks to the topic; she shows a beginning sense of sequencing
in her text. She uses the capital letter for “I”.
WHAT DOES SHE NEED TO LEARN NEXT?
She would benefit from seeing different ways to organize factual
information. The teacher may show her different examples of nonfiction
animal books. She and her classmates could look at nonfiction text
features and try to use them in their own writing (table of contents,
captions with pictures, bold words, close-ups, diagrams with labels, an
index). She needs to find more information about white sharks, so she has
more to say and think about how to organize it in a multi-page format.
This would be an effective tie to a nonfiction reading unit. She should be
guided to replacing the use of “cool” in describing her subjects with more
precise language.
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STAND AND
STRETCH
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Writing and the Common Core State Standards
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Writing: Text types, responding to reading, and
research
The Standards acknowledge the fact that whereas some writing skills, such as
the ability to plan, revise, edit, and publish, are applicable to many types of
writing, other skills are more properly defined in terms of specific writing
types: arguments, informative/explanatory texts, and narratives. Standard 9
stresses the importance of the writing-reading connection by requiring
students to draw upon and write about evidence from literary and
informational texts.
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Writing To Sources – a Key Task
The standards require students to show they
can analyze and synthesize sources and
present careful analysis, well-defended claims
and clear information through their writing.
Several writing standards require students to
draw evidence from a text or texts to support
analysis, reflection or research.
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Informative Writing
While narrative writing is given prominence in early grades, as
students progress, the standards ask students to write arguments
or informational reports from sources.
The standards call for:
30 percent of student writing to be narrative
30 percent of student writing should be to write arguments
35 percent of student writing should be to explain/inform
These forms of writing are not strictly independent; arguments
and explanations often include narrative elements, and both
informing and arguing rely on using information and evidence
drawn from texts.
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Extensive Practice with Short,
Focused Research Projects
Writing standard 7 emphasizes that students
should conduct several short research projects
in addition to more sustained research efforts.
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Teaching Students to Write an
Argument
 Show children an example of an argument. (models)
 Demonstrate how the argument was planned; dissect the
argument together.
 Provide framework for the children to plan their argument.
 Students work together in partners/small groups developing
their reasons for their own arguments.
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Building a Logic Chain – Organize your Reasons
and Visualize an Argument
Water bottles are
made from
plastic.
American tap water is
among the safest in the
world
17 million barrels
of oil (enough to
fuel 1 million cars
for a year) to
produce 28 billion
plastic water
bottles
We throw away
water bottles
every day.
It takes almost 7x the
amount of water in the
bottle to make the bottle
itself
Our landfills are
filling up.
Fuel is expensive
to produce.
Cut up and sort
the reasons.
Add your own
reasons as well.
A logic chain looks like this:
REASON 1
REASON 2
REASON 3
Conclusion
Call for Action
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Planning An Argument
Title/Topic/Heading: Reducing Plastic Waste
Statement of Opinion or Claim:
Most bottled waters come from local municipal water sources; people should switch from
plastic bottled water to stainless steel or aluminum containers and fill them at the tap.
REASONS
Connect some of
your reasons
using logical
connectives:
If…then….
So
Therefore
As a result
Because
SUMMARY
If all people use at least one water bottle a day, then a city of one million
people uses more than 360 million water bottles per year.
17 million barrels of oil (enough to fuel 1 million cars for a year) to
produce 28 billion plastic water bottles
We throw away all these water bottles
This will cause landfills to overflow eventually
As a result we will have to buy more land just to throw away our water
bottles.
Throwing away water bottles is a waste of land and a waste of money.
CALL FOR ACTION For these reasons we should all drink out of reusable water containers.
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Audience Discussion
Discuss with the people around you:
• your classroom strategies for teaching
argument writing
• how you might adapt some of what has been
shared regarding argument writing?
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Report Writing for the Young
Learner
“Leaves found in the Schoolyard”
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Classification of Plants in Your
Schoolyard
This lesson is designed for students to classify
plants in the schoolyard or neighborhood.
Students will use their knowledge of plant
structure and observation skills to determine the
defining characteristics of plants. If desired,
students can classify plants using plant reference
material or the matrix based key on
www.discoverlife.org.
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Outcomes or Standards
• Students will communicate scientific
investigations and information clearly.
• CCSS - W.K-2.7
Research to Build and Present Knowledge
Participate in shared research and writing
projects (e.g., record science observations).
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Procedures
1. Instructor Preparation: Plants in the schoolyard should be
identified, marked and characteristics noted a day or two prior to
this activity being conducted. Use utility flags numbered as
necessary to mark the plants, or bright colored ribbon.
2. Class Activity: Review the characteristics of plants that students
will be observing in the schoolyard. The next few slides will help
you do that with the students. Characteristics will likely include
leaf type, leaf arrangement, and leaf margin. Students should
know and understand the difference between monocots and
dicots.
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Monocot versus Dicot
• Look at leaf venation
Monocots – parallel-veined leaves
Dicots – Net-veined leaves
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Dicots Leaf Structure
Simple
Single leaf blade
Compound
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Leaf Arrangement
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Leaf Margin Observations
Smooth
Toothed
Wavy
Lobed
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Out in the Schoolyard
• Equipped with a clipboard, pencil and
characteristics chart, students should observe the
plants and fill in the plant characteristics chart for
each plant marked. If desired, during this time
plant clippings may be obtained to create a
herbarium for the class.
• Also pictures of the plants may be taken if a
camera is readily available to further aid in
classification.
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Students sketch, label and observe
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Field Chart for Student Observation of Leaves
Plant
Number
Type
Leaf Type
Leaf Arrangement
(Monocot or Dicot) (Simple or Compound)
(opposite,
alternate,
whorled)
Sketch
1
2
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Labeling the Leaves
• Classification of the plants using reference
material at the school, or web based.
• Labels applied to the herbarium specimens.
Labels should include:
– Scientific name
– Common name
– Date collected
– Where collected
– Who collected
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Brainstorming
• What are some common, everyday materials
or experiences you use for your students to do
scientific observations and write about their
observations?
• Make a list at your table and be prepared to
share some of these.
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Sharing in a Large Audience
• Raise your hand, we’ll provide you with a post
it note to record the ideas.
• We’ll place the ideas on the parking lot chart.
• To share, the speaker will read them to the
audience so everyone can hear the ideas.
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STAND AND
STRETCH
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Other Ideas for Nonfiction Writing
THE PULL OF MAGNETS
DOES
Chair
Fridge
Key ring
Scissors
Tacks
Fork
Spoon
Pins
Earring
DOES NOT
Table
Paper
Rubber
Pencils
Pencil case
Hair
Grass
Jeans
Brick
Curtain
Student writing:
“I tested things I found at
home and school. Some
things I could pull with the
magnet. Some things won’t
stick to a magnet.”
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Reviewing Text Complexity with
Paired Texts
Paired Texts
You will need three items for this activity:
1. The page with two versions of the Crow and Fox
fable – Version A and Version B
2. Qualitative Scale
3. CCSS Text Complexity Rubric
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Partner/Triad Work
• Read the two versions of Fox and Crow
• Rate both versions using the Qualitative Scale
and the CCSS Text Complexity Rubric
• Write some text based questions that require
students to wrestle with the vocabulary,
syntax and meaning of the more complex
fable.
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Sharing
Please raise your hand to share
your analysis and questions for
these texts; we’ll come by and
pick up your paper to read to the
audience.
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