Staff Development Day 4 th Grade October 12, 2012 Common Core Introduction Informative Writing Presented by your SAAT Team Members: Lesley Nelson Susan Rood Jimmy Tinoco

Introducing the Common Core Standards October 12, 2012

Norm(s)…. 1. Assume best intent, be open to others ideas, and have a positive attitude. 2. Be present and on topic. Please silence all cell phones and attend to other responsibilities after the meeting or at break. 3. Arrive and end on time. We will do our best to get you out to lunch and home on time, please come back from breaks on time. Before we begin…

Common Core Standards

Introducing the Common Core Standards Agenda What are the Common Core Standards? What is the purpose of the Common Core Standards? What standards are the same or different? What is the implementation timeline?

Introduction What do you know about the Common Core State Standards (CCSS)? Fold a paper into thirds. Do a K-W-L chart on how familiar you are with the CCSS. K WL

Share Share with your table, one or two ideas from your K-W-L chart. Discuss implications for your work at your school or district.

Vision of the Common Core

Reflection On your K-W-L chart, write down what you learned about the Common Core Standards.

Discussion and Share Out What are the short-term and long-term benefits of implementing the Common Core standards throughout the United States to students, educators, and communities?

Activity: Common Core Overview How different are the common core standards to our current state standards? Let’s take a look at our grade level’s mathematics standards.

Turn to the first page of your grade level math standards.

Under the Common Core Standards heading, any bold typed standards are standards that were added by the California State Board of Education.

Locate the Common Core Standards column.

Activity: Common Core Overview Now use the following guide to highlight the Common Core standards: Yellow: similar standards/content Blue: similar standards/content, but with a higher level of rigor Pink: totally new standards/content

Think/Pair Share I now realize that in the Common Core standards, my grade level standards are ___________ in comparison to our current standards because ___________ and ________________. (Cite two reasons supporting your statement.)

Common Core Timeline CA Common Core Standards adopted on August 2, Begin alignment of Kindergarten assessments and curriculum  Kindergarten assessments and curriculum aligned to Common Core.  Develop Transitional Kindergarten curriculum and assessments alignment to Common Core.  Begin to align trimester writing prompts and rubrics.

Common Core Timeline  Transitional Kindergarten begins – total alignment to Common Core.  Transition First Grade curriculum and assessments to align to Common Core.  TK, Kindergarten, and First Grade report cards aligned to Common Core Standards.  Begin Common Core Staff Development  Statewide Implementation to Common Core Standards for all grade levels.  Field testing of state (SMARTer Balanced) assessments will occur.  STAR tests will still be administered.

Common Core Timeline  Statewide Full Implementation to Common Core Standards.  Common Core Standards SMARTer assessments are operational

Common Core Writing Standards We have begun the process of implementing ELA standards through writing. Take a look at your Common Core writing standards for expository text. Discuss with people at your table how the Common Core writing standards compare with our current standards.

What we know… There is a stronger emphasis on expository writing K-12 in Common Core.

Why is there a focus on expository writing?

Most school writing will be expository writing. Expository writing teaches clear and logical thinking. Expository writing helps students learn content..Expository writing prepares students for the business world. Why is there a focus on expository writing?

Common Core Writing Standard 4th CCW #2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce the topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. a. Introduce the topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words, phrases (e.g., another, for example, also, because). c. Link ideas within categories of information using words, phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. e. Provide a concluding statement or section related to the information or explanation presented. *items added new to fourth grade (not previously taught in third)

What makes expository writing difficult to teach? (pair/share)

Today’s Essential Question What does the plan for an expository writing lesson look like?

The web contains your students’ prior knowledge. The web is a brainstorming tool. It can be used as the “K” in a KWL with your students before you begin teaching a unit to check/connect prior knowledge. This may guide your instruction depending on the subject and how much your students know, but does not necessarily have be part of your instructional plan.

The web is a brainstorming tool. The web contains what your what your students have learned. It can be used as the “L” in a KWL with your students after you have taught a unit to solidify knowledge.

T-chart Final Draft Know your end product. Backwards plan…

Teacher’s Planning Template… Step 1. Look at your grade level content standards. Choose the one that will guide your instructional plan. Standard for today’s training purposes… 4 ES 4.a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). Open your Science TE to pages TR 31-32

Step 2: Determine the big idea and the supporting details (vocabulary) from the standard and circle them. 4 ES 4.a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). Step 1. Write out the standard.

Step 3: Create basic t-chart with main idea and details from the standard. The t-chart is used to organize and build oral language. 4 ES 4.a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). properties rocks (start the t-chart) igneous sedimentary metamorphic formation rock cycle

Where can you go to find more content support for the mastering the standard? Science Text Raz-Kids Internet

Completed T-Chart…(J ust O ne T wo T hree ) (Just one, two, or three words on the t-chart) Oral language development is essential at this point! Now use your science text to fill in the reds (properties and formation) on your t-chart. As you write a few key words for each red, form the sentence in your head to be sure it makes sense.

If they can say it… they can write it! Learning Doesn’t Occur in Silence. Quick T-chart review… The T-chart is used to organize information using just one, two, or three words to jog the writer’s memory on the key details of a topic. T-charts can/should be modeled for the entire first trimester of a grade level. This gives the teacher enough time to build on prior knowledge and introduce all new pieces of the writing standards to that year’s students. Gradual release of responsibility is the key to a successful transition from we-do to you-do.

What will this paragraph sound like? Igneous, fire-made, rocks are one type of rock. These rocks are formed from melted rock above and below the earth’s surface. When melted rock, or lava, cools slowly, large crystals are formed. When lava cools quickly, small crystals are formed. Some examples of igneous rocks are granite, pumice, and obsidian. Igneous rocks are used for many things such as building materials, mixing concrete, and making soap.

If they can say it… they can write it! Share, share, share…. until they can proficiently and efficiently put the words from the T-chart into complete sentences that are on topic. until they can proficiently and efficiently put the words from the T-chart into complete sentences that are on topic. Then share some more! Learning Doesn’t Occur in Silence.

What does your paragraph sound like? Share with a partner…. the accordion paragraph/rough draft. Can you say it efficiently and proficiently? No? Share some more. Yes? It’s time for

What is the purpose of the accordion fold? (pair/share) -Oral language on paper: correlation between T-chart and writing -Rough Draft -Where editing (conventions) and revising (sentence structure/syntax) takes place. t-chart Accordion fold

Now it’s your turn… -Fold a piece of paper into 8ths. -Write out at least one paragraph from your t-chart in the accordion fold with one sentence per fold. -Be sure there is a direct correlation to the t-chart and you leave room between sentences for editing and revising. -When the editing and revising is done students are ready for the final draft.

T-chart Final Draft Teacher’s end product.

Final Thoughts… Writing instruction takes careful planning with many opportunities for students to use oral language before they write. Writing instruction takes careful planning with many opportunities for students to use oral language before they write. Each product of a writing assignment (t-chart, student’s ability to put the t-chart into oral words, accordion paragraph) should be checked by the teacher before the next product is started by the student. The more time spent on oral language development the less time spent later on editing and revising. Each product of a writing assignment (t-chart, student’s ability to put the t-chart into oral words, accordion paragraph) should be checked by the teacher before the next product is started by the student. The more time spent on oral language development the less time spent later on editing and revising. Writing instruction is about the process, not the product. There should be evidence of the process posted in your classroom at all times so students are continually exposed. Writing instruction is about the process, not the product. There should be evidence of the process posted in your classroom at all times so students are continually exposed.

Take out a piece of paper and answer today’s essential question. Essential Questions: What does the plan for an expository writing lesson look like? Step 1. Look at the standard. The end product should show mastery of the standard. Step 2. Decide on the big idea and the supporting details. Step 3. T-Chart* (Just One Two Three) Step 4. Accordion Paragraph Step 5. Final Draft* *Teacher products

Now it is your turn… (pass out break-out group standards) Step 1. Look at the standard. The end product should show mastery of the standard. Step 2. Decide on the big idea and the supporting details. Step 3. T-Chart* (Just One Two Three) Step 4. Accordion Paragraph Step 5. Final Draft* *Teacher products Please give your teacher products to your presenter so that they can be posted on Sharepoint in the near future.