AUGUST 16, 2012 THIRD GRADE COMMON CORE

AGENDA Portfolios and Forms ELA Updates Math Updates ELA Plan and Resources Lunch Universal Design & Unit Sharing ELA Planning

PORTFOLIOS AND FORMS

PORTFOLIOS Red will be used Math and Literacy documentation will be combined New portfolio card will indicate what is needed

PORTFOLIO EXAMPLE Items needed for portfolios have an asterisk * Some previously required documents are now optional Let’s clean one up together!

WRITING PORTFOLIO Narrative, Opinion, and Informative writing must be taught throughout the year Samples will housed in portfolio and scored at 3 points during the year 3 Sections: Work in Progress, Topics I Can Write About, and Finished Pieces Portfolio suggestions and rubrics available on wiki

SPREADSHEET DATA RTI spreadsheets have been changed to match data that will be collected

Math Probes o Place Value o Addition and Subtraction o Multiplication o Fractions Fountas and Pinnell guided reading assessment SRI Assessment

ADDITIONAL INFORMATION Parent Document New ESL and Science Lead Teachers K-2 Report Card Info Math Trailblazers site Math Trailblazers site District Grade Level Dates: o Sept.12 o Oct. 10 o Nov. 14 o Dec. 12 o Jan. 9 o Feb. 13 o March 13 o April 10 Third Grade will be meeting at Teachey

ELA UPDATES THE THREE SHIFTS, TEXT DEPENDENT QUESTIONS, ACADEMIC VOCABULARY

THREE SHIFTS Shift 1: Building knowledge through content-rich nonfiction and informational texts Shift 2: Reading and writing grounded in evidence from text Shift 3: Regular practice with complex text and its academic vocabulary

THINK-PAIR-SHARE WITH THE ELA THREE SHIFTS ON YOUR OWN, review the three shifts by closely reading and annotating text from the ELA shift brochure and the ELA shift handouts. Think about what changes each shift might bring to your classroom and school. Respond on the back of the brochure. WITH YOUR GRADE LEVEL, discuss these changes (10 minutes) SHARE with the total group how these changes will impact your grade level (10 minutes)

TEXT DEPENDENT QUESTION? In a close analytic reading of Lincoln’s “Gettysburg Address,” would the following would be text dependent questions? Why did the North fight the civil war? Have you ever been to a funeral or gravesite? Lincoln says that the nation is dedicated to the proposition that “all men are created equal.” Why is equality an important value to promote?

COURAGE Read the story Courage. After reading, develop 2-3 text dependent questions with your table.

ACADEMIC VOCABULARY

SELECTING WORTHY VOCAB. With your group revisit the story Courage. Write down the Tier II words that you come across. Using your rubric decide whether these words are worthy, need to be told, or should not be addressed c-vocabulary-7-6/8

RICH AND WORTHY TEXTS TEXT SELECTION IS CRITICAL! The text is the focus of the instruction From texts, students gain knowledge about the world and how to express themselves Choose text purposefully based on what we want out students to learn Scaffolds should enable

MATH UPDATES PACING GUIDE UNIT PLANNING THIRD GRADE UNIT

MATH CONTENT CHANGES Changes/additions to third grade content Area Perimeter Measurement: time, liquid volumes, and masses (metric) Content no longer taught in third grade Rectangular coordinate system Describing and extending patterns Finding missing terms in patterns Permutations & Combinations Solve problems involving probability

UNIT PLANNING TEMPLATE EXAMPLE Beginning with the End in Mind Unit Learning Targets Concepts to Highlight Common Core Standards Math Practices Tasks/Resources Games Vocabulary

UNIT 1: PLACE VALUE

ELA PLAN AND RESOURCES

COMPREHENSIVE LITERACY PLAN House Bill 950 – Section 7A.1 – Improve K-3 Literacy legislation 2-3 Literacy Plan

ELA SCOPE & SEQUENCE

BREAK FOR LUNCH

UNIVERSAL DESIGN FOR LEARNING

You Do We Do I Do

Based on the video of the lesson, where did your group see components and strategies based in UDL? concepts

PRINCIPLE I: MULTIPLE MEANS OF REPRESENTATION The WHAT of learning To give diverse learners options for acquiring information and knowledge Present content in a variety of formats and modalities Represent Act/ Express Engage Manipulatives Visual Displays Anticipatory Guides Graphic Organizers Videos Music Movement Artifacts

Principle II: Multiple Means of Action and Expression Thumbs Up/Thumbs Down Gallery Walks Pair/Share Chalkboard/Whiteb oard Splash The HOW of learning Learners differ in the ways that they can navigate a learning environment and express what they know. Response Hold-Up Cards Quick Draws Numbered Heads Together Line-Ups Represent Act/ Express Engage

Principle III: Multiple Means of Engagement Bounce Cards Air Writing Case Studies Role Plays Concept Charades Response Hold-Up Cards Networking Sessions Simulations The WHY of learning Learners differ markedly in the ways in which they can be engaged or motivated to learn. Represent Act/ Express Engage

“ALL ABOUT ME” 3 RD GRADE UNIT

CHOOSE YOUR CONCEPTUAL LENS Relationships – This conceptual lens was used to integrate the following essential standards into the ELA standards (including writing, speaking, and listening): Science-The Human Body Social Studies- Communities

RESOURCES Wise owl