3:30-3:45 Overview of Common Core 3:45-4:30 Reading Literature 4:30-4:40 Break 4:40-5:10 Reading Informational Text 5:10-5:20 Break 5:20-6:20 Common Core Math 6:20-6:30 Wrap Up

Common Core Shifts for ELA/Literacy Discuss each-what do they mean, what are we doing different to meet these requirements- (give specific examples)? Building knowledge through content-rich nonfiction Reading, writing and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

Question Answer the following question on an index card –H–How do you feel about Common Core State Standards? (5 min.)

Curmudgeon or Gold? We need to decide how we approach the standards. – Curmudgeon example – Gold example (Cory Booker, mayor in NJ) – The CCSS Provide an urgently needed wake-up call Emphasize much higher level comprehension skills Place equal wait on reading and writing Stress the importance of critical citizenship Emphasize reading complex texts Has a clear design with central goals and high standards Convey that intellectual growth occurs through time, across years, and across disciplines Calls for proficiency, complexity, and independence Support cross-curricular literacy teaching Emphasize that every student needs to be given access to this work Aim to put every state on the same measuring stick Respect the professional judgment of classroom teachers

Discussion of Favorite Book Discuss your favorite book with your neighbor (5 min.) Lead discussion (personal vs. evidence)

Reading Literature and Informational Text Share the same 10 anchor standards – Sometimes the grade level skill for a standard is exactly the same for reading literature and for reading informational texts. Other times, there are subtle differences in the skill as it is described for reading literature and for reading informational texts (compare the two). The focus is on reading for meaning. n-core-standards/ccs-videos.htmlhttp://readingandwritingproject.com/resources/commo n-core-standards/ccs-videos.html (5 minutes)

Discussing Text Using the Reading Literature Standards Read chapter 1 of Charlotte’s Web Anchor 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 the text.

Anchor Standard 1 Recount the Story Girl that lives on a farm with mother, father, and brother Her name is Fern Mr. Arable setting out with an ax Fern is terribly upset her father is going to kill the runt Fern calls this a terrible injustice and persuades her father to give her the piglet

Anchor Standard 2 and 3 Discussion of Central Ideas and Themes Pay attention to interaction of characters and events. What is the story beginning to be about? (moving to deeper understanding of embedded meanings) What in the story makes you say that?

Anchor Standards 4-6 Craft and Structure Pay attention to language-do some words matter more than others? Talk to a partner about significant words. Which words really call our attention here? What do we notice as we reread them?

Anchor Standards 7-9 Integration of Knowledge and Ideas Many have compared the book to the movie..one may make Templeton more mean Compare and contrast how different books treat themes that we have noticed are similar across books…when a reader knows a book really well, they see echoes of that book everywhere You may want to compare to Stuart Little or a story about raising pigs

Giving Tree Modeled es/common-core-standards/ccs-videos.html es/common-core-standards/ccs-videos.html

Break 10 minutes

Informational Text Core/Summer_2012_Reading_6- 12/CCSS_Reading_6-12_Day_2_PPT.pdf Core/Summer_2012_Reading_6- 12/CCSS_Reading_6-12_Day_2_PPT.pdf 14 minute video of common core mon-core-state-standards-elementary-school mon-core-state-standards-elementary-school

Break 10 minutes

Common Core Shifts for Mathematics Focus strongly where the standards focus Coherence: Think across grades, and link to major topics within grades Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application

Mathematics Task asks/k-2/tk2flies.pdf as a student how would you show your teacher that you understand this problem-show what you know (10 minutes) asks/k-2/tk2flies.pdf nstruct/k-2/ik2flies.pdf nstruct/k-2/ik2flies.pdf

Math foldables?

Practices-posters.pdf Kindergarten math-quick images alizing-number-combinations?fd=1