SHIFTING TO COMMON CORE ELEMENTARY SUMMER INSTITUTE 2013

COLLEGE AND CAREER READY

StrandClusterAnchor Standard

STANDARD CODING StrandGrade Level Grade Specific Standard RL.3.6

ANCHOR STANDARDS RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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 text.

ANCHOR STANDARDS RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Increased Reading of Informational Texts Literacy in Content Areas Text Complexity Text-Based Analysis Increased Writing From Sources Tiered Vocabulary Instruction

When I taught you at eight to ride a bicycle, loping along beside you as you wobbled away on two round wheels, my own mouth rounding in surprise when you pulled ahead down the curved path of the park, I kept waiting for the thud of your crash as I sprinted to catch up, while you grew smaller, more breakable with distance, pumping, pumping for your life, screaming with laughter, the hair flapping behind you like a handkerchief waving goodbye. Linda Pastan TO A DAUGHTER LEAVING HOME

DOs Close attentive reading Cite specific evidenceCritical reading Reading independently and closely DON’Ts Text to self connectionsPrior knowledge Relate to one’s own life Explore personal responses Subjectivity without evidence WHAT THE STANDARDS EMPHASIZE

LITERATURE STANDARDS 1-3 READING FOR KEY IDEAS AND DETAILS Anchor Standard 1: “Recount the story, citing specifically from the text” Anchor Standard 2: “Determine central ideas and themes” Anchor Standard 3: “Determine how events, characters, and ideas are connected across the text”

SUPPORTING THE STANDARDS IN READING WORKSHOP

NOTES FOR STANDARDS 1-3:

LITERATURE STANDARDS 4-6 READING FOR CRAFT AND STRUCTURE Ask readers to investigate the effect of authors’ decisions—about language, structure, point of view, voice, style—on the meaning of texts

EDUCATIONAL LEADERSHIP Possible questions to trigger thinking with students.

SUPPORTING THE STANDARDS IN READING WORKSHOP

LITERATURE STANDARDS 7 & 9 READING TO INTEGRATE KNOWLEDGE AND IDEAS Read texts that “go together” and think across those texts, making connections and comparisons.

SUPPORTING THE STANDARDS IN READING WORKSHOP

STANDARD CODING RI.3.6 Grade Level Strand Grade Specific Standard

INFORMATIONAL TEXTS STANDARDS 1-3 READING FOR KEY IDEAS AND DETAILS Anchor Standard 1: “Recount the story, citing specifically from the text” Anchor Standard 2: “Determine central ideas and themes” Anchor Standard 3: “Determine how events, characters, and ideas are connected across the text”

SUPPORTING THE STANDARDS IN READING WORKSHOP

INFORMATIONAL TEXT STANDARDS 4-6 READING FOR CRAFT AND STRUCTURE Ask readers to investigate the effect of authors’ decisions—about language, structure, point of view, voice, style—on the meaning of texts

SUPPORTING THE STANDARDS IN READING WORKSHOP

INFORMATIONAL TEXT STANDARDS 7-9 READING TO INTEGRATE KNOWLEDGE AND IDEAS Read texts that “go together” and think across those texts, making connections and comparisons.

SUPPORTING THE STANDARDS IN READING WORKSHOP