1. WELCOME
CHOOSE A SEAT
OPEN A BAG OF M & Ms and sort according to color.
Choose a conversation starter and from the table that matches your majority color.
Discuss the conversation starter with your neighbors while enjoying your M & Ms.
When you hear telephone tone, please give me your attention.
Conversation starter:
I live in
I went to school to become a teacher at . . .
An unusual talent I have is . . .
My favorite ap is . . .
I love to create
Give me 100 dollars to spend, and I would buy . . .

2. COMMON CORE STATE STANDARDS ELA
WHAT WILL I NEED TO TEACH MY STUDENTS FOR THE FUTURE THEY WILL INHERIT?
COMMON CORE STATE STANDARDS ELA
Hans Rosling: Let my data set merge with your mindset?
Empty Chair—Emmett
What world with Emmett inherit?
Apps
I pads
What else?

3. ELA/CCSS: Thinking Notes/Jigsaw
Protocol
1. Read the introduction to the CCSS.
2. Read the introduction again, this time with a pencil. We will use the strategy of coding. Place a + for items that are key details, ? for ideas that leave you with questions, and ! For aspects you totally love!
3. Discuss your plus items with your M&M partner.
4. Write a short summary to share at your table. (The summary may have a visual attached) .
Becoming proficient in noticing what is causing the confusion.
Students mark confusing parts.
Teacher uses this information to make decisions about what to turn into a think aloud as students return to the text.
Read with a pencil:
Keeps the reader active
Helps the student remember their thoughts
Writing on the text
Needs to be explicitly taught
Annotations/Think Marks/Coding
Use annotations to formulate arguments, analyze information and make connections
Student engage in purposeful talk, using academic vocabulary and citing evidence from the text.
Discussing:
Students need time to practice and scaffolding to be good at this.
Think Pair Share
Jigsaw

4. Key Features of Close Reading
Use of short passages
Limited frontloading activities
Rereading deliberately
Reading with pencils, post-its, or highlighters
Noticing things that are confusing
Discussing the text with others
Responding to text dependent questions
This should be done in a shared experience for ELLs
Becoming proficient in noticing what is causing the confusion.
Students mark confusing parts.
Teacher uses this information to make decisions about what to turn into a think aloud as students return to the text.
Read with a pencil:
Keeps the reader active
Helps the student remember their thoughts
Writing on the text
Needs to be explicitly taught
Annotations/Think Marks/Coding
Use annotations to formulate arguments, analyze information and make connections
Student engage in purposeful talk, using academic vocabulary and citing evidence from the text.
Discussing:
Students need time to practice and scaffolding to be good at this.
Think Pair Share
Jigsaw

6. How might I change my teaching practices to align to the Instructional Shifts for the Common Core?
Social Studies: Reading Like A Historian (Corroboration)
Taking notes: Making Connections in Literacy. While we are watching this video, please take notes of what is currently in your regular practice, and what would be new to your practice.

7. Shifts in ELA/Literacy
Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2
Knowledge in the Disciplines
Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities
Shift 3
Staircase of Complexity
Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading.
Shift 4
Text-based Answers
Students engage in rich and rigorous evidence based conversations about text.
Shift 5
Writing from Sources
Writing emphasizes use of evidence from sources to inform or make an argument.
Shift 6
Academic Vocabulary
Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
On the back of your shifts page– please take notes.
T chart– more of / less of

9. Common Core Standards Shifts Impact on Assessments
6 Shifts in ELA Literacy
Common Core Standards Shifts Impact on Assessments
Common Core Implementation
SBAC: Common Core Assessments
Balancing Informational and Literary Text
Building Knowledge in the Disciplines
Staircase of Complexity
Text-based Answers
Writing from Sources
Academic Vocabulary
1 & 2:
Non-fiction Texts
Authentic Texts 3:
Higher Level of Text Complexity
Paired Passages
4&5:
Focus on command of evidence from text: rubrics and prompts 6:
Academic Vocabulary

10. Look at the packet labled Making Connections in Literacy
Look at the packet labled Making Connections in Literacy. At the top of the page, takes notes about what

11. End Enjoy a 10 minute break 10 minutes
This ‘sand timer’ will start on a mouse click anywhere on the slide. The ‘sand’ will drain from the top section to the lower section and when completed will show the word ‘End’.
End

12. The Cinderella Story Turning your favorite lesson onto a Common Core Princess!

13. SBAC Language Arts Claims
Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts.
Claim 1
Reading
Students can produce effective and well-grounded writing for a range of purposes and audiences.
Claim 2
Writing
Students can employ effective speaking and listening skills for a range of purposes and audiences.
Claim 3
Speaking & Listening
Students can engage in research/inquiry to investigate topics, and to analyze, integrate, and present information.
Claim 4
Research
Place text here
This focus on using evidence from text will also help prepare our students for the SBAC assessment for

15. Sample ELA Items

16. How do the instructional shifts connect to the selected standards?
What do the instructional shifts in ELA/literacy look like for students and teachers?
How do the instructional shifts connect to the selected standards?
Activity: Making Connections in Literacy: Selected Common Core Standards and Instructional Shifts (60 Minutes)
Overview:
Participants will analyze the CCSS/ELA Instructional Shifts and standards in ELAto identify what students and teachers will have to do in order to meet the demands of the Common Core.
Outcome:
Participants will make connections between the Common Core standards and the instructional shifts in literacy.
Guiding Questions:
What do the instructional shifts in literacy look like for students and teachers?
How do the instructional shifts connect to the selected standards?
Materials:
Common Core Instructional Shifts: Literacy
Common Core Learning Standards for ELA/Literacy
Note-taking guide
Facilitation Notes:
Introduce activity. Facilitator introduces the activity by stating that participants will:
Examine the selected Common Core standards and the instructional shifts for literacy and
Consider the implications of these shifts for students and teachers
Review instructional shifts and make connections to current practice. (10 minutes). Facilitator introduces the Instructional Shifts and explains that these shifts have been identified as the major shifts that need to happen in curriculum and instructional practice in order to meet the demands of the Common Core.  As evident on the crosswalk document, the NY State Education Department has articulated six shifts, while Student Achievement Partners articulates three.
Participants are then asked to:
Read the shifts and underline key words and phrases
Record (in Note-taking guide) practices related to the shifts that are a regular part of their instruction
Record practices related to the shifts that may be new to their instruction
Participants share their thoughts with the group.
(Note: The DOE has prioritized the following instructional shifts in the Citywide Instructional Expectations: Require students to ground reading, writing, and discussion in evidence from complex texts - because of their strong connection to the most crucial skills students need to be ready for postsecondary success. These shifts correspond to NYS’s shifts 4 and 5, or to SAP’s shift 2.)
Analyze selected standards and note changes from grade to grade. (15 minutes). Facilitator explains that the DOE has also selected complementary literacy standards for schools to focus on and that participants will explore a sub-set of these standards.
Facilitator asks participants to work with a partner and to:
Choose Reading Informational Text Standard 1 OR Speaking and Listening Standard 1
Select a grade-band (PK-2, 3-5, 6-8, or 9-12) and highlight key skills and literacy concepts students should know within each grade
Analyze the selected standard to determine how the skills and knowledge expected of students change across the grade-band
Facilitator engages participants in a whole group discussion of how the standards change across the grades.
(Note: Facilitator should decide on the appropriate grade-band(s) to focus on, given the structure of the school community e.g., PK-5 or Pk-8.)
Identify Implications for Teachers. (15 minutes). Working in the same pairs, participants record what students have to know and be able to do in the note-taking guide. They ask themselves:
If students have to ______________, what implications does this have for teachers?
For example:
If students have to… (know and be able to)
Then teachers have to…
Develop questions that increasingly engage others
Model questioning and highlight the different purposes of questions
Reflect. (20 minutes). Participants reflect upon the connections by considering the following questions:
How do the instructional shifts connect to the Common Core?
What about my current practice will stay the same? What will need to change?
What are two concrete actions I will take in order to better support my students to meet the demands of the Common Core?
What supports or resources would help me to do so?

18. Evidence from text Step 1 – “Name” the CCR standard in 1-5 words
Shifts
Step 1 – “Name” the CCR standard in 1-5
words
Evidence from text
Becky: Groups should reach consensus about the most precise “name” for each standard and record their work on the poster in a way that makes sense to them.
Participants will continue to “name” each grade level standard with a 1-5 word phrase.

19. ELA Standards Progressions
Shifts
Step 2 –”Name” each grade level standard
ELA Standards Progressions
Becky: Groups should reach consensus about the most precise “name” for each standard and record their work on the poster in a way that makes sense to them.
Participants will continue to “name” each grade level standard with a 1-5 word phrase.
Participants will create a visual using poster paper and markers to demonstrate what the standard looks like at each grade level.

20. Where’s the Beef? Or How can I find some great resource?

21. Final Fun