1. Michelle Trasborg Communications Supervisor Conestoga Valley School District August 25, 2011

2.  Familiarize teachers with document organization  Identify Anchor Standards in each of the four major areas: reading, writing, speaking/listening, and language  Identify Grade Level Standards for each grade level  Understand the horizontal scope of the Common Core Standards  Introduce the CV Common Core Transition Plan

3.  Four strands  Reading  Writing  Speaking and Listening  Language Integrated model of literacy Media requirements blended throughout

4.  College and Career Readiness (CCR) anchor standards  Broad expectations consistent across grades and content areas  Based on evidence regarding college and workforce training needs

5.  College and Career Readiness (CCR) anchor standards  Reading- ▪ Grades K-5 page 10 ▪ Grade 6 page 35  Writing- ▪ Grades K-5 page 18 ▪ Grade 6 page 41

6.  College and Career Readiness (CCR) anchor standards  Speaking and Listening - ▪ Grades K-5 page 22 ▪ Grade 6 page 48  Language- ▪ Grades K-5 page 25 ▪ Grade 6 page 51

7.  Reading- 10 standards  1-9. Comprehension ▪ Fiction and non-fiction ▪ Cross-curricular  10. Range of reading and level of text complexity ▪ Growing text complexity ▪ High quality literature and informational texts Look at page 10 or 25…

8.  Writing (10 standards)  1. Writing arguments  2. Writing informative text  3. Writing narratives  4-5. Using the writing process  6. Using technology to enhance writing  7-9. Engaging in research and writing about sources  10. Range and frequency of writing Look at page 18 or 41…

9.  Speaking and Listening (6 standards) 1-3. Comprehension and collaboration ▪ Day to day and purposeful academic talk ▪ One on one, small group and large group activities 4-6. Presentation of knowledge and ideas ▪ Formal sharing of ideas ▪ Using technology effectively Look at page 22 or 48…

10.  Conventions of Standard English (6 standards) 1-3. Knowledge of language ▪ Grammar and conventions in writing and speaking 4-6. Vocabulary ▪ Word meanings and nuances ▪ Academic vocabulary Look at page 25 or 51…

11. Reading Anchor Standards- all page 10 Grade level standards on the following pages:  Grades K-1 page 11, 13, 15, and 17  Grade 2 page 11,13, and 16  Grades 3-5 page 12, 14, and 17  Grade 6 page 36, 37, and 39

12. Writing Anchor Standards- all page 18 Grade level standards on the following pages:  Grades K-1 page 19  Grade 2 page 19  Grades 3-5 page 20 and 21  Grade 6 page 42, 43, and 44

13. Speaking and Listening Anchor Standards- all page 22 Grade level standards on the following pages:  Grades K-1 page 23  Grade 2 page 23  Grades 3-5 page 24  Grade 6 page 49

14. Language Anchor Standards- all page 25 Grade level standards on the following pages:  Grades K-1 page 26-27  Grade 2 page 26-27  Grades 3-5 page 28-29  Grade 6 page 52 and 53

15.  Why horizontal??  Understanding of skill development  Assists with differentiating  Better understanding of grade level accountability  Cross Curricular opportunities

16.  2011-2012 Each elementary building adopted a Language Standard (see page 26, 27, 28, 29, 52, and 53 for grade level standards)  Leola - 1  Smoketown- 2  Fritz-standard 4  Brownstown- standard 5

17.  Conestoga Valley teachers must create a UbD unit this year which includes 6-8 lessons  Teachers will create a unit addressing the building selected Language standard  Reading Specialists, RtII Coordinators and I will work with teachers to create these units  All units will be created using a Word Document Template  Units will eventually be uploaded into OnHands

18. Stage 1 –Desired Results Common Core Standard: 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Key Feature of the Standard: a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. Understandings: Students will understand (that)…  Similes have specific meaning in context.  Metaphors have specific meaning in context Essential Questions:  How do similes help a reader understand text?  How do metaphors help a reader understand text? Students will know… the definition of similes and metaphors Students will be able to… Identify and create similes and metaphors Stage 2-Assessment Evidence Performance Tasks: Other Evidence: (tests, quizzes, writing samples, journals) Stage 3-Learning Plan Learning Activities: These will become individual lesson plans. Similes and Metaphors Strand: Vocabulary Acquisition and Use Grade Level Unit: Fourth

19. Stage 1 –Desired Results Common Core Standard: 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing Key Feature of the Standard: a. Capitalize appropriate words in titles. Understandings: Students will understand (that)…  Capitalizing appropriate words will help writes communicate effectively.  Capital letters stand out in text. Essential Questions:  Which words in a title are capitalized?  Why do writers capitalize titles? Students will know…  Titles are capitalized. Students will be able to…  Write titles using capital letters.  Capitalize certain parts of a title. Stage 2-Assessment Evidence Performance Tasks: Other Evidence: (tests, quizzes, writing samples, journals) Stage 3-Learning Plan Learning Activities: These will become individual lesson plans. Grade Level: 3rd Unit: Conventions Strand: Conventions of Standard English

20.  Grade level samples by building  Reading Specialists/RtII coordinators will begin helping with unit designs in September during literacy meetings

21.  Questions??????  Please contact me via email or phone ( 397-5231 ext. 2432) at your convenience  See building Reading Specialist/RtII coordinators  Work and discuss in grade level groups …