1. Module 4 Planning an Integrated Common Core Lesson 1 min

2. Objectives Deepen our understanding of the Common Core Reading Informational Standards Plan lessons that integrate the Common Core ELA Standards Revisit and practice Interactive Structures Incorporate strategies that support collaboration and text-based discussions 1min

3. Norms Respect for all perspectives Active listening and participation Maintain a positive outlook and attitude Proactive problem solving Assumption of positive intent 2 min

4. Whittier City School District’s Instructional Focus Developing deep comprehension and interpretive skills using literature and informational text, with an implicit focus on informational text and expository writing Close Reading Text based discussions Constructed Response/Text Dependent Questions Building Knowledge through content-rich nonfiction and informational texts and literature Instructional Shifts Reading and writing grounded in evidence Rich and rigorous conversations, dependent on common text Instructional Strategies 1 min

5. Interactive Structures Increase student engagement and allow teachers to check for understanding Interactive Structure Options Whip Around Heads Together Stand and Share Talking Stick/ Talking Chips Think, Pair, Share Think, Write, Pair, Share Partner work Quick Write Tea Party Clock Appointments Lines of Communication Pass out Interactive Structure Tool 2 min

6. Debrief Bring out your artifacts from the last Module Talking Stick(2 min. per person) What did you notice about your students in experiencing these lessons? Group Share 12 min

7. Ways to Listen & Grow Ideas Clarifying What do you mean by…? Clarifying What I’m trying to say is…. Elaborate Can you say more about that? Why is that important? Elaborate In the article it says…. I think it’s important because…… Supporting with Evidence Can you show me evidence in the text? Can you show me where it says that? Supporting with Evidence The author wrote….. In the text it says …. I Agree I agree with what _____ said because…. You are right about that because…….. I thought about that also since…….. I Disagree I disagree with the idea that…. because….. I see it another way because…… My idea is different from yours because…….. 2 min Adding on I would like to add onto _____’s idea……… Another reason is….. In addition to what ____ said……..

8. Partnerships 5 th Grade What did you notice after watching this video?

9. Partnerships 2 nd Grade What did you notice after watching this video?

10. Unpacking the Standards Look at your Grade Level Informational Standards Circle the the verbs Underline the nouns What should students know and be able to do within each Cluster? After unpacking the standards. Write a synthesis explaining what students should know and be able to do within the Cluster 20 min Pass out Unpacking Standards Worksheet

11. Common Core Standards Integrated Lesson Planning Tool (REVISED) 2min Pass out to teachers Revised Planning Tool on cardstock

12. Lesson Template

13. Team Planning Process Assign roles Timekeeper: Keeps track of time and pacing Recorder: Records work on template Facilitator: Guides the team to stay focused Reader: Reads the text and each pivotal passage All Members: Participate and contribute to planning the lesson 2 min

14. Examine a Text What makes a text worthy of Close Reading? Can we integrate multiple standards within this text? Is there complex information that can be analyzed? Are there several big ideas the reader can draw conclusions about? Does the author use craft techniques or text features that we can study? (words, phrases, charts etc.) Does it promote discussion and/or controversy? Team answers above questions using selected text 10 min

15. Examine A Text Task: Reader reads the text aloud. Team members take turns retelling the text, focusing on significant details/events. Make sure everyone understands the text and take time to clarify if necessary. 10 min

16. Planning For Close Reading Determine the Main/Central Ideas that emerge after reading the text  Elaborate on the Main/Central Ideas:  What is this text saying or showing us about________? Examples:  Bravery: It’s important to stand up for what you believe in  Brave People: Holidays honor people who are brave  Change: Animals change as they grow Recorder documents group’s ideas on the planning template. 5 min

17. Examining the Standards What Reading Informational Standards seem to be most suited for this text? 5 min Recorder documents on planning template

18. Previewing Allow students to Preview the Text and notice: Titles/Headings Captions/Photos Diagrams/Tables Ask students to: Predict what text will be about Think about what they will learn Determine what they know about topic Reminder for teachers 1 min

19. Planning For The First Read Decide if any information must be frontloaded Is information essential to frontload or can students use context to figure out unknown words or ideas? How will you briefly share information with students without revealing what students can discover on their own by closely reading text? Define Words in Context Strategy Read the sentence from the text Briefly define the word. Reread the sentence and continue reading. 5 min Recorder documents on planning template

20. Planning For The First Read Decide how students will experience the First Read Read Aloud, Whisper Read, Choral Read, Partner Read, Independent Read Decide how students will recount the text after the first read Whip around Talking stick/chips Partner retell Chart paper/scenes, Flow Map Others? Decide how students will Code the Text ! = Wow/surprise Circle = what does this word mean ? = Question Recorder documents on planning template 5 min

21. Planning For Close Reading Chunk the text into Pivotal Passages  What sections merit a second read? *Be sure pivotal passages support understanding of the Central/Main Ideas. Consider: Important and interesting sections or parts Sections that include complex ideas or information Sections that include various structures Lengthy information 10 min All members draw lines on the text to indicate pivotal passages.

22. Planning For Close Reading Determine Understandings to be Developed What do we want students to understand after rereading each pivotal passage? Test your Understanding to be Developed Does it capture the main idea? Can it be supported with details from the Pivotal Passage? Does is support the Central Idea/s? Recorder documents on planning template 10 min

23. Planning Tool Text-based Questions 5 min Pass out Questioning Tool on cardstock

24. Planning For Close Reading Develop Text Based Questions Draft questions that will help students get to the understanding that needs to be developed. Ensure questions lead students back to the text and support discussion. Sequence questions in a logical order. 15 min Recorder documents on planning template

25. Interactive Structures Determine interactive structures for each question. Interactive Structure Options Whip Around Heads Together Talking Stick/ Talking Chips Think, Pair, Share Think, Write, Pair, Share Partner work Quick Write Stand & Share Tea Party Clock Appointments Lines of Communication 5 min. Recorder documents on planning template

26. Planning For Close Reading Enduring Questions: Are questions students could think about and discuss while reading the text that help them uncover the theme/central idea This is the last question asked after each pivotal passage to build up to the culminating question 1 min

27. Planning For Close Reading Examples of Enduring Questions: (Choose one or create your own) What does the author want us to understand? What are we learning about______? What information is important to remember? What information or ideas does the text present? 3 min Recorder documents on planning template

28. Planning For Close Reading Develop a Culminating Question for discussion and constructed response This question will be asked to engage the class in an extended discussion about the theme/central idea. Students will also answer this question in writing. (constructed response) As a team, brainstorm possible responses. 1 min

29. Planning For Close Reading Develop a culminating question for discussion and constructed response Examples: (Choose one or create your own) What is the author’s message about _______? What does the author want us to learn? Throughout the text the author argues/claims __________. How reasonable is this claim and why? How does the author develop the idea that _______ throughout the text? Recorder documents on planning template 3 min

30. Identify Standards Addressed Based on the questions and interactive structures from each pivotal passage: Which Reading Standards are we addressing? Which Speaking and Listening Standards are we addressing? Which Writing Standards are we addressing? 5 min Recorder documents on planning template

31. Determine Objectives and Pacing 5 min Recorder documents on planning template ADD Screen shot of planning tool

32. Next Steps Schedule a time to complete the lesson during your grade level meeting Schedule a time to teach and and debrief the lesson with your grade level team members Incorporate Interactive Structures throughout the day Strengthen and Grow Partnerships and add on to your current Discussion Stems Apply the grade level planning tool to another text 2 min

33. Thank you! 3 min