Common Core Classroom Grade 3-5 Unit Overview 2...
Transcript of Common Core Classroom Grade 3-5 Unit Overview 2...
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 1
English Language Arts Common Core Classroom Grade 3-5
Unit Overview – 2 Weeks Focus: The purpose of this unit is to introduce students to the major routines and procedures central to the Common Core classroom. Teachers will introduce the skills necessary for building a classroom community. Through modeling and practice, students will learn to actively participate in whole group, small group, and partner conversations. In reading, students will practice listening to, reading, and responding to texts through discussions and writing. In writing, students will review proper use of Thinking Maps/ graphic organizers and discuss the relationship between purposes for writing and text types (genres).
CLAIMS:
Smarter Balanced established four “claims” regarding what
students should know and be able to do to demonstrate
readiness for college and career in the domain of ELA and
literary. The four claims are:
Claim 1: Students can read closely and analytically to
comprehend a range of increasingly complex literary and
informational text.
Claim 2: Students can produce effective writing for a range
of purposes and audiences.
Claim 3: Students can employ effective speaking and
listening skills for a range of purposes and audiences.
Claim 4: Students can engage in research/inquiry to
investigate topics, and to analyze, integrate, and present
information.
Duration: 10 days (Approximately 60 minutes daily
Making Meaning UNDERSTANDINGS Students will understand that… Participating in academic conversations
builds shared knowledge. Purposeful reading, listening, and
discussion leads to deeper comprehension of text.
Different text types are used to communicate different ideas.
Different thought processes can be recorded using specific Thinking Maps/ graphic organizers.
Research is a means to investigate their interests.
ESSENTIAL QUESTIONS Students will keep considering… How does following the established classroom rules and
procedures help me learn?
What questions should I ask to help me understand what a speaker or text says?
How can I effectively communicate my ideas about what I am learning, thinking, and wondering?
How can I comprehend and critique complex text?
Which writing structure best fits the purpose for communicating my ideas?
What am I curious about? How can research help me learn?
What strategies can I use to help me organize my thinking? Acquisition
Students will know… How following the established classroom
rules and procedures support learning.
How to effectively communicate ideas about what they are learning, thinking, and wondering.
How to comprehend and critique complex texts.
Which writing structure fits the purpose for communicating ideas?
What they are curious about and how the research process helps them.
Students will be skilled at (Do)… Following classroom rules and procedures
Participating in academic conversations using Talk Moves and appropriate body language
Responding to a text orally and in writing
Determining the appropriate writing genre based on purpose
Using Thinking Maps/ graphic organizers to represent types of thinking
Setting personal and group goals
Keeping materials organized
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 2
English Language Arts Common Core Classroom Grades 3- 5
Focus of Instruction
Recommended Texts, Resources, and Learning Activities Instructional
Tools
Recommended Texts
Recommended Close & Critical
Reading Activities
Recommended Accountable Talk
Activity
Recommended
Resources for
Multimedia,
Internet, Realia
Language (Conventions
Structure Vocabulary)
The 7 Habits of Happy Kids by Steven Covey
The Sneetches and Other Stories by Dr. Seuss
Chrysanthemum by Kevin Henkes
How to Take the Grrr Out of Anger by Elizabeth Verdick
Teamwork Isn’t My Thing, and I Don’t Like to Share by Julia Cook
The Boy Who Cried Wolf, by Aesop
Marvin Redpost: Why Pick on Me? by Louis Sachar
If You Had to Choose, What Would You Do? by Sandra Mcleod Humphrey
Stop Bullying!
(Lexile 740)
readworks.org
Important People
(Lexile 730)
readworks.org
Sister Problems*
(Lexile 420)
readworks.org
How to Say What You’re
Feeling * (Lexile 830)
readworks.org
You Can Do It!*
(Lexile 860)
readworks.org
About You: How Music
Affects Your Moods
(Lexile 830)
readworks.org
Close & Critical Lesson
Plans Provided
How does the conflict in
the story remind you of a
personal experience?
(Emphasis on text to self
relationships)
What do you think the
author is trying to
communicate about
building community, using
evidence from the text?
Citing specific examples,
how are these texts the
same and different?
Explicit instruction using
the Accountable Talk stem,
such as: “I agree/ disagree
with ___ because _____.I
still have questions about
_____.Based on my
evidence, I think
______.etc. (See
Accountable Talk
Resources)
http://kec.rialto.k12.ca.us/
cms/page_view?d=x&piid=
&vpid=1382523622591”
Rialto USD School Loop http://kec.rialto.k12.ca.us/cms/page_view?d=x&piid=&vpid=1382005577953 Accountable Talk Toolkit http://www.ces.rcs.k12.tn.us/web_uploads/203_accountable_talk_toolkit_10-09.pdf
Agree
Disagree
Predict
Infer
Accountable
Experience
Communicate
Conflict
Cooperate
Cite
Evidence
Empathy
Routine
Procedure
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 3
English Language Arts Common Core Classroom Grades 3- 5
Daily Lesson Plans and Performance Activities Approximate Days - 10
Suggested Text: Science Text History Text Health Text Picture books from
classroom libraries Houghton Mifflin “Back to
School” Units & Leveled Classroom libraries
Chapter books
Classroom Resources:
Thinking Maps Binder
Kagan Cooperative Learning Structures
Professional Reading:
Implementing the Common
Core State Standards: A
Primer on “Close Reading of
Text” By Sheila Brown and
Lee Kappes (Internet)
Kagan Cooperative Learning-
Dr. Spencer Kagen, Miguel
Kagan, Kagan Publishing,
2009
The Highly Engaged
Classroom, Robert J.
Marzano, Marzano Research
Laboratory, 2011
Instructional Activities Instructional Activities to be Introduced and Implemented Daily • Introduce Opening Routines • Assign partners/small groups for cooperative learning and academic discussions • Introduce Talk Moves – one at a time – modeling first, then moving to guided and independent practice, help
students understand how Talk Moves can be used to help with comprehension and critique • Require students to use complete sentences at all times • Teach appropriate body language for listening and speaking (face speaker, eye contact, lean in, listen intently,
etc.) • Introduce conversation cards and begin to apply them with familiar/social content • Introduce several cooperative learning structures throughout the week: e.g., Fan & Pick, Mix/Pair/Share,
Inside/Outside Circle emphasizing rules and procedures • Teach the value of being a self-directed learner and collaboratively establish rules and procedures for
independent work • Write personal and/or class mission statements that embody the Common Core Habits of Mind
Reading • Map the purposes for reading: match the reading purposes to the various reading genres that will be explored
throughout the year • Teach the behaviors of good readers, what good reading is and is not, emphasizing that good readers are
engaged, discerning, and open minded, set and adjust their purpose for reading based on the task • Establish and record class and individual reading goals for the year • Set up reading folders, add reading goals (group and individual) • Explicitly teach the “Think-Write-Pair-Share” procedure Practice “Think-Write-Pair-Share” several times during the unit using rich literature across content areas Define close reading and complex text explaining the roles they will play throughout the year • Choose a short text to close read • Teach students the value of textual evidence that is relevant and that provides strong support for an argument,
begin to ask and answer text dependent questions • Read aloud a variety of engaging text to provide opportunities for students to comprehend, respond, and build
content knowledge. When asking questions, be certain to require textual evidence to support claims
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 4
• Provide students time to preview content area textbooks and discuss what they are excited to learn about, and review common text features.
• Provide opportunities for students to engage in silent reading in a variety of genres: teach appropriate behaviors during silent reading time.
Writing • Discuss and chart the purposes for writing • Guide students in setting up their writing folders, be sure to explain how their writing folders will be utilized
throughout the year • Emphasize that authors use different genres of writing (narrative, informational, and opinion) depending on the
message they want to convey • Briefly define the purpose and characteristics of the narrative text type using a Circle Map, students record this
information on their own Circle Maps. On subsequent days, repeat this process for the informational and opinion text types (student Circle Maps may be used as tabs to organize their folders by genre)
• Choose several of the purposes for writing (chart), have students discuss each and decide which text type would best be used for that purpose e.g., “if the purpose is to teach a lesson, we would use the informative text type”
• If applicable, guide students in setting up writing journals emphasizing how and why they will be used • Review writing expectations that apply to all writing regardless of text type (capitalization, punctuation
sentence structure, etc.) add this to writing journals
Review the 6 Traits Writing Rubrics (Ideas, Organization, Conventions, etc.) if applicable, add this to writing folders/ journals
Display class created metaphors for the Traits of Ideas, Organization, Conventions, and Voice (see examples below)
• Thinking Map Schools: Review Thinking Maps using the “My Story” process (see Thinking Maps Teacher’s Manual p. 96-122) • If applicable, define Writer’s Workshop emphasizing its purpose and role in fostering independence, and
collaboratively establish rules and procedures
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 5
Activities to Establish Productive Group Work in the Classroom
Approximate Days - 10 Suggested Text:
The First 20 Day
Establishing
Productive Group
work in the
Classroom
By Douglas Fisher
and Nancy Frey
Resources: Kagan Strategies Fisher and Frey.com Reading.org
Lessons on Personal Responsibility Silent Interview Interview your partner in writing only, then introduce him or her to the class.
For K-1 students, students interview each other quietly with a teacher selected set of questions. Students introduce their partner to the class.
On-task Partners
When prompted, check to see if your partner is on the right page or has their name on their paper. Give silent signal such as a “thumbs-up” if both partners are on task.
The Helping Curriculum
Offering help, asking for help, accepting help, declining help. (see pg. 8) Noise Meter
Discuss how loud noise levels should be in the class. (see pg. 9) Walking Review
Seek other students to answer question on a worksheet. Students must sign their names for each solution. Answer the last question on your own at your desk.
ReQuest
You and your partner read the same piece of test and quiz each other using questions you each wrote. If one of you can’t answer, the other has to show how to locate the answer.
Lessons on Respectful Discourse Accountable Talk Discuss how to ask for clarification, and what should serve as evidence in the text. Use accountable talk sentence stems.
Discussion Partners
Discuss with your partner what makes for good communication between students. What does it look like, sound like, feel like?
Sounding Board
Meet with a partner to share work in progress and provide responses. Opinion Stations
Choose an opinion and discuss your opinion with others who answered similarly, then with someone who has a different opinion.
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 6
Lessons on Collaborative Problem Solving Paired and group response cards You and your partner have one set of response cards and must agree on an answer.
Think-Pair-Square
Discuss a topic with your partner, then extend the discussion with another set of partners. Conversation Roundtable
Create notes about a topic, then discuss these with your group. Write each member’s ideas, then summarize on your own. (See pg. 10)
Novel Ideas Only
Brainstorm a list of prior knowledge about a topic, then stand. One group member reads an item on the list, without repeating ideas. Goal is to have the most novel ideas.
Reading Partners
You and your partner read the same piece of text twice and discuss its meaning. Numbered Heads Together
Resolve a problem with your group, making sure all group members can answer it. The teacher will identify the spokesperson for the group by selecting a number.
Collaborative Posters
Work with your group to create a poster which summarizes your work on a topic. Each member must write in different colored marker.
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 7
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 8
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 9
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 10
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 11
Developed by RUSD teachers for teachers REVISED 7/17/15
* Adapted from Long Beach Unified School District Page 12