Welcome! Please take part in this Activating Strategy: DIRECTIONS: Place a Post-It (on each chart...

Welcome! Please take part in this

Activating Strategy:

DIRECTIONS:

• Place a Post-It (on each chart displayed around the room) in the area of the rubric that corresponds to your level of knowledge and expertise in reference to the Delaware Prioritized Curriculum and the Common Core State Standards.

Rubric for Posters

Minnow-I have no experience

in this area

Sea bass- I have limited

experience in this area

Dolphin- I have adequate

experience in this area

Whale- I am an expert in this

area

What’s in Your Toolbox?

• These are all of the items in Section Introduction section of the binder.

• 1. Agenda• 2. Introduction Overview• 3. Teacher Blackboard Directions• 4. Activating Charts 1-6• 5. UbD vs. LFS

THE DELAWARE PRIORITIZED CURRICULUM

& THE COMMON CORE STATE STANDARDS

Component Two

Train The Trainer

Summer 2010

Denise DiSabatino Allen Gregory Fulkerson Deb Hansen

Library/Media/Technology World Languages Visual and Performing Arts

Juley Harper Crystal Lancour April McCrae

English Language Arts Mathematics Science

Diana Roscoe Dusty Shockley John Moyer

Mathematics Social Studies Science

Why Are You Here?

Delaware is a participating member in the 48-state consortium focused on development and adoption of rigorous, K-12 Common Core Standards in English Language Arts and Mathematics

You are here to receive training about the Delaware Prioritized Curriculum and the Common Core State Standards

What will you get out of this training?

You will …• receive an overview to the scope, purpose and

implementation plan for proposed Delaware Prioritized Curriculum and the Common Core State Standards in ELA and Math following their adoption by the State Board of Education.

• learn about where to access the adopted Delaware Prioritized Curriculum and the Common Core State Standards on the DOE website.

• become familiar with the general format of the Delaware Prioritized Curriculum and the Common Core State standards.

What will you get out of this training?

• learn more about the Common Core Comparison that was completed to create a crosswalk between the existing Delaware Prioritized Curriculum and the Common Core State Standards.

• become familiar with the impact of the Delaware Prioritized Curriculum and the Common Core State Standards on the new DCAS state assessment in ELA and Math

• explore next steps related to the Delaware Prioritized Curriculum and the Common Core State Standards for planning for the upcoming year’s teaching and learning.

Race to the Top

Scope of Work (SOW)Implement rigorous college and career

ready standards and link with high-quality formative and summative assessments (SOW Areas 1, 2)

Implement and provide training in rigorous new Common Core Standards, align grade-level expectations to guide curriculum

http://www.doe.k12.de.us/rttt/default.shtml

Necessary Transitional Steps:

Prioritization of StandardsDelaware employed LFS to help with

prioritization-completed 2009

Adopt Common StandardsDelaware has had necessary law in place

since 1995 Delaware’s common standards are hosted

online with Grade Level Expectations and recommended instructional units

Component One…Provides an overview of the scope,

purpose, and implementation plan for the Delaware Prioritized Curriculum and the Common Core State Standards in ELA and Math

Is a series of online modules using Blackboard®

Available July 16, 2010Estimated to take 2 hours to complete

http://www.doe.k12.de.us/infosuites/staff/ci/de_prit_comstandards.shtml

Do you have new staff members who may not have access to

Blackboard?

As you make changes with staff, just let us know via our help

email,

[email protected]

Do you still want to register staff for Train the Trainer Sessions?

Please contact Shervon Bolden for registration, 735-4196, [email protected]

http://www.doe.k12.de.us/infosuites/staff/ci/de_prit_comstandards.shtml

Component 1 Modules

Module A Introduction to the Delaware Prioritized Curriculum in ELA, Mathematics, Science and Social Studies and the Common Core State Standards for ELA and Mathematics

Essential Question: What are the Common Core Standards and Prioritized Curriculum?

Component 1 Modules

Module B Prioritized Curriculum and Common Core State Standards and Comparisons

Essential Question: How does the Prioritized Curriculum compare to the Common Core State Standards in ELA and/or Mathematics?

Component 1 Modules

Module C Impact of Standards Prioritization and Adoption of Common Core State Standards on the DCAS State Assessment

Essential Question: How will adopting the Prioritized Curriculum and the Common Core State Standards impact DCAS?

Component 1 Modules

Module D Next Steps for Teaching and Learning

Essential Question: How will the Prioritized Curriculum and the Common Core State Standards impact my next steps in planning for instruction?

What is Component 2?

A deeper discussion of the standards within each assessed content area.

Secondary teachers and specialists will participate in a half-day session in their primary content area.

Elementary teachers will be provided with a full-day equivalent of component #2, with coverage of all four assessed areas (English Language Arts, Mathematics, Science, Social Studies).

What is your role in Component Two?

You will…• receive a toolkit of materials needed to lead the

trainings in your district and schools. • lead the structured activities for Component Two

in your district• involve your teachers in a deeper discussion of

the standards within each assessed content area.• provide secondary teachers and specialists in

your district/schools with a half-day session in their primary content area.

• provide elementary teachers with a full-day equivalent of Component Two with coverage of all four assessed areas (English Language Arts, Mathematics, Science, Social Studies).

Who are your facilitators?

Delaware Center for Teacher EducationELA- Carol Vukelich, Bonnie Albertson, Chris

EvansMath/Science- MSERC-Jon Manon and staffSocial Studies- Fran O’Malley

Southern Delaware Professional Development Center (SDPDC) ELA- Tracy Hudson, Aleta Thompson, Patti

Bunting, Ann LewisMath- Molli CarterScience- John Moyer, April McCrae, Todd

DunnnSocial Studies- Tim Young

Content Area Breakout Sessions

ELA

Bonnie Albertson

More….matching CCSS to DE standards

21

Next Steps for Teaching and Learning

22

• Essential Question:

How are DE ELA Prioritized Curriculum and the ELA Common Core State Standards aligned?

23

Reading Standards for LiteratureStandard 2Standard 3Standard 4

Reading Standards for Informational textStandard 2Standard 3

Foundational SkillsStandard 2Standard 1

Writing Standards [Informative, Persuasive/Argumentative, Narrative]Standard 1Standard 3

Standards for Speaking and ListeningStandard 1

Language StandardsStandard 1Standard 2

CCSS Anchor Standards and Delaware Standards

Terms….24

COMMON CORE DELAWARE

Strands: 1. Reading

Literature Informational Text Foundational Skills (K-

5)2. Writing3. Speaking/Listening4. Language

Standards: 1. Composing

Written Oral

2. Reading3. Research4. Literature

CCR [College/Career Readiness] Anchor Standards

Performance Indicators [PIs]

Grade Specific Standards GLEs

More Terms….25

Topics: Reading Literary/Informational:

Key Ideas & Details Craft and Structure Integration of Knowledge and Ideas Range and Level of Text Complexity

Foundations (K-5) Print Concepts Phonological Awareness Phonics and Word Recognition Fluency

Writing Text Types and Purposes Production and Distribution of Writing Research to Build Knowledge Range of Writing

Speaking/Listening Comprehension and Collaboration Presentation of Knowledge and Ideas

Language Conventions in Writing and Speaking Vocabulary Acquisition and Use

Topics: Delaware does not really have “topics;” however, here are some possible parallels –

1.Written and Oral Communication Purposes: Informative, Persuasive,

Expressive Development Organization Word Choice/Style Sentence Structure Conventions

2.Reading Determining Meaning Interpreting Meaning Extending Meaning Connecting to Self

3.Research4.Literature

Determining Meaning Interpreting Meaning Extending Meaning Connecting to Self

Anticipation Guide

• True/False: The secondary “match” between CCSS standards and DE PIs is stronger than the elementary match.

• True/False: The weakest match between CCSS grade level standards and DE GLEs can be found at grade 4.

• True/False: Grade Level match between GLEs and CCSS grade level indicators is stronger at 5th and 6-8th grades

• Which of the content strand(s) has/have some kind of a “weak” match – literature, informational, reading foundations, writing, speaking/listening, language?

• Which of the content strand(s) has/have the strongest match – literature, informational, reading foundations, writing, speaking/listening, and/or language?

26

ELA Common Core State Standards Analysis

27

100%It doesn’t get any

better than that!

28

K 1 2 3 4 5 6-8 9-10 11-12

Exc. 71% 65% 79% 88% 90% 92% 97% 97% 96%

Good 26% 35% 21% 10% 9% 6% 3% 3% 4%

Weak 3% 1% 1%

CCSS match to DE PIs

Grade Level match between GLEs and CCSS grade level indicators

29

K 1 2 3 4 5 6-8

CC standard appears before it does in DE

18% 11% 4% 3% 1% 0% 0%

CC standard appearing after it does in DE

0% 21% 1% 2% 2% 0% 0%

Same 82% 68% 95% 95% 98% 99% 99%

CCSS match within content strands –

30

ELA strands Excellent Good Weak

Literature 91% 9%

Informational 94% 5%

Reading Foundations (K-5)

75% 25%

Writing 100% 0

Speaking & Listening

98% 2%

Language 76% 22% 2%

Anticipation Guide

• True/False: The secondary “match” between CCSS standards and DE PIs is stronger than the elementary match.

• True/False: The weakest match between CCSS grade level standards and DE GLEs can be found at grade 4

• True/False: Grade Level match between GLEs and CCSS grade level indicators is stronger at 5th and 6-8th grades

• Which of the content strand(s) has/have some kind of a “weak” match – literature, informational, reading foundations, writing, speaking/listening, language?

• Which of the content strand(s) has/have the strongest match – literature, informational, reading foundations, writing, speaking/listening, and/or language?

31

Segment 1 Essential Question

How will Race to the Top’s (RTTT’s) focus on the Common Core State Standards (CCSS) inform teaching and learning in Delaware?

Treasure Hunt

Treasure Hunt-Numbered Heads

• Count of by 1’s and 2”s• 1s locate the answers to the odd

numbered items• 2s locate the answers to the even

numbered items• Be prepared to share

Find Someone who Knows

• At the signal get up and move around the room to find individuals who know the answers to items you did not complete.

• Discuss those items and be ready to share out.

Common Core Comparison-Multiple Match

Common Core Standard Delaware ELA GLEGrade Difference

Match Note

CC.3.W.2.c Text Types and

Purposes: Use linking words and

phrases (e.g., also, another,

and, more, but) to connect ideas

within categories of information.

DE.3.1(WO).1/2/3.41 Organization: Persuasive Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3]

0

3 = Excellent match between

the two documents

DE refers to “linking

words” as transitional

words or phrases

DE.3.1(WO).1/2/3.46 Organization: Informative Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3]

0

DE.3.1(WO).1/2/3.51Organization: Expressive Writing: Use transition words that show order or show simple relationships (e.g., but, however) [Grade Level 3]

0

Segment 1 Train the Trainer, Juley Harper, July 2010 35

Common Core Comparison-No Match

Common Core Standard Delaware ELA GLEGrade Difference Match Note

CC.3.R.F.3.b Phonics and

Word Recognition:

Decode words with common Latin suffixes.

DE.6.2(Rea) .1.1:Vocabulary: Identify and use the meanings of high frequency Greek and Latin derived roots and affixes to determine the meaning of unknown words (e.g., bio, derm, anti, graph, tele) [Grade Level 6]

-31 = Weak

match. Major aspects of

the Common Core not

addressed.

Greek and Latin

(specifically) begin in Gr.

6 in DE.


Reading Standards for LiteratureStandard 2Standard 3Standard 4

Reading Standards for Informational textStandard 2Standard 3

Foundational SkillsStandard 2Standard 1

Writing Standards [Informative, Persuasive/Argumentative, Narrative]Standard 1Standard 3

Standards for Speaking and ListeningStandard 1

Language StandardsStandard 1Standard 2

CCSS Anchor Standards and Delaware Standards


CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and

challenges.


How do we read the CCSS?

• CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges.

• DE.2.4 (Lit).4.a.1: Read stories and relate characters’ experiences to shape own decisions by asking questions: * I felt like that character when I…* If that happened to me, I would…* I can relate to that character because one time…

CC=Common Core2= Grade

R= ReadingL=Literary

3=3rd bullet

DE=Delaware2= Grade

4.4a=Standard and Performance

IndicatorLit=Literary1=1st bullet


How do the two standards align?

• CC.2.R.L.3 Key Ideas and Details: Describe how characters in a story respond to major events and challenges

• DE.2.2(Rea) .4bL.2 Identify other characters in a story or in a poem

• DE.2.2(Rea) .4d.1 Retell a story, identifying the main characters and major events in a literary text

• DE.2.2(Rea) .4g. Make connections between ideas/ characters in stories (e.g., what story that we have read does this remind me of?)

• DE.2.2(Rea) .4g.2 List similarities and differences between ideas/characters in text(s)

• DE.2.4(Lit).4a.1 Read stories and relate characters' experiences to shape own decisions by asking questions: * I felt like that character when I.... * If that happened to me, I would.... * I can relate to that character because one time....

• DE.2.4(Lit).3a.2 Acknowledge the experiences and feelings of fictional characters based on age, gender, nationalities, races, cultures, and/or disabilities

• DE.2.2(Rea) .6a.2 Explain personal connections to the topics, events, characters, and actions in texts


Burning Question

With your partner discuss any AHA or OH NO thoughts you had during this segment of training.

What questions/observations do you have regarding the ELA Common Core State Standards?

Segment 2 ELAEQ: How are the DE Prioritized Curriculum

and the CCSS alike and different?

• Anticipation Guide

(or Make a Match)

• Find Delaware KUD Gr. 2 and 7 Text Features and Text Structures in Segment 3 Section in notebook. (Color Coded)

• Move to follow Anticipation Guide Segment 2

CCSS/DE ELA Prioritized Curriculum KUD

Text Structures and Text Features

1s Examine Gr. 2 KUD

2s Examine Gr. 7 KUD

Look for similarities and differences between CCSS (on the left) and the DE PIs (on the right)

T-Chart

On the T-Chart in your binder work with your partner to record your observations about the similarities and differences between the CCSS and DE Prioritized Curriculum –Specific to Text Structures at the 2nd and 7th levels.

Give One Get One

Meet with at least two other pairs to add two similarities or differences to your T-Chart.

Explanation of KUDs and Color-Coding of KUDs

Red- Knowledge (Knows)

Blue-Skills (Dos)

Purple-Concepts (Understands)

A More Detailed Comparison Contrast

Create a foldable

1. Fold a sheet of paper into 6 sections

2. Label each left hand box (front and

back) with the following categories:

a. Organizational format

b. Goal of each document

c. Specificity of the skills, knowledge

understandings at each grade level

d. Text recommendations

e. Scope and Sequence for language

instruction

f. Early Reading Standards

Work in Pairs

With your partner look through both of these documents and record your observations about each

Left –CCSS

Right- DE Prioritized Curriculum

Pair Square to Share

Now What do You Think?

Revisit Anticipation Guide

Common Core StandardsComponent 2Segment 3: Comparing CCSS/DE and district curriculum

Summer, 2010

Verb Sort

• With your partner arrange the verbs in the first envelope from lower to higher cognitive level.

• Now match the definitions in the second envelope to the appropriate verb.

• Discuss with your partner any revisions you want to make to the cognitive order

• Summarize by using a physical array.

CCSS Standard 5Decode this Standard and 4th Grade

Expectation

What does it mean?

Anchor StandardReading Craft and Structure - Analyze the structure of

[Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole.

Grade 4 [Informational] Describe the overall structure (e.g.,

chronology, comparison, problem/ solution) of events ideas, concepts, or information in a text or part of a text)

DECODE the standard

• Content: text structure• Task (cognitive demand)

– Anchor standard – analyze– Grade level standard - describe

CCSS Standard # 5 Delaware Performance Indicator/GLE

Anchor Standard: Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole.

PI 2.4.b I/T Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.-E

Grade 4 - Reading Informational text: Reading Craft and Structure [Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text)

2.4.bI/T Grade 4 GLE• Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text-E• Identify text structures in informative/ technical texts (e.g., sequence/ chronological order, classification, simple definition, simple process, description, comparison, problem/ solution, simple cause/effect)-I

CCR Anchor Standard for Reading DE Performance Indicators

Reading Craft and Structure (#5) - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole.

2.4.b I/T Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.-E

CCR – Grade Level Reading Standard DE 4th Grade Level Expectations

Grade 4 [Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text) -------------------------------Grade 3 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.Grade 5 - Compare and contrast the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information overall structure in two or more texts.

2.4.bI/TDescribe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text-EIdentify text structures in informative/ technical texts (e.g., sequence/ chronological order, classification, simple definition, simple process, description, comparison, problem/ solution, simple cause/effect)-I

KUDKNOW UNDERSTAND DO

Various text structures: sequence/chronological order, classification, definition, process, description, comparison, problem/ solution, simple cause/effect, conflict/resolution

Various text features: title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices, key words, sidebars, hyperlinks)

Difference between informative, technical, and literary texts

Difference between text structure and text feature

Relationships between parts of text and whole text (as indicated by text features and structures)

Genre characteristics Parts of a text: a section,

chapter, scene, or stanza

Recognizing how a text is structured is one key to making meaning from text.

Text features help the writer chunk and organize the information so readers can deconstruct the text.

Understanding genre characteristics works as an advance organizer for reading comprehension. When readers know what to expect from text, they can more easily make sense of what they read.

Authors’ choices of structures, features, etc. control the message and the readers’ perceptions.

Identify genre Identify text type: literary vs.

informative/technical Identify text features Identify text structures Identify text’s purpose and message Analyze/make connections between

text features/sections and the text’s purpose/ message

Analyze/make connections between author’s choice of text structure and the text’s purpose/message

Make predictions about text based on text features and text structures

Explain how structure and/or features enhance text’s purpose/message

Identify how the message/purpose would be different if different features/structures were used.

Describe the relationship between text organization and development of ideas

Describe the relationship between form/structure and meaning in text

CCSS Standard # 5 Local School District Curriculum


New to grade 4Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) Carry-over or reviewDescribe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text.Identify text structures in informative/technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect) to make meaning of text.


CCSS Standard # 5 Local School District Curriculum


New to grade 4Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials) Carry-over or reviewDescribe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text.Identify text structures in informative/technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect) to make meaning of text.


Grade 3 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Grade 5 - Compare and contrast the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information overall structure in two or more texts.

Anthology list of grade 4 skills/strategies

Title Genre Skill/Strategy

“Inside Out” Realistic Fiction Compare/Contrast text structure

“Satchel Paige Biography Sequence

Exploding Ants Expository nonfiction Graphics/charts

“Mystery of St Matthew Island”

Case Study Text Structure/sequence

Journey to the Center of the Earth

Science Fiction Problem/Solution text structure

Special Effects Film and TV

Expository Nonfiction Graphics

Jane Goodall’s Wildlife Expository Nonfiction Comparison/text structure

Alignment Continuum

• Decide with your partner how you would score this district’s curriculum segment on text features and text structures to the CCSS Standard 5 at the 4th grade level.

• Mark your decision in the appropriate box on the continuum. (Question 1)

Elementary/Secondary Expert Groups

In your groups, you will be examining how a district’s curriculum might or might not be aligned with the CCSS.

• Elementary CCSS Standard 5, district’s 3rd grade curriculum

• Secondary CCSS Standard 9, district’s 10th grade curriculum

• or CCSS Standard 1, districts 8th grade curriculum

Step 1: Decode CCSS Anchor and GLE

• What is the content requirement (focus of the standard-inferencing, comparing and contrast, point of view, etc?

• What is the cognitive demand at that grade level (note verb used)?

Step 2: Compare the DE and CCSS standards and GLES

• Is there a content match? If so, how close is it? What differences are there? How important are those differences?

• Is there a cognitive level match? What differences are there and how important are those differences?

Step 3: Compare the district’s recommendations with the CCSS

• Is there a content match? If so, how close is it? What differences are there? How important are those differences?

• Is there a cognitive level match? What differences are there and how important are those differences?

Alignment Continuum

• Decide with your group how you would score this district’s curriculum segment in relation to its alignment with CCSS.


Alignment with CCSS

This is the process you would use to determine your district’s curriculum alignment with CCSS

NAEP Framework for Reading

GRADE Literary Informative

4 50% 50%

8 45% 55%

12 30% 70%

“The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K-5, the Standards follow NAEP's lead in balancing the reading of literature with the reading of informational texts, including texts in history/ social studies, science, and technical subjects. In accord with NAEP's growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6-12 ELA requires much greater attention to …informational text…

Grade 4Title Genre Title GenreBecause of Winn-Dixie Story

RealisticThe Houdini Box Story

Hist FictionLewis and Clark and Me Story

FantasyEncantado: Pink Dolphin of the Amazon

Informational

Grandfather’s Journey StoryHist Fiction

The King in the Kitchen Drama

The Horned Toad Prince Fairy Tale Seeker of Knowledge Biography

Letters Home from Yosemite

Story: Narrative Non-Fiction

Encyclopedia Brown StoryRealistic Fiction

What Jo Did Story Sailing Home: A Story of a Childhood at Sea

StoryHist Fiction

Coyote School News StoryHist Fiction

Lost City: The Discovery of Machu Picchu


Grace and the Time Machine

Play Amelia and Eleanor Go for a Ride

StoryHist Fiction

Marven of the Great North Woods

Biography Antarctic Journal Journal

So You Want to be President

Informational Moonwalk StoryScience Fiction

Stranger StoryFantasy

My Brother Martin Biography

Avelina’s Whales Photo Essay Jim Thorpe’s Bright Path Biography

How Night Came from the Sea

Traditional Tale How Tia Lola Came to Stay

StoryRealistic Fiction

Eye of the Storm Informational To Fly: Story of the Wright Bros

Biography

Great Kapok Tree StoryFantasy

The Man Who Went to the Far Side of the Moon


CCSS Exemplars for Grades 4-5

Alice’s Adventures in Wonderland by Lewis Carroll (1865) “Casey at the Bat” by Ernest Lawrence Thayer (1888) The Black Stallion by Walter Farley (1941) Where the Mountain Meets the Moon by Grace Lin (2009) Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger (1992)

Hurricanes: Earth’s Mightiest Storms by Patricia Lauber (1996) A History of US by Joy Hakim (2005) Horses by Seymour Simon (2006) Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by Sy Montgomery (2006) “Zlateh the Goat” by Isaac Bashevis Singer (1984)

Range of Text Types for K–5

• Stories: Includes children’s adventure, stories, folktales, legends, fables, fantasy, realistic fiction, and myth

• Dramas: Includes staged dialogue and brief familiar scenes

• Poetry: Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

• Literary Nonfiction and Historical, Scientific, and Technical Texts: Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed

Work with a partner

How aligned are the local district’s text/passages with the requirements of this CCSS standard?

Questions:

• Do the range of genre match recommendations?

• Do the percentages of fiction and nonfiction match?

• Is the complexity of the readings similar to the complexity of the CCSS exemplars? In other words, would reading these works prepare students for reading the CCSS exemplars?

Alignment Continuum

• Decide with your group how you would score this district’s texts/passages/book lists with the requirements of the CCSS.


Alignment checks…..• Look for matches between your curriculum and

both Common Core and DE standards.

• Look for a match in both CONTENT and COGNITIVE demand.

• If your curriculum appears to be misaligned with Common Core, check grade levels before and after – some vertical “tweaking” may be indicated.

• Use Common Core Text Complexity and recommended text types/exemplar guidelines to evaluate the appropriateness of your reading selections.

Alignment Continuum

• Now predict how well aligned your curriculum and text/passages/book lists might be with the CCSS.

• Mark your decision in the appropriate box on the continuum. (Question 3 and 4)

Pass the Problem

• Each table or group gets a different problem, written across the TOP of the paper and they must brainstorm (collectively, as a group) a possible solution. They get 2 minutes to find a solution. They write their solution at the BOTTOM of the paper and then fold their paper (from the bottom) so that the next group gets their problem but cannot see the proposed solution(s). The second group writes their solution (without seeing the previous group’s solution) on the exposed flap; after 2 minutes they fold again and pass to next table. Final group (usually 4 rounds is about “enough”) synthesizes all solutions into one and reports out.

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