day 1 ela sessions - standards institute...day 1 ela sessions grades p-3 framing comprehensive ela;...

Day1ELASessionsGradesP-3

Framing Comprehensive ELA; Shifts and Standards

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Table!of!Contents!!!

Importance!of!Communication!and!Collaboration!..........................................................................................!3!Dimensions!of!Complexity!................................................................................................................................!4!“The!Widow’s!Broom”!by!Chris!Van!Allsburg!..................................................................................................!5!Knowing!What!You!Are!Seeing:!Sneetches!......................................................................................................!6!Knowing!What!You!Are!Seeing:!The)Garden)of)Abdul)Gasazi!.........................................................................!7!Post!Video!Feedback!........................................................................................................................................!8!Staying!on!Topic!................................................................................................................................................!9!Video:!Prekindergarten!Bear!Unit!..................................................................................................................!10!Kindergarten!Lesson!.......................................................................................................................................!11!Grade!1!Lesson!...............................................................................................................................................!18!Grade!2!Lesson!...............................................................................................................................................!30!Grade!3!Lesson!...............................................................................................................................................!41!Consider!Your!OVERALL!Program!...................................................................................................................!48!

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Importance!of!Communication!and!Collaboration!!"Forbes!Magazine:!Skills!Employers!Seek!

CCSS!Speaking!and!Listening!Standards!

1. Ability"to"work"in"a"team"structure"2. Ability"to"make"decisions"and"solve"

problems"3. Ability"to"communicate"verbally"

with"people"inside"and"outside"an"organization"

4. Ability"to"plan,"organize,"and"prioritize"work"

5. Ability"to"obtain"and"process"information"

6. Ability"to"analyze"quantitative"data"…"10."Ability"to"sell"and"influence"others"""

1. Prepare"for"and"participate"effectively"in"a"range"of"conversations"and"collaborations"with"diverse"partners,"building"on"each"other’s"ideas"and"expressing"their"own"clearly"and"persuasively"

2. Integrate"and"evaluate"information"presented"in"diverse"formats:"including"visually,"quantitatively,"and"orally"

3. Evaluate"a"speaker’s"point"of"view,"reasoning,"and"use"of"evidence"

4. Present"information,"findings"and"supporting"evidence"such"that"listeners"can"follow…"

5. Make"strategic"use"of"digital"media...to"express"information"and"enhance"understanding"of"presentation"

6. Adapt"speech"to"a"variety"of"contexts…""

Correspondences"and"Commonalities:""""""

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Dimensions!of!Complexity!! !

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“The!Widow’s!Broom”!by!Chris!Van!Allsburg!!“At"daybreak,"Widow"Shaw"discovered"the"witch"lying"in"her"vegetable"garden.""She"was"bruised"and"bloody"and"couldn’t"stand"up"on"her"own.""In"spite"of"her"fear,"and"because"she"was"a"kind"woman,"Minna"Shaw"helped"the"witch"inside"and"put"her"to"bed.”!If"you"found"a"witch"in"your"garden,"what"would"you"do?!

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“Not"a"week"passed"before"the"widow’s"neighbors,"the"Spiveys,"found"out"about"the"broom.""Their"farm"was"just"down"the"road,"the"only"other"place"around.""It"was"one"of"eight"Spivey"children"who"saw"the"broom"first.""When"the"boy"told"his"father,"Mr."Spivey"ran"straight"across"the"road"to"the"widow’s"house."“Is"it"true?”"he"demanded.""Did"she"really"have"such"a"broom?!“Oh"yes,”"Minna"Shaw"answered.""“It’s"wonderful!”""She"told"her"neighbor"all"about"the"broom"and"the"witch"who’d"left"it"behind.""Then"she"took"him"around"to"the"back"of"the"house,"where"the"broom"was"hard"at"work"splitting"wood.!Mr."Spivey"was"horrified.""“This"is"a"wicked,"wicked"thing,”"he"said.”!Because'they'don’t'understand'the'broom,'the'Spivy’s'fear'it.''Sometimes'this'happens'between'people.''Can'you'think'of'a'situation'where'people'fear'something'they'don’t'understand?!

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Rewrite"the"question"to"align"to"a"standard"and"a"shift:"

Rewrite"the"question"to"align"to"a"standard"and"a"shift:"

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Knowing!What!You!Are!Seeing:!Sneetches!"CCSS.ELA.LITERACY.RL.5.4"Determine"the"meaning"of"words"and"phrases"as"they"are"used"in"a"text,"including"figurative"language"such"as"metaphors"and"similes."CCSS.ELA.L.5.5"Demonstrate"understanding"of"figurative"language,"word"relationships,"and"nuances"in"word"meanings."CCSS.ELA.L.5.5.A"Interpret"figurative"language,"including"similes"and"metaphors,"in"context.""

Look.fors" Notes/Evidence"

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• Instruction"focuses"on"reading"texts"closely!

• Questions/"tasks"address"text"and"help"build"knowledge"by"attending"to"its"particular"structures,"concepts,"ideas,"and"details!

• Instruction"focuses"on"building"students’"academic"vocabulary"in"context!

• Questions"and"tasks"attend"to"the"text’s"words,"phrases"and"sentences"!

• Teacher"asks"questions"that"can"only"be"answered"by"referring"to"the"text"(not"personal"experience)"

"• Teacher"expects"evidence"and"

precision"from"students"and"probes"responses"accordingly"

""

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• Students"cite"specific"evidence"from"text(s)"to"support!analysis,!inferences,!and!claims!orally"and"in"writing"

"• Students"use"evidence"to"build!on!

each!other’s!observations!or!insights"during"discussion"or"collaboration!

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Knowing!What!You!Are!Seeing:!The!Garden!of!Abdul!Gasazi!CCSS.ELA.LITERACY.RL.3.1"Ask"and"answer"questions"to"demonstrate"understanding"of"a"text,"referring"explicitly"to"the"text"as"the"basis"for"the"answers."CCSS.ELA.LITERACY.RL.3.2"Recount"stories,"including"fables,"folktales,"and"myths"from"diverse"cultures;"determine"the"central"message,"lesson,"or"moral"and"explain"how"it"is"conveyed"through"key"details"in"the"text."CCSS.ELA.LITERACY.RL.3.3"Describe"characters"in"a"story"(e.g.,"their"traits,"motivations,"or"feelings)"and"explain"how"their"actions"contribute"to"the"sequence"of"events"CCSS.ELA.LITERACY.SL.3.1"Engage"effectively"in"a"range"of"collaborative"discussions"(one.on.one,"in"groups,"and"teacher.led)"with"diverse"partners"on"grade'3'topics'and'texts,"building"on"others'"ideas"and"expressing"their"own"clearly.""Look"Fors" Notes/Evidence"

• Instruction"focuses"on"reading"texts"closely!• Questions/"tasks"address"text"and"help"build"

knowledge"by"attending"to"its"particular"structures,"concepts,"ideas,"and"details!

• Instruction"focuses"on"building"students’"academic"vocabulary"in"context!

• Questions"and"tasks"attend"to"the"text’s"words,"phrases"and"sentences"!

• Teacher"asks"questions"that"can"only"be"answered"by"referring"to"the"text"(not"personal"experience)"

"• Teacher"expects"evidence"and"precision"

from"students"and"probes"responses"accordingly"

""

"

• Students"cite"specific"evidence"from"text(s)"to"support!analysis,!inferences,!and!claims!orally"and"in"writing"

"• Students"use"evidence"to"build!on!each!

other’s!observations!or!insights"during"discussion"or"collaboration!

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Post!Video!Feedback!Using!the!video!transcripts!if!needed,!consider!the!following:!!Do!the!questions!attend!to!specific!words,!phrases!and!sentences!within!the!text?!Video!1:!The!Sneetches!!!!!!!!

Video!2:!The!Garden!of!Abdul!Gasazi!

!Do!the!questions!return!students!to!the!text!to!build!understanding?!Video!1:!The!Sneetches!!!!!!!!

Video!2:!The!Garden!of!Abdul!Gasazi!

!Do!the!students!cite!specific!words,!phrases!and!sentences!when!providing!evidence!from!the!text?!Video!1:!The!Sneetches!!!!!!!!

Video!2:!The!Garden!of!Abdul!Gasazi!

!Do!both!lessons!reflect!the!demands!of!the!standards?" !

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Staying!on!Topic!" !

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Video:!Prekindergarten!Bear!Unit!!

What"evidence"does"Julie"provide"for"Shift"3:"Building"knowledge"through"content.rich"nonfiction?"

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How"does"Julie"use"realia"(props)"to"grow"student"knowledge"of"the"world"in"an"unconventional"way?"Is"it"effective"at"building"knowledge"and"vocabulary?"

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What"are"the"benefits"of"this"style"of"instruction"for"ELLs?"

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How"are"shifts"1"and"2"embedded"in"her"description"of"the"unit?"

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With"standards"and"shifts"in"mind,"what"would"you"recommend"as"the"next"activity"after"the"mystery"bag?""

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How"could"these"experiences"be"modified"for"students"in"your"grade?""Readers?"Struggling"readers?""Non.readers?"""

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Consider!Your!OVERALL!Program!!

Where"are"you"excelling?"

What"areas"are"most"in"need"of"focus"and"thoughts?"""""""""""""What"are"your"next"steps?"""""""""""

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