community school partners expand common core...

Community School Partners

Expand Common Core Competence

Inspire Guide Expand Possibilities

Polk Bros. Foundation Center for Urban Education

Read Thoughtfully Write about What You Read Learn More

Polk Bros. Center for Urban Education © 2012 http://teacher.depaul.edu 2

READ CLOSELY, THEN WRITE THOUGHTFULLY TO LEARN MORE

A book is a garden carried in your pocket. CONTENTS Common Core Anchor Standards p. 3 Develop Academic Vocabulary p. 10 Read Closely, then INFER WITH EVIDENCE p. 31 What’s the BIG Idea? p. 39 Choices and Changes p. 51 Connect p. 63 Progressive Plans p. 71



What do the Common Core standards require? Greater thinking Logical Decisions What does the Community School partner agency provide? The complement to the classroom curriculum:

• Time to think • Opportunities to think creatively • Opportunities to share thinking and collaborate • Opportunities to answer questions without pressure and with

substance • Opportunities to connect: classroom learning, arts, writing • Opportunities for social-emotional development

Family Engagement to support progress. Parent Education to expand progress.



FOCUS ON PROGRESS Each o these symbols represents an essential for progress. Common Core emphasizes ideas and critical thinking. Choose a symbol. How does it communicate the idea?

Village (Mayan)

Support (West Africa)

Wise, Watchful (Native American)

Peace (India)

Cooperation (West Africa)

Friendship (Ute)

Evaluation (West Africa)

Justice (China)

Good Future (Native American)

Leadership (West Africa)

Harmony (India)

Brotherhood (Hopi)

Unity (Nigeria)

Progress (China)

Highest (Ghana)

Progress (US)

Design a symbol—start with the idea. Then communicate it.



What will students need to be able to do to succeed on the Common Core tests? PARCC 6th Grade Sample Source of the following examples of PARCC pilot items: http://www.parcconline.org/samples/item-task-prototypes Part A Based on the passage from Julie of the Wolves, how does Miyax feel about her father?

a. She is angry that he left her alone. b. She blames him for her difficult childhood. c. She appreciates him for his knowledge of nature.* d. She is grateful that he planned out her future.

Part B Which sentence from the passage best shows Miyax’s feelings for her father?

a. “She had been lost without food for many sleeps on the North Slope of Alaska.” b. “This could be done she knew, for her father, an Eskimo hunter, had done so.”* c. “Unfortunately, Miyax’s father never explained to her how he had told the wolf of

his needs.” d. “And not long afterward he paddled his kayak into the Bering Sea to hunt for

seal, and he never returned.” PARCC SAMPLE: Grade 6 prose constructed response to fiction In the passage, the author developed a strong character named Miyax. Think about Miyax and the details the author used to create that character. The passage ends with Miyax waiting for the black wolf to look at her. Write an original story to continue where the passage ended. In your story, be sure to use what you have learned about the character Miyax as you tell what happens to her next.

• Focuses on students applying their knowledge of language and conventions when writing (an expectation for both college and careers).



Reading is about connections.

READ FICTION THOUGHTFULLY, then CREATE! What happens? Why? Where does it Who are the happen? people? What kind of place What are their traits? is It? How do the people How does it end? feel about each other? What do you think How do you know? happens next? What problems or How do the people obstacles do feel at the start? the people How can you How do the overcome? figure that out? people feel at the How? end? Why do you think so? CREATE! After you read the story, think more! • Create an ad for the story—show and tell why someone should read it. • Illustrate the story. Draw pictures showing important events that support the theme. • Add dialogue. • Write and illustrate a postcard that someone in the story might have sent. • Choose or write music that the characters would like. • Create a collage showing how the parts fit together to communicate the theme. • Write the “prequel”--what might have happened before the story started. • Turn it into a play. > List the events and characters. Note the characters’ traits. > Figure out the message or theme of the story. Then write the dialogue.



Artists’ Ideas about Art Common Core Anchor Reading Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. What are the main ideas in this set of quotations? Group them by idea. There are at least three different main ideas. 1 “When my daughter was about seven years old, she asked me one day what I did at work. I told her I worked at the college - that my job was to teach people how to draw. She stared at me, incredulous, and said, ‘You mean they forget?’" Howard Ikemoto 2 “There are painters who transform the sun into a yellow spot, but there are others who, thanks to their art and intelligence, transform a yellow spot into the sun.”

Pablo Picasso 3 “If I could say it in words there would be no reason to paint.” Edward Hopper 4 “Drawing is like making an expressive gesture with the advantage of permanence.”

Henri Matisse

5 “The aim of art is to represent not the outward appearance of things, but their inward significance.” Aristotle 6 “Painting is poetry that is seen rather than felt, and poetry is painting that is felt rather than seen.” Leonardo da Vinci 7 “I try to apply colors like words that shape poems, like notes that shape music.”

Joan Miro 8 "When the subject is strong, simplicity is the only way to treat it." Jacob Lawrence 9 “I found I could say things with color and shapes that I couldn't say any other way--things I had no words for.” Georgia O'Keeffe 10 "And after all, isn't it possible to make the most marvelous picture with only a pencil on any piece of paper?" Jose Clemente Orozco 11 “Shouldn't the definition of artist include the ability to make a conscious choice about what is produced?” Joyce Owens 12 “Every child is an artist. The problem is how to remain an artist once he grows up.”

Pablo Picasso 13 “Painting is silent poetry.” Plutarch 14 YOUR WORDS: Write your own idea about art.



Common Core State Standards for READING

ANCHOR STANDARDS These are the CORE of the CORE—each grade level has standards based

on this core and appropriate for the grade.

KEY IDEAS AND DETAILS

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

CRAFT AND STRUCTURE 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger parts of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.

INTEGRATION OF KNOWLEDGE AND IDEAS 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RANGE AND LEVEL OF TEXT COMPLEXITY 10. Read and comprehend complex literary and informational texts independently

and proficiently.

Formatted by the Polk Bros. Foundation Center for Urban Education

Source: Common Core State Standards, http://www.corestandards.org

The charts clarify the nonfiction and literary reading priorities in a format that demonstrate the importance of both and the essentials for each.

Key terms have been boldfaced to facilitate planning.



For each grade there are standards for literature and standards for nonfiction/informational text.

Common Core Reading Standards for Third Grade

READING LITERATURE READING NONFICTION KEY IDEAS AND DETAILS KEY IDEAS AND DETAILS

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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.

2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

CRAFT AND STRUCTURE CRAFT AND STRUCTURE 4. Determine the meaning of words and

phrases as they are used in a text, distinguishing literal from nonliteral language.

4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

6. Distinguish their own point of view from that of the narrator or those of the characters.

6. Distinguish their own point of view from that of the author of a text.

INTEGRATION OF KNOWLEDGE AND IDEAS INTEGRATION OF KNOWLEDGE AND IDEAS 7. Explain how specific aspects of a text’s

illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

8. (Not applicable to literature) 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

9. Compare and contrast the most important points and key details presented in two texts on the same topic.

RANGE AND LEVEL OF TEXT COMPLEXITY RANGE AND LEVEL OF TEXT COMPLEXITY 10. By the end of the year, read and

comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.



DEVELOP ACADEMIC VOCABULARY Common Core Anchor Reading Standard 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Students learn words by reading and by writing meaningful words and by drawing and by THINKING with the words.



Word Bank: Animals Develop Academic Vocabulary by Writing to Explain a Topic Basics How to

Classify Relationships Changes Careers

adult = adulto alive = vivio body = cuerpo spine = espinazo bones = huesos cell = célula eggs = huevos warm blooded = sangre caliente cold blooded = sangre fría heart = corazón cycle of life = ciclo de vida muscle = músculo organs = órganos tissue = tejido teeth = dientes

amphibious = anfíbio bird = pájaro carnivorous = carnívoro crustaceous = custáceo fish = pescado invertebrate = invertebrado mammal = mamífero parasite = parásito reptile = reptil herbivore = herbívoro arthropods = antrópodo

food chain = cadena alimenticia dominant species = especies dominantes nest = nido ecosystem = ecosistema community = comunidad habitat = hábitat genetics = genética heredity = herencia predator = depredador prey = presa

adaptation = adaptación hibernation = hibernación migrate = migración cartilage = cartílago chromosome = cromosoma protein = proteína shed = tinglado mutation = mutación

biologist = biólogo socio-biologist = sociobiólogo entomologist = entomólogo ecologist = ecologista zoo guard = guarda de zoológico veterinarian = veterinario

Choose words to use in a poem or paragraph you write about animals.



Haiku Writer Common Core Writing Standard 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Students at Pocantico School in Sleepy Hollow, New York, wrote these poems. They wrote them in three lines. They are haiku poems. Directions: Read their poems. Then write your own haiku poem. Write about the Chicago environment or another environment.

Butterflies hatch. Bees drink the juice from

flowers. Bees fly everywhere.

By Andrea

Butterflies are flying Their orange wings touch the

sun They perch on fresh leaves!

By Jaya

Baseball is starting Spring is finally here yes!

The bees are buzzing.

By: Kaydee

My haiku will be about ___________________________________________________. Here is a picture of what I want people to see when they read my poem. Here is my haiku. The first line has five syllables. The second line has seven syllables. The third line has five syllables. ______________________________________________ ______________________________________________ ______________________________________________



CORE VOCABULARY CCSSR4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. TOPIC: _________________________________________________

WORD Show what it means. Draw a picture.

Write another word that tells about this word.

Use your word bank to: > Write about this topic. > Make up word games about this topic.



PICTURE WORD BANK Common Core Anchor Reading Standard 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

TOPIC: _________________________________________________

WORD Show what it means. Draw a picture.

Use your words and pictures to make one big picture about this topic.



BANCO DE PALABRAS DE DIBUJO

Common Core Anchor Reading Standard 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

TEMA: _________________________________________________

PALABRA Demuestra lo que significa. Haz un dibujo.

Utiliza tus palabras y dibujos para hacer un gran dibujo acerca de este tema.



POEM BUILDER: FLOWERS

Common Core Anchor Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and

analysis of content. Draw a picture of plants and flowers. What words tell about your picture?

Use your words and words from the next pages to make a poem about plants and flowers. What idea do you want people to understand from your poem? _____________________________________________________________ How do you want them to feel? ___________________________________________



Poem Builder Topic: Flowers NOUNS

height flower color leaf stem petal

plant seed rainfall sunshine soil day

rose weed violet dandelion bird butterfly

grass garden bouquet bush tree fertilizer root green growth

gardener planter florist



Poem Builder Topic: Flowers VERBS

grow flower change water shine fall pick cut plant

shade light brighten delight create make

transplant dig collect mow shape arrange divide add fertilize water bloom trim



Poem Builder Topic: Flowers ADJECTIVES

bright tall small green blue pink yellow great delightful shiny beautiful pretty soft lush close

sharp round colorful unique diverse round pointed long short

solid smooth mixed wet fluffy wonderful



Poem Builder Topic: Flowers ADVERBS

quickly slowly softly differently carefully carelessly

loudly softly always clockwise happily ably equally daily monthly sharply weekly longways warmly coldly anxiously sadly roughly solidly gently smoothly brightly



Poem Builder ARTICLES, PRONOUNS, PREPOSITIONS

a a a an an an the the the of of of in in in at at at on on on his his his his her her I you we it they their



Poem Builder PUNCTUATION

. . . .

. . . . , , , , , , , , , , , , ; ; ; ; -- -- -- -- ? ? ? ? ! ! ! ! “ “ “ “ : : : :



CONSTRUCTOR DE POEMA: FLORES

Piensa Más

Common Core Anchor Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and

analysis of content. Dibuja una imagen de plantas y de flores. ¿Qué palabras hablan de tu imagen?

Usa tus palabras y las palabras de las páginas siguientes para hacer un poema sobre las plantas y flores.



Constructor de Poema Tema: Flores SUSTANTIVOS

altura flor color hoja tallo pétalo

planta semilla illuvia sol tierra día

rosa mala hierba violeta diente de león ave mariposa

hierba jardín ramo arbusto árbol abono

raíz verde crecimiento

jardinero hacendado florista



Constructor de Poema Tema: Flores VERBOS

crecer florecer cambiar regar brillar caer coger cortar plantar

dar sombra encender hacer más brillante

encantar crear hacer transplantar cavar coleccionar

cortar formar arreglar dividir agregar fertilizar regar florecer recortar



Constructor de Poema Tema: Flores ADJETIVOS

claro alto chico verde azul rosa

amarillo grande encantadora

brillante hermosa linda suave exuberante cerca

puntiagudo redondo lleno de color

única diversas redondo puntiagudo largo corto sólido liso variado

mojado lanoso maravilloso



Constructor de Poema Tema: Flores ADVERBIOS

rápidamente lentamente suavemente

de otro modo cuidadosamente sin cuidado

fuerte suavemente siempre las agujas del reloj afortunadamente hábilmente

igualmente todos los días mensualmente

bruscamente semanalmente

afectuosamente fríamente con inquietud

tristemente torpemente sólidamente

suavemente



Constructor de Poema ARTÍCULOS, PRONOMBRES, PREPOSICIONES

un una el la los las un una el de de de en en en a a a

sobre sobre sobre su su su sus sus sus yo tu nosotros el ustedes usted



Constructor de Poema PUNTUACIÓN PUNCTUATION

. . . .

. . . . , , , , , , , , , , , , ; ; ; ; -- -- -- -- ? ? ? ? ! ! ! ! “ “ “ “ : : : :



Vocabulary Development Plans How will we help students to expand their knowledge of important words?



Read Closely, then Infer with Evidence Reading Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. READING LITERATURE READING NONFICTION

K With prompting and support, ask and

answer questions about key details and events in a text.

With prompting and support, ask and answer questions about key details in a text.

1 Ask and answer questions about key details in a text.

Ask and answer questions about key details in a text.

2 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

3 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

4 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

5 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

6 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

7 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

8 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from text.

Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

9-10

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.



Show to Tell CCSS Anchor Reading Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Draw a picture that shows what you learned. Then show your picture to another student. Ask them to write what they see and think about what your picture shows. I see _______________________________________________ ____________________________________________________ I think ______________________________________________



What Happened? Read closely, draw with details. CCSS Anchor Reading Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. The Place A Person An Important Event Write to tell about what happened.



Picture a situation CCSS Anchor Reading Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. This activity is applicable to any profile, history or story.

Students read the text independently. Draw a picture of this situation. Write about it.

• Write as if you were there. • Write about a day in your life.



Situation/History Mapper CCSSR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Draw three persons who are in it. Map the place. Sequence the Events. Write what those persons might have said about one of those events.



Problem and Solution in Ancient Mexico CCSS Anchor Reading Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. People in every community need food. When Tenochtitlan was a small village, each family got its own food, and everyone in the family worked to hunt or gather food to work. Then, as has happened throughout history, more and more people lived in the community, which became more settled and required a steady food supply. As in other communities, the Aztecs who lived in Tenochtitlan began to farm. Soon, though, they even ran out of farm land. So they developed a new kind of agricultural technique. To add farm land, the Aztecs built floating gardens in the water of the lake they lived near. These gardens were created inside huge baskets. The Aztecs floated the baskets on the water and then filled them with soil from the bottom of the lake. They planted their crops in the soil in the baskets. At first the baskets were tied to each other and the land and were not anchored. Then the roots of the plants grew down to the lake bottom. The roots held the baskets firmly in place, and eventually created a kind of landfill. The Aztecs grew crops all year in the floating gardens. Today, you can see the location of these floating gardens in a place within Mexico City. Draw pictures to show this situation. (Good readers visualize what they read.) Underline the parts of the history you show in your drawing--Read closely to determine what the text says explicitly Make logical inferences: Write about this history as if you were there. Include the following inferences in your writing: ü Who are you? ü What’s important to you? ü What do you think about this problem and solution? ü Why?



Historia en Imagen Lee esta historia. Después dibuja lo que encuentres—muestra lo que dice. La gente en cada comunidad necesita comida. Cuando Tenochtitlan era una pequeña aldea, cada familia obtenía su propia comida y cada uno en la familia trabajaba para cazar o reunir comida para trabajar. Después mas y más gente vivió en la comunidad, la cual llegó a ser mas poblada. Toda la gente requirió un constante suministro de comida. Los Aztecas quienes vivieron en Tenochtitlan empezaron a cultivar. Pronto, sin embargo, necesitaron mas tierra cultivable. Así que desarrollaron una nueva clase de técnica agrícola. Para agregar tierra cultivable, los Aztecas construyeron jardines flotantes en el agua del lago cercano a donde vivían. Estos jardines fueron creados en enormes cestas. Las mujeres ayudaron a hacerlas. Los hombres usaron botes para llevarlas al lago. Los Aztecas flotaron las cestas y después las llenaron con tierra del fondo del lago. Ellos plantaron sus cultivos en la tierra en las cestas. Primero las cestas fueron amarradas unas con otras y la tierra y no fueron ancladas. Entonces las raíces de las plantas crecieron hacia abajo al fondo del lago. Las raíces agarraron las cestas firmemente en el lugar, y eventualmente crearon una clase de relleno de tierra. El clima era caliente. Los Aztecas desarrollaron cultivos todo el año en los jardines flotantes. Los niños ayudaron a reunir la comida. Hoy, puedes ver la localización de estos jardines flotantes en un lugar dentro de la ciudad de México. ¿Cuál es un buen título para esta historia? (¿Cuál es la idea principal?) _______________________________________________________



How we will increase students’ ability to Read closely Then INFER with evidence



What’s the BIG Idea? Reading Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. READING LITERATURE READING NONFICTION K With prompting and support, retell familiar

stories, including key details. With prompting and support, identify the main topic and retell key details of a text.

1 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Identify the main topic and retell key details of a text.

2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

3 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.

Determine the main idea of a text; recount the key details and explain how they support the main idea.

4 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

5 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

6 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

7 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

8 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text.

9-10

Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

I can infer the moral or message of a fable.



CCSSR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Draw or briefly tell the three most important parts of the fable.

This is what I think the moral is. ______________________________________________________________________ This is what this fable shows about the culture’s values. ______________________________________________________________________ ______________________________________________________________________ This is my evidence for that conclusion. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________



ANALYZE: FIGURE OUT THE CENTRAL IDEA THESE PROVERBS SUPPORT CCSS Anchor Reading Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze to Identify the Theme: ____________________________________________ The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy. (Dr. Martin Luther King, Jr.) The greatest mistake a man can make is to be afraid of making one. (Elbert Hubbard) If you rattle a snake, you should be prepared to be bitten by it. (Gikuyu Kenya) Clouds that thunder do not always rain. (Armenia) Every safe boundary was once an unknown frontier. (Portugal) Only he that has traveled the road knows where the holes are deep. (China) Go as far as you can see, and when you get there you'll see further. (Iran) If one has to jump a stream and knows how wide it is, he will not jump. If he does not know how wide it is, he will jump, and six times out of ten he will make it. (Iran) Be not afraid of going slowly; be afraid only of standing still. (China) Some people like to make of life a garden, and to walk only within its paths. (Japan) Analyze to Identify the Theme: ____________________________________________ To a quick question give a slow answer. (Italy) There are no secrets to success. It is the result of preparation, hard work, and learning from failure. (Colin Powell) Mediocrity is climbing molehills without sweating. (Iceland) Bear with sorrows and look for happiness. (France) Worry is like a rocking chair. It will give you something to do but won't get you anywhere. (American) Analyze to Identify the Theme: ____________________________________________ Where there is hope, there is life. Where there is life there is possibility, and where there is possibility, change can occur. (Jesse Jackson) One who has health has hope, and one who has hope has everything. (Arabic) Hope for the best, but prepare for the worst. (English) The future belongs to those who believe in their dreams. (Eleanor Roosevelt) Everyone is the age of her heart. (Guatemala) If you wait for tomorrow, tomorrow comes. If you don't wait for tomorrow, tomorrow comes. (Senegalese Proverb)



ANALYZE: FIGURE OUT THE CENTRAL IDEA THESE PROVERBS SUPPORT CCSS Anchor Reading Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze to Identify the Theme: ____________________________________________ The best leader is never recognized. People turn to one another and say, "We did it ourselves." (Zen) Lower your voice and strengthen your argument. (Lebanon) Smooth seas do not make skillful sailors. (African) Give me leverage, and I will move the Earth. (Greece) When the character of a man is not clear to you, look at his friends. (Japan) If you cannot serve, you cannot lead. (Bulgaria) She that would lead must be a bridge. (Wales) Analyze to Identify the Theme: ____________________________________________ All good things to know are difficult to learn. (Greece) Fall seven times, stand up eight. (Japan) Beginning is easy; continuing is hard. (Japan) All things at first appear difficult. (China) A fall into a ditch makes you wiser. (China) If the wind will not serve, take to the oars. (Latin) Where there’s a will there’s a way. (Eastern and Central Africa) A reed before the wind lives on, while the mighty oak will fall. (China) The man who removes a mountain begins by carrying away small stones. (China) Analyze to Identify the Theme: ____________________________________________ All good things to know are difficult to learn. (Greece) Fall seven times, stand up eight. (Japan) Beginning is easy; continuing is hard. (Japan) All things at first appear difficult. (China) A fall into a ditch makes you wiser. (China) If the wind will not serve, take to the oars. (Latin) Where there’s a will there’s a way. (Eastern and Central Africa) A reed before the wind lives on, while the mighty oak will fall. (China) The man who removes a mountain begins by carrying away small stones. (China)



ANALYZE: FIGURE OUT THE CENTRAL IDEA THESE PROVERBS SUPPORT CCSS Anchor Reading Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze to Identify the Theme: ____________________________________________

A book is a garden carried in the pocket. (Saudi Arabia) After three days without reading, talk becomes flavorless. (China) Better to ask twice than lose your way once. (Denmark) Easier to be critical than correct. (England) Habits are cobwebs at first, cables at last. (China) If we wonder often, the gift of knowledge will come. (Arapaho) Ignorance doesn't kill, but it does make one sweat a lot. (Haiti) In youth we learn; with age we understand. (Mexico) It's not shameful not to know, but it's shameful not to ask. (Azerbaijan) Learn about the future by looking at the past. (Tamil) Never hesitate to take time to think. (Loraine Hansberry, US) The beginning of one's wisdom lies in understanding one's shortcomings. (Spain) The habit of thinking is the habit of gaining strength. (Nigeria) Reading books removes sorrows from the heart. (Morocco) Those who do not know one thing know another. (Kenya) Do not look where you fell, but where you slipped. (Tanzania) Listen or your tongue will keep you deaf. (Cree) Having two ears and one tongue, we should listen twice as much as we speak. (Turkey) He who cannot light fire knows nothing about love. (Finland) To teach is also to learn. (Japan) To one who watches, everything is revealed. (Italy) To understand everything is to be misinformed. (Japan) Act quickly, think slowly. (Greece) Clouds that thunder do not always rain. (Armenia) To gather much knowledge, act ignorant. (Vietnam) Do not seek answers; seek to understand the questions. (China) If you wish to learn the highest truths, begin with the alphabet. (Japan) He who does not know one thing knows another. (Kenya) By learning you will teach, by teaching you will learn. (Latino) Analyze to Identify the Theme: ____________________________________________ What's true by lamplight is not always true by sunlight. (France) Turn your face to the sun and the shadows fall behind you. (New Zealand) Until the lion has his or her own storyteller, the hunter will always have the best part of the story. (Ewe-mina Benin, Ghana, and Togo) No matter how long a log stays in the water, it doesn't become a crocodile. (Bambara Mali) All cats are gray in the dark. (Russia) All that glitters is not gold. (Spanish))



ANALYZE: FIGURE OUT THE CENTRAL IDEA THESE PROVERBS SUPPORT CCSS Anchor Reading Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze to Identify the Theme: ____________________________________________ Sometimes you have to give a little in order to get a lot. (Shirley Chisholm) Rain never falls on one roof alone. (Cameroon) The fuel in the lamp consumes itself but lights others. (Africa) Only when all contribute their firewood can they build up a strong fire. (China) Wisdom is like a baobab tree; no one individual can embrace it. (Akan and Ewe Benin, Ghana and Togo) You can't shake hands with a closed fist. (India) Scratch me so I can scratch you. (Lebanon) If you're not part of the solution, you're part of the problem. (African) Where there is room for two there is room for three. (Spanish) Whoever leans close to a good tree is blanketed by good shade. (Spanish) A gentle hand may lead even an elephant by a single hair. (Iran) An enemy will agree, but a friend will argue. (Russia) One kind word can warm three winter months. (Japan) Do good, and don't worry to whom. (Mexico) A real friend is one who takes the hand of his friend in time of distress and helplessness. (Afghanistan) Kind words will unlock an iron door. (Kurdish) One kind word can warm three winter months. (Japan) Recognize others, be recognized, help others, be helped; such is a family relationship. (Hawaii) Light your lamp first at home, then at the mosque. (Islamic) The father in praising the son extols himself. (China) The old woman looks after the child to grow its teeth and the young one in turn looks after the old woman when she loses her teeth. (Akan Ghana, Ivory Coast) If you educate a man you educate an individual, but if you educate a woman you educate a family (nation). (Fanti, Ghana) It takes a whole village to raise a child. (Igbo and Yoruba Nigeria) The work of the youth is a blanket for the old. (Albania) God couldn't be everywhere, so he created mothers. (Yiddish) Good advice is often annoying, bad advice never. (France) Lower your voice and strengthen your argument. (Lebanon) The rain does not fall on one roof alone. (Cameroon) Proof rather than argument. (Japan) When a king has good counselors, his reign is peaceful. (Ashanti of Ghana) The world exists on three things: truth, justice, and peace. (Hebrew) If there's no enemy within, no enemy outside can do you harm. (Nigeria) It takes two to make the quarrel, but only one to end it. (Nicaragua) One minute of patience can mean ten years of peace. (Greece) A clever person turns big troubles into little ones, and little ones into none at all. (China) A little axe can cut down a big tree. (Jamaica)



ANALYZE: FIGURE OUT THE CENTRAL IDEA THESE PROVERBS SUPPORT CCSS Anchor Reading Standard 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Analyze to Identify the Theme: ____________________________________________ All good things to know are difficult to learn. (Greece) Fall seven times, stand up eight. (Japan) Beginning is easy; continuing is hard. (Japan) All things at first appear difficult. (China) A fall into a ditch makes you wiser. (China) If the wind will not serve, take to the oars. (Latin) Where there’s a will there’s a way. (Eastern and Central Africa) A reed before the wind lives on, while the mighty oak will fall. (China) The man who removes a mountain begins by carrying away small stones. (China) Analyze to Identify the Theme: ____________________________________________ Life is a promise; fulfill it. (Mother Teresa) If you climb up a tree, you must climb down the same tree. (African) Those who live without discipline, live without honor. (Iceland) Sour, sweet, bitter, pungent, all must be tasted. (China) The one who first resorts to violence shows that he has no more arguments. (China) Sleep early, rise early, see what becomes of your health! (Lebanon) To keep a lamp burning, we have to keep putting oil in it. (Mother Theresa) Don't wait for tomorrow to do something you can do today. (Spanish) Life is for one generation; a good name is forever. (Japan) You must be the change you wish to see in the world. (Mahatma Gandhi) You already possess everything necessary to become great. (Crow) The bad plowman quarrels with his ox. (Korea) Wear sturdy shoes on rocky paths. (Netherlands) To bend a bamboo, start when it is a shoot. (Malaysia) The hunter in pursuit of an elephant does not stop to throw stones at birds. (Uganda) The future depends on what we do in the present. (Mahatma Gandhi) Success is a journey, not a destination. (Ben Sweetland) One of these days is none of these days. (Traditional) Even the hardest of winters fears the spring. (Lithuania) Success is a journey, not a destination. (Arthur Ashe) Don't let yesterday use up too much of today. (Cherokee) Don't bargain for fish which are still in the water. (India) Gather the fruit from the farthest branches first. (Samoa) Carve the peg by looking at the hole. (Korea) The one who plants the tree is not the one who will enjoy its shade. (China) When eating a fruit, think about who planted the tree. (Vietnam)



Summarize What’s Important CCSSR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Topic: ____________________________________________________ List the most important words

What are the most important information? Write in your own words. Important Information

What is the main idea? On another page, write a one-paragraph summary. Include the main idea and what you think is the most important information.



Hope is the Thing With Feathers

Emily Dickinson Hope is the thing with feathers

That perches in the soul, And sings the tune without the words

And never stops - at all. And sweetest--in the Gale--is heard,

And sore must be the storm, That could abash the little Bird

That kept so many warm. I've heard it in the chillest land,

And on the strangest Sea. Yet, never, in Extremity

It asked a crumb--of me.

Esperanza es la Cosa Con Plumas

Emily Dickinson Translated by Arturo Romero Rendon

Esperanza es la cosa con plumas

Que se asienta en el alma, Y canta la melodía sin palabras Y nunca se detiene -- para nada. Y lo dulce –- en el Ventarrón –- se escuchó, Y abatida debe estar la tormenta, Que pudiera desconcertar a la pequeña Ave

Que guardaba mucho calor. Lo he escuchado en las tierras gélidas,

Y en los mares místicos. Mas, nunca en Extremo

Pidió una migaja –- mía.

Draw a picture that shows what this poem means to you.

What does the poet want you to understand because you read the poem? _________________________________________________________________ Write your own poem, paragraph, or letter to communicate that same idea.



EXPAND THINKING WITH DRAMA CCSSR2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Use this outline to help students write and present a play based on a story or history they read. They should focus on the THEME through the play they create. Story/History: __________________________________________________ Who’s in it? Who Characteristics

What is the most important event? What is the theme—what is a BIG idea that people can understand from the play? ___________________________________________________________________ Write the play. Write what each person might say.



Story/History Dramatists Common Core Anchor Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Time Period: __________________________________________________ Situation: ______________________________________________________ _______________________________________________________________ Who’s involved? Who Characteristics

What happens? How it starts

Next action

Next action

Next action

How it ends

Write the play. Tell what each person says.



Write Dialogue to Communicate a Theme Common Core Anchor Writing Standard 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write a historical drama based on the situation. What’s the theme of your play? __________________________________________________________________ Write what each person might say. That is dialogue. Be sure to keep the theme clear. Person: ______________________ _________________________________________________________________ _________________________________________________________________ Person: ______________________ _________________________________________________________________ _________________________________________________________________ Person: ______________________ _________________________________________________________________ _________________________________________________________________ Person: ______________________ _________________________________________________________________ _________________________________________________________________ Person: ______________________ _________________________________________________________________ _________________________________________________________________ Add more dialogue. Remember to keep the theme clear.



Choices and Changes Reading Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. READING LITERATURE READING NONFICTION/INFORMATIONAL

TEXT K With prompting and support, identify

characters, settings, and major events in a story.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

1 Describe characters, settings, and major events in a story, using key details.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

2 Describe how characters in a story respond to major events and challenges.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect

4 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

5 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

6 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

7 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).

Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

8 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

9-10

Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.



Social/Emotional Development is the Essential Core Goal 1: Develop self-awareness and self-management skills to achieve school

and life success. Standards How Family Focus Supports Student

Development A. Identify and manage one’s emotions

and behavior.

B. Recognize personal qualities and external supports

C. Demonstrate skills related to achieving personal and academic goals.

Goal 2: Use social-awareness and interpersonal skills to establish and maintain

positive relationships. Standards How Family Focus Supports Student

Development A: Recognize the feelings and perspectives of others.

B. Recognize individual and group differences

C: Use communication and social skills to interact effectively with others.

Goal 3: Demonstrate decision-making skills and responsible behaviors in

personal, school, and community contexts. Standards How Family Focus Supports Student

Development A: Consider ethical, safety, and societal factors in making decisions.

B: Apply decision-making skills to deal responsibly with daily academic and social situations.

C: Contribute to the well-being of one’s school and community.



Analyze a Story; Advise the Characters CCSSR3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. CCSSW1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Situation: One character’s positive choice: Choice: ____________________________________________________________ Reasons: ____________________________________________________________ ____________________________________________________________________ Effects on Others: ____________________________________________________ ____________________________________________________________________ What would have happened if the character made a negative choice? ____________________________________________________________________ Write a letter. Write to a character who made a positive choice. Explain why that choice made a difference. OR Write advice to acharacter who made a negative choice. Explain what the character should have done and why—and what the character should do in the future.



Determined to Make Progress CCSSR3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Analyze how one person brings about progress. Individual

Character Traits GOAL Obstacles Actions Note steps the person took to make the change. Support: Add persons who supported this progress. Summarize: Write a summary of what this person’s persistence shows.



Determined to Make Progress CCSS Reading Anchor Standard 3 Analyze how and why individuals, events, and ideas develop and interact over the course of a [situation]. YOU!

Traits Challenge: Connect Common Core Standards and Your Program. Choice Obstacles Actions Steps to make the progress.



Chicago Physical Environment Time Line, 1800–1932 Línea de Tiempo del Ambiente Físico de Chicago, 1800-1932 This time-line lists events that took place that directly or indirectly affected the physical environment in Chicago. Choose one event. Then infer:

• immediate effects on the environment • effects that would follow later • cause or causes of each event • who made the choices that led to these changes

1803 The U.S. Army builds Fort Dearborn.

El Ejército de E.U. construye el Fuerte Dearborn.

1825 There are about 14 houses in Chicago.

Hay alrededor de 14 casas en Chicago.

1830 The first streets and lots are laid out.

Las primeras calles y terrenos se establecen.

1832 A lighthouse is built. Sawmills are built on Hickory Creek.

Construyen un faro. Construyen aserraderos en Hickory Creek.

1833 A law is passed to stop river pollution.

Se establece una ley para detener la contaminación del río.

1836 People complain about ponds on LaSalle Street where many frogs live. People are upset because frogs are attacking them (jumping out of their homes and getting people muddy).

Las personas se quejan de charcos en la calle LaSalle donde viven muchas ranas. Se molestan porque las ranas las atacan (saltan de los charcos y manchan a las personas con lodo).

1844 Lake Park is dedicated. (Later it becomes Grant Park.)

Dedican el Lake Park. (Más adelante se convierte en Grant Park).

1848 The Illinois and Michigan Canal is finished. It is 96 miles from the south branch of the Chicago River to the Illinois River and it links the Great Lakes and the Mississippi Valley. From 1848–1855 there is a cholera epidemic, partly due to the poor sanitary conditions (Chicago is very swampy in some places).

Se termina el Canal de Illinois y Michigan. Tiene una longitud de 96 millas de la sucursal del sur del Río de Chicago al Río de Illinois y une los Grandes Lagos y el Valle Mississippi. De 1848-1855 hay una epidemia de cólera, en parte debido a las condicionas de salubridad (Chicago es muy pantanoso en algunas áreas).

1849 Fire destroys the rebuilt Tremont Hotel and 19 other buildings. There is a big flood, and the Clark Street Bridge is washed away by the rushing water and ice.

El fuego destruye el reconstruido Hotel Tremont y otros 19 edificios. Hay una gran inundación, y el puente en la calle Clark es destruido por el agua y el hielo que corre.



1853 The first Water Works is built.

Se construye el primer Water Works.

1854 2,424 people die of cholera due to swampy conditions and poor drainage.

2,424 personas mueren de cólera debido a las condiciones pantanosas y el drenaje inadecuado.

1855 The city begins to raise the street level to improve drainage. George Pullman comes to Chicago to work as an engineer and contractor. In 1854, he had demonstrated how to raise buildings by raising the Tremont Hotel 8 feet with 500 men and 2,500 jackscrews.

La ciudad comienza a elevar el nivel de las calles para mejorar el drenaje. George Pullman viene a Chicago para trabajar como ingeniero y contratista. En 1854, demostró como elevar edificios al elevar el Hotel Tremont 8 pies con 500 hombres y 2,500 gatos de tornillos.

1856 The first wooden pavement is laid on Wells Street from Lake to South Water streets.

El primer pavimento de madera es colocado en la calle Wells de las calles Lake a South Water.

1866 There is a cholera epidemic.

Hay una epidemia de cólera.

1867 A sanitary water system is set up.

Un sistema de salubridad para el agua se establece.

1871 The Chicago fire destroys much of the center of the city. It destroys Field and Leiter’s firm, which loses $3,500,000 in property. It also destroys Gurdon Hubbard’s business, the Tremont Hotel, newspaper offices, McCormick’s reaper factory, and many, many more buildings. About 300 people die in the fire and about 90,000 lose their homes. Debris from the fire is dumped in the lake along Lake Park. This makes the lakefront a bigger place—it becomes Grant Park.

El incendio de Chicago destruye la mayor parte del centro de la ciudad. Destruye la compañía Field y Leiter´s, que pierde $3,500,000 en daños a propiedad. También destruye el negocio de Gurdon Hubbard, el Hotel Tremont, oficinas de periódicos, la cosechadora de McCormick, y muchos otros edificios. Alrededor de 300 personas mueren en el incendio y 90,000 más pierden su hogar. Desechos del incendio se tiran en el lago alrededor de Lake Park. Esto ocasiona que crezca el frente del lago—se convierte en Grant Park.

1872 A new city law forbids wooden buildings in the downtown area.

Una nueva ley de la ciudad evita que se construyan edificios de madera en el centro.

1900 The sanitary canal system, constructed between 1894–99, is opened. Part of this project includes reversing the flow of the Chicago River so that it flows out of Lake Michigan instead of flowing into Lake Michigan. Now canals will carry the water to water treatment plants. These canals will also help with shipping.

Se abre el sistema de canal de salubridad, construido entre 1894-99. Se concluye el trabajo en el canal de salubridad que lleva construyéndose desde 1894. Se abrirá para uso en 1900. Parte de este proyecto es revertir el flujo del río de Chicago para que fluya fuera del Lago Michigan en vez de fluir hacia el Lago Michigan. Ahora los canales llevaran el agua a plantas de tratamiento. Estos canales también ayudarán con los embarques.



Chicago Legacy What choices and changes did Jean Baptiste Point DuSable make? Read this history to learn about DuSable, a person who changed Chicago. He lived here long ago and made choices that led to changes. The changes he made are still important today. He left you a legacy.

Jean Baptiste Pointe du Sable was born in Haiti to a French father and an African slave mother. He chose to come to Chicago more than 220 years ago. When DuSable came here, Chicago was not yet a city. There were no cars, or buses, or trains. There were no shopping malls or street lights, or tall buildings. Lake Michigan was here, the Chicago River was here, and tall-grass prairies grew all around. Only about 350 people lived here. It was very quiet even in the daytime and at night it was very dark.

DuSable chose to come to Chicago because it was a place where people traded with one another for the things they needed. The Potowatomi were Native Americans who lived near Chicago. They traded food and animal furs with each other and with European explorers. Chicago was a good place for trading because it is the place where the lake and the river meet. Even though it was hard to travel, people could get here by boat, by walking, or riding horses along the trails. In the winter when the ground was frozen and the snow was deep, the Potowatomi made snow shoes so they could travel to Chicago from their villages.

When DuSable came to Chicago, he had a hunch that the city was going to grow. He saw that more and more settlers were moving here. Settlers are people who move to a new place and build homes. DuSable also saw that there was no set place for people to trade or get what they needed. He decided to build a trading post. Building a trading post was hard work for DuSable. There were no stores where he could buy lumber or tools. There were not many people around to help him. He had to come up with a plan for how the trading post would look. He had to find and cut the wood he needed to build it. When he finished, the trading post had several small buildings. There was a cabin to live in, a barn, a stable, a bake house, a dairy a chicken coop and a workshop.

DuSable was right that the city would grow. More and more people came to Chicago to live, and they needed food, clothing, and furniture. They could get these things at DuSable’s trading post. His business grew and became the starting point for the City of Chicago as we know it today.

DuSable’s trading post is long gone, but today if you go to the place where the Chicago River and Lake Michigan meet, you will see that it is filled with stores and with people who travel to Chicago to get the things they need. This is DuSable’s legacy. In 1968 the City named him the “Father of Chicago.” Draw History Draw a picture showing what Chicago might have looked like when DuSable started his business. Draw what you think the trading post looked like. Then write about your picture. Tell why the trading post was important.



La herencia de Chicago ¿Qué decisiones y cambios hizo Jean Baptiste Point DuSable? Lee esta historia para aprender sobre DuSable, una persona que cambió Chicago. Vivió aquí hace mucho tiempo y tomó decisiones que promovieron cambios. Los cambios que hizo aun son importantes hoy. Te dejó una herencia. Primera parte: El Padre de Chicago.

Jean Baptiste Point du Sable nació en Haití. Su padre era francés y su madre era una esclava africana. Decidió venirse a Chicago hace más de 220 años, cuando Chicago aún no era una ciudad. No había automóviles, ni autobuses, ni trenes. No había centros comerciales, ni luces en las calles, ni grandes edificios. Tan solo las praderas de hierba alta rodeaban el Lago Michigan y el Río Chicago. Unas 350 personas vivían aquí, en un ambiente silencioso durante el día, y oscuro por la noche.

DuSable decidió venirse a Chicago porque abundaba el comercio entre la gente. Los Potohuatomi eran indígenas americanos que vivían cerca de Chicago. Trocaban comida y pieles entre ellos mismos y con exploradores europeos. Chicago era un buen sitio para hacer comercio porque es punto de encuentro entre el río y el lago. Aunque resultaba difícil viajar, la gente podía llegar en barco, o andando o a caballo por los senderos. En el invierno, los Potohuatomi hacían zapatos para que pudieran viajar a Chicago desde sus pueblos por la tierra congelada y a través de la nieve profunda.

Cuando DuSable llegó a Chicago, sospechó que la ciudad iba a crecer. Vio que más y más colonizadores se trasladaban aquí. Colonizadores son gente que van a un nuevo sitio y construyen casas. DuSable también notó que no había ningún sitio fijo donde la gente pudiera comerciar u obtener lo que necesitaba. Decidió construir un lugar comercial.

Construir un establecimiento de comercio fue mucho trabajo para DuSable. No habían tiendas donde podía encontrar ni madera, ni herramientas, y tampoco había mucha gente para ayudarlo. Tuvo que planificar el lugar y conseguir y cortar la madera que necesitaba para construirlo. Cuando terminó la construcción, el establecimiento de comercio contaba con varios edificios pequeños: una cabaña de madera en donde vivir, un granero, un establo, una panadería, una lechería, un gallinero y un taller.

DuSable acertó: la ciudad creció. Más y más gente vino a Chicago para vivir y dado a que necesitaban comida, ropa y muebles, podrían abastecerse en el establecimiento de comercio de DuSable. Su negocio creció y fue el inicio de la Ciudad de Chicago como la conocemos hoy día.

Hace tiempo que desapareció el establecimiento comercial de DuSable, pero hoy día si vas adonde se encuentra el Río de Chicago y el Lago de Michigan, verás que esta lleno de tiendas y de gente que viaja a Chicago para encontrar lo que necesita. Esta es la herencia de DuSable. En 1968 la Ciudad lo nombró el “Padre de Chicago”. Dibuja la historia. Dibuja Chicago cuando DuSable empezó su negocio. Muestra el establecimiento de comercio tal como te lo imaginas. Luego explica porque el establecimiento de comercio era importante.



School Progress Planner Make a contribution to your school or community. Start here. Which will you help: _____school ____community (If you help either one you help the other.)

What kinds of projects could you do? Here are some examples. Plant a tree. Paint a place. Write a history of your school or community. Work with 7th graders to help them prepare to succeed in 8th grade. Make a school resource guide Construct a school history museum. Your turn—add other projects __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Choose the project that will: Make a lasting difference Be important to the school and community Is something your group has the time and skills to complete.



School Progress Project Guide: Make An Action Plan Our Project: _________________________________________________________ Planners organize an action plan. They figure out the parts of the work and who will do what. Make your plan in a chart. Be sure to include explaining your project to the principal. Who Does What When

After your principal approves, carry out your plan. SHARE PROGRESS Write an announcement about what you accomplished. Be sure to include recognition of everyone who participated. REPORT PROGRESS Then write a reflection. That is an analysis you do after you finish a project. Tell: What you learned about yourself. What you learned about your school. What skills you improved. The value you added. Value added means what you have changed. What is the result of the service? Give your report to the principal and Local School Council or another group



PLAN A BETTER CITY Use words and/or drawings to show today. Then write or draw what you think we should have in the future. Chicago TODAY Chicago FUTURE How people travel Better ways to travel

Homes now Better homes

Health and Safety Better Health and Safety

Put another category here.

Write What You Think Write about one change. Tell: why it is important; what people would do to make that change.



SYNTHESIZE Get it, Get It Together, Get it Across Reading Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

READING LITERATURE READING NONFICTION K With prompting and support, describe the

relationship between illustrations and the story in which they appear (e.g., what moment in a story an Illustration depicts).

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

1 Use illustrations and details in a story to describe its characters, setting, or events.

Use the illustrations and details in a text to describe its key ideas.

2 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

3 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

4 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears.

5 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

6 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium

Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject

8 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.

Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

9-10

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment

Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized



in each account.



Standard 7 is an opportunity to COLLABORATE TO LEARN MORE QUEST: What will we learn about? QUESTIONS: What BIG questions will we answer? CONNECT: How will we combine what we learn to teach others? Children’s book Exhibit News report Website …



CULTURE TOPICS AND QUESTIONS Big question for culture: What is important in the culture of _________________?

K Listen, read, draw: What’s important to families? (in many places) 18 A

Listen, read, draw: How and what do families celebrate? 18 A

Listen, read, draw How do families work together? 18 A

How do families live together? 18 A

SYNTHESIS Give examples of how a family shares values in how they live and what they celebrate.

1

How do people live in a neighborhood? 18A

How do people show they value each other. 18A

What do people value in our neighborhood 16AB and how do they show it?18A

What do people celebrate in our neighborhood? 18A

SYNTHESIS Describe values; illustrate and explain what values mean to the way people live in a culture 16AB and what is important to them.

2 How did people met needs in a community in the past? 16A

What values did people in people in a community have the past? 16A

How do people in our community and others meet needs today? 18A

How do people in communities show values today. 18A

SYNTHESIS Describe values; illustrate and explain examples of a community’s values in the past and today.

3 How did people live in Chicago long ago? 16A

How, where, and why did people travel in Chicago long ago? 16A, 5A

What was important to people in Chicago in the past? 16A

What values of Chicago stayed the same or changed and how that affects us today? 18A

SYNTHESIS Explain Culture with examples from Chicago. Identify ways Chicago has changed. Give examples of values and their importance to Chicago.

4 How did people live in Illinois in the past? 16A

How and why have people changed Illinois? 16A

How and why have people changed Illinois and other regions? 16A

What values of people have stayed the same and what values have changed? 18A

SYNTHESIS List, illustrate, give examples of choices of a culture; Write/illustrate to explain values and traditions

5 How did people live in the US in the past? 16A, D

How have people changed the US? 6A,D

How have communication and technology changed? 16A,D,

What values of the U.S. have stayed the same; what values have changed? 18A,C, 5A

SYNTHESIS List, illustrate, give examples of choices of a culture; Write/illustrate to explain values and traditions

6 Who lives where why? 16A,D, 18A

Who lives how—why? 16A,,D, 18A

Values—how are they different/alike for different cultures? 16A,D, 18A

How do values influence traditions and history; how does a Culture 16AB change? 18A,C

SYNTHESIS List, illustrate, give examples of parts and patterns of a culture; Write/illustrate to explain values and traditions, continuity and change

7 US Choices--Where and how have people chosen to live? 16A,D, 18A

US choices—where and how have people chosen to move? 16A,D, 18A

US Choices—what is important now? 16A,D, 18A

What choices from the past are important to the US today? 16AB 18AD

SYNTHESIS List, illustrate, give examples of parts and patterns of a culture; Write/illustrate to explain values and traditions

8 US Choices—what choices have people made about how to work? 16A,D, 18A

US Choices—what choices have people made about how to live? 16A,D, 18A

US Changes—what changes have people made that changed the US? 16A,D, 18A

What values still are important to the US today? 16AB 18AC

SYNTHESIS List, illustrate, give examples of parts and patterns of a culture; Write/illustrate to explain values and traditions



ECONOMY TOPICS AND QUESTIONS Big Question for economics: What are the parts of the economy and how do they fit together and change? May be applied to local economy and economies of many places. K work

What work do people do in school? ILS 15 D,E

work What tools do people use in their jobs? ILS 15 D, E

money How do people get and use money? ILS 15C

my choices Who I will be in the future? ILS 15 A, B, C, D,E

SYNTHESIS Describe and explain kinds of work people do.

1

work What work do people do in a neighborhood? ILS 15 D,E

work What tools do people use in their jobs in a neighborhood? ILS 15 D, E

money How do people get and use money? ILS 15C

my choices Who I will be in the future? ILS 15 A, B, C, D,E

SYNTHESIS Describe and explain kinds of work people do.

2 What are the parts of the community economy? ILS 15D,E

What workplaces are in the community? ILS 15D,E

What jobs are part of our community? ILS 15 D,E

How do people make community choices? ILS 15 D,E

SYNTHESIS Write a paragraph or booklet about the economy in the community.

3 What are parts of the Chicago economy. ILS15ABCD

What work do people do and how? ILS15ABC

What businesses are in Chicago—and why? ILS15ABC

How do the parts of the Chicago economy fit together? ILS15ABCD

SYNTHESIS Write, draw, explain the Chicago economy.

4 What are the parts of the Illinois economy? ILS15ABCD

Why is transportation an important part of the economy? ILS15ABCD

Why is communication an important part of the economy? ILS15ABCD

What changes have happened in the economy? ILS15ABCD

SYNTHESIS Write with examples, graphs and facts, to explain how the Illinois Economy works.

5 What kinds of work have people done in the past? What kinds of work do they do today? ILS15ABCD

How has transportation affected the economy? ILS15ABCD

How has the environment affected and been affected by the economy? ILS15ABCD

How does an economy change? ILS15ABCD

SYNTHESIS Write about economic changes in the US—past/present/ future

6 What is an economy? ILS15ABCD

How has work changed? ILS15ABC

How have kinds of businesses changed? ILS15ABC

How do countries work together to solve economic problems? ILS15ABCD

SYNTHESIS Make an exhibit or booklet about how economies work.

7 What was important in the early US economy? ILS15ABCD

What is important in the US economy today? ILS15ABCD

How has the US economy changed? ILS15ABCD

How has work changed? ILS15ABCD

SYNTHESIS Use data to explain how the economy works.

8 How has government affected the economy? ILS15ABCD

What economic challenges have people faced? ILS15ABCD

How and why has the economy changed? ILS15ABCD

What economic challenges do we face today? ILS15ABCD

SYNTHESIS Use numerical data and current or historical information to write about how economies work.



ECOLOGY and GEOLOGY K What I know about animals.

(assessment) What I know about plants (assessment) ant, apple, bee, but 12A,B

How do animals live here? cat, dog 12A,B; 13B

SYNTHESIS Draw/match pictures and words about plants, animals.12A

1

Our neighborhood environment home, me, my, weather How plants grow here: light, plant, tree 12A,B

How animals live here: animal, day fly, night, run 12A,B

How plants and animals live together here. land, water, weather 12A,B; 13B

SYNTHESIS List, picture features; describe, illustrate terms, features

2 Our community’s environment change, farm, garden, park, place 12A

How plants grow here: begin, big, flower, grow, little, rain, seed 12A,B

How animals live here: animal, around, group, growth, here, large, Earth, eat, food, move 12A,B; 13B

SYNTHESIS List, picture features; describe, illustrate terms, features Make a chart/collage/booklet about an environment

3 Features of Chicago: climate, community desert, environment grassland, lake lakeshore marine life, river 12A

How plants grow here: fruit, leaf, pollen producer, root seed coat, stem vegetable 12A,B

How animals live here: breathe, earthworm, egg, hatch, hunt rabbit, squirrel community environment food chain 12A,B

SYNTHESIS List, illustrate, describe features and explain relationships; use terms correctly. Make a booklet about Chicago’s environment.

4 How does an ecosystem work? 12A ecology, food web, habitat, environment, predator

How does geology affect ecology? 12A, 11AB layer, crust, planet, orbit, climate

How do environments change? 11AB 12A balance, species, adapt

SYNTHESIS How do scientists read diagrams, graphs, and tables to explain ecology?

5 Ecology of North America (features): biologist, community ecosystem, environment habitat, population 12A

How plants grow in a region: algae, amoebae, cell, chlorophyll, fern, photosynthesis, spore 12A,B

How animals live in a region: adapt, behavior, cold-blooded instinct, warm-blooded, cell, decompose, extinction, membrane, nucleus, population 12A,B; 13B

SYNTHESIS List, illustrate, describe features and explain relationships use terms correctly. Write to clarify an environment or environmental issue.

6 Features of one place in the world: biome, desert, ecosystem, environment, rainforest, savanna, temperate forest 12A

How plants grow there: bacteria, decomposition, fungus, germination, grassland, marine, nutrient, paramecium, protozoan 12A,B

How animals live there: carnivore, cold-blooded, consumer, herbivore, host, invertebrate omnivore, parasite producer, scavenger vertebrate, anatomy 12A,B; 13B

SYNTHESIS List, illustrate, describe features and explain relationships use terms correctly. Write to clarify an environment or environmental issue.

7 Features of one place in the world: biome, deciduous desert, ecosystem environment grassland, permafrost rainforest, savanna taiga, temperate forest tundra 12A

How plants grow there: bacillus, budding cellulose, coniferous diatom, evergreen lichen, rhizoid rhizome, spore 12A,B

How animals live there: carnivore, evolution, herbivore, host, invertebrate, kingdom, omnivore, parasite, scavenger, taxonomy, vertebrate, dependence, food web, migrate, niche, symbiosis 12A,B; 13B

SYNTHESIS List, illustrate, describe features and explain relationships use terms correctly. Write or prepare display or presentation to clarify an environment or environmental issue.

8 Features of an American environment: biome, characteristics coniferous, desert, ecology ecosystem 12A

How plants live there: Chloroplast, population, cross pollination, diversity photosynthesis, pollination, pistil, stamen 12A,B

How animals live there: carrying capacity conservation, domesticated homeostasis, larva metamorphosis, renewable resources, taxonomy 12A,B; 13B

SYNTHESIS List, illustrate, describe features and explain relationships use terms correctly. Write or prepare display or presentation on environment or environmental issue.



CONNECT: Information from Different Sources CCSSR7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Big Question

Locate relevant information in two different sources. Source 1: _________________________________________________________ Important Information

Source 2: _________________________________________________________ Important Information

Use this information to write your response.



Make a Picture Book or Display CCSS Anchor Writing Standard 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. TOPIC: __________________________________________________________________

Sketch or note what you will tell in 6 pages or parts. Then number the parts in the order you will include them. Then write your answer in a picture book or display with captions.



How will we inspire and involve students in reading to learn—then sharing what they learn? __Big questions

__of the week

__of the month __booklets __ displays

__bulletin boards

__exhibits __ ____________________________________________________ __ ____________________________________________________



ACTION PLAN What will we do to strengthen: Vocabulary development “Close” reading Ability to analyze decisions—in fiction and reality Interest in and ability to answer BIG questions through reading Educate parents about Common Core priorities—and ways they can help their children meet them.



What Kinds of Activities Will You Organize?

Kind of Thinking Actions Products

Knowledge*

define, describe, duplicate, identify, label, locate, list, memorize, name, recall, repeat, state, translate

glossary, label, list

Comprehension

Identify, collect, classify,

describe, explain, illustrate, match, paraphrase, recognize,

restate, summarize

caption, chart, drawing, explanation, sequence

chart, timeline

Application

adapt, apply, change, choose,

classify, demonstrate, illustrate, interpret, operate,

sketch, solve, use

illustration, matrix, model,

plan, report

Analysis

analyze, categorize, compare,

contrast, differentiate, examine, experiment, infer,

organize

diagram, flowchart, presentation, report

Evaluation

assess, critique, defend,

evaluate, judge, rank, rate, select, sort, support, weigh

editorial, rating, report,

recommendation, speech

Synthesis

combine, connect, create,

design, integrate, inter-relate, produce

artwork, article, booklet,

exhibit, poem, report, speech, story

Creativity New category added in the 1990s, may not be a different level—could

be a kind of synthesis.

create, design, develop,

formulate, invent

artwork, booklet, exhibit, poem, report, speech,

story

*Learning starts with knowledge—it is an essential base to move to greater thinking—Common Core Standard 1 starts with “read closely to determine what the text says explicitly and make logical inferences…” that you support with evidence—from that close reading. There are levels of knowledge, too—from the basics such as sight words through formulas and the relationships they represent.



How will you inspire students to learn more? POSITIVE AND PROGRESSIVE FEEDBACK Specific feedback that: ü Identifies strengths ü Guides students to take the next step Enables students to: ü Feel positive ü Improve their work ü Clarify their thinking ü Go farther!

+ This part is clear and correct.

Ø Read the passage again to check this part. + Your answer is close.

Ø List the steps you took to get it—figure out how you should change it. + Your chart includes correct information.

Ø Go farther—write a summary of what your chart shows. + You started your report with a clear focus.

Ø Add more information from the passage that supports your answer. + You have written a complete summary—all the important parts.

Ø EXCEED! Write directions for another student—explain how to summarize a story.



Progress Report

Name: ____________________ Date: ______________________ Activity: ____________________________________________________ Quality Exemplary Appropriate Could Improve

ü Collaborated positively

ü Followed directions accurately

ü Solved problems constructively

ü Communicated appropriately

ü Helped others

What I liked about today’s activity: ____________________________________________________________________ ____________________________________________________________________ What I learned: ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________



How will you connect art and the Common Core? The ART PLUS: Examples of ways students can integrate illustrations so they think more as they respond to the questions. CCSS Standard Kinds of Questions 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Where did this story/history take place? What kind of place was it? Who was part of it? How did they feel? What do you think the writer wants you to understand because of what the writer put into the story/history? Support your answers with evidence from the text. The ART PLUS: You can show your answers with illustrations and captions.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

What do you think is the central or main idea of this story/history? Summarize the important information that supports your conclusion. Support your answer with evidence from the text. The ART PLUS: Create a symbol that shows that central idea.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

What is a problem people faced? Why was it important to people? What choices did people make? How did they affect other people? Support your answer with evidence from the text. The ART PLUS: Illustrate the situation—make sequential drawings.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

What are 5 key words in this passage? Why are they important to understanding the ideas? Support your answer with an example from the passage. How can you figure out what a word means when you read? Use the text to show an example. The ART PLUS: Draw pictures to show what the words mean.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

How does the first paragraph prepare you to read the rest of the passage? Choose another important paragraph. Tell why it is important to understanding the passage. Support your answers with examples from the passage. The ART PLUS: Draw illustrations for important paragraphs.



Parent Workshop Planner Focus: ______________________________________________________________ Date and Time:__________________________________________________ Location: __________________________________________________ Outcomes—What will the workshop result in?

Who will we invite?

How will we invite them?

What we will emphasize in the invitation:



How we will remind parents about the workshop

Who will present? __________________________________________________ Who will facilitate? __________________________________________________ Activities: What will participants do?

Materials: What will they receive?

Follow up: How we will follow up on the session

community school partners expand common core...

Documents