ccss_swirl.jpgThis page describes the learning activities presented during the Day 2 content-specific session on the Common Core State Standards for English Language Arts at the 2011 Summer Institutes. The approximate time needed to introduce these activities is 3 hours. Most activities were demonstrated rather than fully completed, so the actual time to completethe following activities with teachers is likely to exceed 3 hours. Powerpoint slides from the Summer institutes are available on the Resources page.

Introduction - Day 2
A Closer Look
An Integrated Model of Teaching and Learning
Closing activity




Introduction - Day 2 (20 minutes)

Peacock Feather Balancing Act

Materials:
1 peacock feather for each participant (longer feathers work better than short feathers)

Directions:
Distribute one feather to each participant. The goal is for each participant to balance the feather on their fingers.
In this activity, the peacock feather is an analogy for our continued work with the Common Core State Standards in which it's important to strike a successful balance -- focusing on the eye (the Standards) and readjusting as needed.

First-draft Reading

Materials:



Directions:
Participants will do a first-draft (i.e. cold) reading of a text selection (a quote by Donald Rumsfeld), then apply and discuss strategies employed by readers in encountering new text. Refer to the powerpoint slides for questions to prompt discussion.

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A Closer Look (80 minutes)

Learning outcome: While reviewing a cluster of standards, participants will identify what students need to know and be able to do. They will discuss effective scaffolding to meet the needs of every student. They will look at their current teaching practices and determine what they need to add in order to meet the expectations of the CCSS.

The total teaching time for this part of the workshop is 80 minutes and includes 3 sections, (with a scheduled break between the second and third sections).

Close Reading

There are 3 activities in this section of the Institute: a Prezi introducing Close Reading, a Close Reading exercise, and an ELA Inventory.

Prezi on Close Reading

Materials:
prezi on Close Reading

Directions:
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Click on the arrow in the prezi below to start the prezi.

Close Reading

Materials:





Directions:
Apply what you learned from the Prezi to do a close reading of the cluster. Remember to mark the big ideas and skills, find the commonalities, and consider what a student is expected to know and do. Next, review the unpacking document. You will use both the cluster and unpacking documents as you complete the ELA Inventory activity below.
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To differentiate for the 1:1 environment, download and annotate the document in digital format. You may highlight, insert comments, or use other drawing and formatting tools to annotate this document.
ELA Inventory
Materials:



Directions:
Participants will analyze and apply their understanding of the standard from the prior activity, using an ELA Inventory form to record ideas. One of the columns is for ideas about how the new Information & Technology Essential Standards may be embedded; those Standards can be accessed by using the Quick Links section on the right side of the page.
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To differentiate for the 1:1 environment, download and annotate the ELA Inventory. Highlight, insert comments, or use other formatting and drawing tools to annotate this document. Copy and paste from the Information and Technology Essential Standards, as needed.
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Text Complexity

Materials:
David Coleman video (Part 6) on Bringing the Common Core to Life//


Common Core State Standards, Appendix A

Directions:
In this section of the session, presenters will explain the importance of text complexity, how it's measured, where to find references to text complexity in the CCSS, and what it looks like in the classroom. The first 3-minute segment from Part 6 of David Coleman's presentation on Bringing the Common Core to Life uses Martin Luther King Jr.'s Letter from Birmingham Jail to explain why text complexity is an essential issue for college and career readiness. Participants and presenters will examine how scaffolding can be used to assist students, including English Language Learners, with complex texts.

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Writing in the Common Core

There are 3 activities in this section of the Institute: Three Types of Writing, Writing Then & Now, and Discoveries from Then & Now.

Three Types of Writing

Materials:
paper for creating a foldable (2 sheets for each learner)





Directions:
Read Standards 1-3 for Writing using the grade-level standards document(s) above. Locate those Standards on the Anchor Standards document and compare these to the grade-level Standards document. As you compare, consider: what do the new Standards require students to know and be able to do, and what can you add? Create a foldable and write a definition of each of the 3 types of writing with one writing type per flap.
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To differentiate for the 1:1 environment, use a web-based brainstorming tool like Bubbl.us or Mindmeister to create a mind map for organizing and displaying definitions of the 3 types of writing.

Writing Then and Now
Materials:





Directions:
Using the Then & Now graphic organizer and the Then & Now document, participants will compare writing expectations from the NCSCOS and the CCSS to determine what is different, recording their observations on the graphic organizer. After completing the graphic organizer, participants should turn and talk to a peer about what they discovered.

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Discoveries from Then & Now

Materials:
completed graphic organizer from the Then & Now activity

Directions:
As a result of the Then & Now activity, participants should discover that one particular form has a "starring" role in the writing standards of the Common Core. The presenters will describe why it is an essential writing form for students to master. Please refer to the powerpoint slides for additional information on this topic.

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An Integrated Model of Teaching and Learning

Learning outcome: Participants will recognize the connection between reading and writing standards. Participants will understand the integrated model of literacy.
This part of the session includes 2 activities: Reading & Writing in the Common Core and Curriculum Maps.


Reading and Writing in the Common Core

Materials:
primary source document
(photo number 10 from the Martin Luther King Jr. Photo Gallery, MLK in Birmingham Jail)
text related to the primary source document
(paragraphs 1-5 used for this activity)
foldable (from Writing in the Common Core activities) or another medium for writing

Directions:
Participants will do a close reading of a primary source document. Following the reading of the document, they will describe the tone of the document. Next, they will find TEXT-BASED evidence to support their reasoning. Finally, they will write a single paragraph on a paragraph using the supporting evidence.
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Differentiate this activity for the 1:1 environment by annotating the text and using an interactive tool, like Google docs, in the place of a foldable.
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Closing activity

This activity is an opportunity for reflection and consideration of how to introduce this information in your LEA or charter school. A Sliderocket presentation introduces ideas for next steps and provides reflection questions.

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