Utah Core Standards Training

ELA ElementaryOctober 25, 2013

Each teacher has a quote at their table from the article, Closing in on Close Reading.Read your quote and be prepared to discuss it with other teachers.

Grouping Cards

Tea Party Activity Closing in on Close Reading

(Boyles, N., 2013) Find another teacher with your

“Letter” Share & Discuss Find other teachers with your

“Shape” Share & Discuss

Diving Deeper

Into

Close Reads

Depth of Knowledge (DOK) Levels

• Recall/locate facts, identify literary elements, define terms

DOK Level 1 – Recall & Reproduction

• Summarize, categorize, text structure, compare/ contrast

DOK Level 2 – Skills & Concepts

• Connect ideas, inferences about themes, cite evidence, critique conclusions, analyze interrelationships

DOK Level 3 – Strategic Thinking/Reasoning

• Requires connections and extensions, high cognitive demands and complex reasoning

DOK Level 4 – Extended Thinking

Applying Webb’s Depth-of-Knowledge Levels to

Blooms’ Cognitive Process Dimensions

2009 Karin K. Hess: Hess’ Cognitive Rigor Matrix: Permission to reproduce is given when authorship is fully cited (khess@nciea.org) For full article, go to www.nciea.org

SAGE ELA and Literacy

Reading Single and Paired Passages Literary/Informational ratio follows Core

Listening Short (1 min) passages: dialogue, discussion, etc. Headphones—all content areas for text-to-speech

Language Edit draft passage of student writing Vocabulary

http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

SAGE ELA and Literacy

Writing Extended writing Student writing will draw on information and

evidence from passages

•Two Compositions: o •Informative/Explanatory o •Opinion/Argument

http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

ELA and Literacy Reading, Listening, Language

• Variety of Item Types • Multiple Choice (one or more correct responses)• Selected Response • Drag and Drop • Hot Spot • Constructed Response

http://www.schools.utah.gov/assessment/Adaptive-Assessment-System/SAGEUpdateKFedits-(1).aspx

Craft and Structure RL4 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.

Vocabulary & Word

Choice

Sample Performance Tasks for Standard RL4

K-1--Students identify words and phrases within Molly Bang’s The Paper Crane that appeal to the senses and suggest the feeling of happiness experienced by the owner of the restaurant ( e.g., clapped, played, loved, overjoyed).

2-3—Students read Paul Fleishchman’s poem “Fireflies,” determining the meaning of words and phrases in the poem, particularly focusing on identifying his use of nonliteral language (e.g., “light is the ink we use”) and talking about how it suggests meaning.

4-5—Students determine the meaning of the metaphor of a cat in Carl Sandbur’s poem “Fog” and contrast that figurative language to the meaning of the simile in William Blake’s the Echoing Green.”

Standard RL4 & RI4 – Use of Vocabulary

1. Breakdown Standard RL4 or RI4o Concept, Skills, Prerequisite Skills

2. Brainstorm Teaching Ideas for 2nd Read o What words and phrases are used in the text? o What do they mean? o How do they influence the text?

3. Narrow Ideas to One Idea for Your Table 4. Share Table’s Idea with Large Group

Additional Resources in Appendix A – Three Tiers of Vocabulary

Craft and Structure

RL5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

Text Structure

Sample Performance Tasks for Standard RL5

K-1—Students read two texts on the topic of pancakes and distinguish between the text that is a storybook and the text that is a poem.

2-3—Students describe the overall story structure of The Thirteen Clocks by James Thurbeer, describing how the interactions of the characters of the Duke and Princess Saralinda introduce the beginning of the story and how the suspenseful plot comes to an end.

4-5-- Students refer to the structural elements (e.g., verse, rhythm, meter) of Ernest Lawrence Thayer’s “Casey at the Bat” when analyzing the poem and contrasting the impact and differences of those elements to a prose summary of the poem.

Text Feature – vs – Text Structure Features: headings, tables of contents,

glossaries, electronic menus, icons Common Text Structures:

Narrative InformationalCharacter (s)SettingProblemEventsResolution

Cause/EffectCompare/ContrastDescriptiveChronology/SequenceProblem/SolutionQuestion/Answer

Standard RL5 & RI5 – Text Structure

1. Breakdown Standard RL5 or RI5o Concept, Skills, Prerequisite Skills

2. Brainstorm Teaching Ideas for 2nd Read o How is the overall text structured?o What makes this structure different from other structures?o How does this structure influence the text?

3. Narrow Ideas to One Idea for Your Table 4. Share Table’s Idea with Large Group

Additional Resources in Appendix A – Text Complexity, pg. 6-7

Craft and Structure

RL6 Assess how point of view or purpose shapes the content and style of a text.

Point of View /

Purpose

Sample Performance Tasks for Standard RL6

K-1—Students identify the points at which different characters are telling the story in the Finn Family Moomintroll by Tove Jansson.

2-3—When discussing E. B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well as from that of the narrator..

4-5-- Students describe how the narrator’s point of view in Walter Farley’s The Black Stallion influences how events are described and how the reader perceives the character of Alexander Ramsay, Jr.

Point of ViewWho is telling the story?

First Person – Told by someone inside the story, from someone’s own experience o (I, me, my, mine, we us, our, ours)

Second Person – Telling someone how to do something or giving advice o (you, your, yours)

Third Person – Told by someone outside the story, someone else’s perspective. The author tells what someone else sees, feels, thinks, and/or does. o (he, she, him, her, his, hers, their, theirs, it, its)

First PersonI am a student at Mapletown Elementary. I have a lot of friends in my third grade classroom. My favorite thing to do is stand on my hands upside down. I’m pretty good at it and win all kinds of contests at recess with my friends.

Third PersonSarah walked briskly with her friend Adam into school. Adam didn’t know that she

was in a hurry to get to the library before class. She listened to his story about his dog but she really just wanted to walk faster. What if the book was already

checked out? What would she do for her project?

Standard RL6 & RI6 – Point of View

1. Breakdown Standard RL6 or RI6o Concept, Skills, Prerequisite Skills

2. Brainstorm Teaching Ideas for 2nd Read o What point of view is being used?o How is this different from another point of view on topic?o How does this point of view influence the text?

3. Narrow Ideas to One Idea for Your Table 4. Share Table’s Idea with Large Group

Lesson Planning Second Reading…

Summary Activity Find your group with the

same “animal” Share one new idea or

concept you learned today Share one idea you can use in

your classroom tomorrow