Literacy Connections

March 29th, 2013

Kathy Bumgardener Visit


Not all skills are created equal in the CCSS. Some skills are SUPERSTARS in the new standards. They include THINKING and QUESTIONING about:

THEME (identifying, comparing, always while showing which key details support the theme using TEXT EVIDENCE)

COMPARING and CONTRASTING (within a text across text and genres- characters events, setting, lessons and craft and structure)

SUMMARIZING (not only entire text but paragraphs events and procedures described within them KEY DETAILS)

MAIN IDEAS /SUPPORTING (in whole texts and paragraphs while locating sometimes multiple main ideas across a text)

TEXT STRUCTURE (cause/effect, problem/solution, chronological/sequences, compare/contrast, description: students will identify these structures and evaluate their effectiveness in organizing the information and text overall)

TEXT FEATURES (identifying and interpreting photos, captions, heading, graphs, timelines, maps, and bold print---TEXT EVIDENCE.)

2 Huge Challenges

Reread for.....

Text Evidence

Anchor Chart-----Evidence Based Terms (not only in the words, text features (pictures, graphs…) WITH STANDARD (3.RI.4) list signal words

*because… *the author said… *from my reading I know that…

*for instance… *according to the text… *my text evidence is…

*for example… *It said on page…

The standards are not meant to work independently. The Reading strand works as a primer for the Wring strand… We practice the Language strand while writing… the Speaking and Listening strand is the HEART of it ALL.

Sailboat readers skim the surface (whip through books)

Submarine readers dive deep into books by thinking deeply, rereading, writing their thoughts and discussing their thinking.

*Suggestion to balance amount of fictional/nonfiction – keep a log of all the books that we have read outloud (include textbook, selections, anything read to student or by students as whole group) or print out image of book.

Pull the roadmaps and copy them for use in classroom. Make 12 sets for the teachers (also make smaller set and CD literacy wheels)

Resource to make --A FAST person (character traits)

Feeling – how do they feel Actions -what do they do

Say- what do they say Tell me how they were described

Children picking books for two reasons:

1. They want to

2. They have to

Make sure Classroom Library are organized and labeled by themes, authors, series, also marked Informational and Literature. Not important to put my level.

Number basket to help children put books back where they belong

Book Baskets – books, response log, post it notes, reading tools


Picking just right books

Too hard (shark bait or going uphill), too easy (beach or walking down hill), just right (pool, flat ground)

I Pick for Daily 5


Purpose - Why am I reading it?

Interest - Does it interest me?

Comprehension - Can I understand it?

Know - Do I know most of the words?

Book shopping days – assign everyone one day to shop for new books, helps to a

Reading Workshop

MINI LESSON (15 minutes)

Independent Reading (20 minutes t0 40 depending on grade level)

Students Teacher

-Read - Pull groups

-Think -Have reading conferences (groups or individuals

-Code with Post It

-Log My Reading

Collaborative Conversations (5 minutes) -Listens in

Writing Response to Reading (15 minutes)

Share out- 5 minutes

Code Anchor Charts (make a set for Nonfiction and Fiction)

Heart- My favorite part… I - Inferred

Person – The character…. P-predicted

? – I am confused about… C – I made a connection with

LOL- It may me laugh W – I wonder…

*- Important part Check – I figured out

*Collaborative Conversations Starters

Collaborative Conversations (reading, writing)

T- Tell something you likes…

A- Ask a question…

G – Give a suggestion…

Reading Response

1. Date

2. Book Title

3. Start with your thinking code

4. Page number and text evidence

5. Response

Grade on book boxes, response logs, and collaborative conversations

Day 2

Smarter Balanced Consortium

*Constructed Response

*Performance Tasks

*Computer Adaptive Testing (it will move along with students ability level)

It will be looking for key details for assessment purposes

Interim Tools "Along the Way"

Will be getting us benchamrks made by Smarter Balance

Formative Processes

Everyday will come too.

VIP CCSS Resources

Appendix A

Appendix B

Appendix C

The Boy Who Looked Like Lincoln

What is the central message? Go back in text and words to find the evidence in the text. There may not be one right answer as long as the students can back it up with text evidence.

Characteristics of Close Reading

*Works best with short passages.

*The focus is intense.

*It will extend form the passage itself to other part of the text.

*It should involve a great deal of exploratory discussion

*It involves rereading.

A change in the claim of testing

Past - Grade level proficient

Present - Career and College Ready

How to get ready

Step 1: Dig into the standards (LOOK CLOSELY AT VERBS)

Step 2: Expose students to the vocabulary through lessons, anchor charts, close readings

Step 3: Review New ITems Types, Items and Released Formms

Where do I go to do that?

Items Types


Go through the released test and find the words that might correlate or need defined. (according to text, selections,

Make sure to show the last page of the text to make sure they know what is expected at the end of the test.