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
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
MINI LESSON (15 minutes)
Independent Reading (20 minutes t0 40 depending on grade level)
-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…
2. Book Title
3. Start with your thinking code
4. Page number and text evidence
Grade on book boxes, response logs, and collaborative conversations
Smarter Balanced Consortium
*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
Everyday will come too.
VIP CCSS Resources
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?
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.