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Creating Lessons with Reading/Writing CCSS

Creating Lessons with Reading/Writing CCSS. Dana R. Danis, M. Ed. June 2013 Making Connections Conference. The 411. List four important things about you. Describe one literacy (reading or writing) strategy that you know or already use in your classroom.

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Creating Lessons with Reading/Writing CCSS

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  1. Creating Lessons with Reading/Writing CCSS Dana R. Danis, M. Ed. June 2013 Making Connections Conference

  2. The 411 • List four important things about you. • Describe one literacy (reading or writing) strategy that you know or already use in your classroom. • Name one goal for your classroom next year. Discuss your 411 items with two or three people in this room.

  3. Dana R. Danis • I have taught literacy skills for six years. • I currently teach middle school and junior college. • I am working on my doctorate in curriculum and instruction. • I am a teacher consultant with Live Oak Writing Project, as well as a teacher trainer with the MDE/Writing Project Collaboration.

  4. Literacy and Goals • Think-alouds and modeling • Goal- Next year, I want to collaborate more with my colleagues.

  5. Common Core State Standards • Not replacing MS frameworks for history, science, and other technical subjects (yet) • Use literacy standards as a guide for teaching practices

  6. Anchor Standards “The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school.” “The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.”

  7. This Training Session • Discuss literacy strategies • Apply CCSS and research-driven literacy strategies to lesson planning • Model and plan a CCSS lesson with literacy strategies imbedded.

  8. Review of Training Material Packet • Literacy Strategy Log- This is to keep up with any strategies that you learn and can transfer to your teaching • Grading Criteria page • Article Excerpt- Anchor text • READ Strategy • Close Reading Questions • Example/Mentor text • Organizer • Example lesson plan template (On your table is a copy of a list of transitions and CCSS packets.)

  9. John’s Dilemma Punnett’s Squares

  10. Situation • There is a boy, John, who has blonde hair. • However, his parents both have natural brown hair. • John doesn’t understand how he inherited blonde hair when his parents have natural brown hair.

  11. Punnett’s Square Article • The instructor will read first. • Students will read silently. • While reading, highlight any information that will be of use to John. • Place a question mark beside things that don’t make sense.

  12. Carousel Close-Reading Questions • Disperse into 7 groups. • Answer the close-reading questions. Rotate when given the signal. • How do the standards correlate with the questions? • Discuss and share with a partner.

  13. Literacy Log • What reading strategies did we use? • How did these strategies correlate with the standards? • How can you use them in your classroom?

  14. Writing Activity • Topic: Write a letter to John explaining how it is possible to have blonde hair when his parents have brown hair. Be sure to paraphrase evidence from the text (article).

  15. Expectations • It is always important to inform students of what is expected before they begin writing. • Where are most of the points allotted? Why do you think this is so?

  16. Mentor Text • One of the best ways to ensure student understanding is to model or to give a mentor text. • However, you cannot just give a mentor text, you must have students understand it. • Apply the grading criteria to the mentor text.

  17. Analyzing the Mentor Text • What do you notice about the format? • Did they include a beginning, middle, and end? • Is there sufficient evidence provided? • What transitions are used? How do they help guide the reader? • What is valuable about the author incorporating a personal experience? • How effective is the conclusion section?

  18. Plan and Write • Choose a strategy to organize your writing: • Topic: Write a letter to John explaining how it is possible to have blonde hair when his parents have brown hair. Be sure to paraphrase evidence from the text (article).

  19. Revisions • Use the grading criteria to critique your partner’s paper. List two things that they did well and two things that they need to work on. • Do the same to your own writing.

  20. Literacy Log • What writing strategies did we use? • How did these strategies correlate with the standards? • How can you use them in your classroom?

  21. Criteria for Lesson Planning • Remember that this format is not an official format. • However, the process is important. • Now you get a chance to plan your own lessons. Use the format on the back page.

  22. Self-Evaluation and Share • Use the Teacher Checklist for Self-Evaluation of Lesson Plans. • Share what literacy strategies you are using.

  23. Literacy Strategy Websites • http://www.sccresa.org/toolsforschools/commoncore/contentliteracystrategies/ • http://www.adlit.org/strategy_library/ • http://www.uwlax.edu/faculty/kosiak/projects/talks/wsraslides.pdf

  24. Thank you! dana.r.danis@gmail.com ddanis@jcsd.k12.ms.us If you ever have questions or great resources to share, please email me.

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