8. CCSS (2010)
RI.3.6 Distinguish their own point of
view from that of the author of a text.
NCSCoS (2004)
Grade 3 2.04 Identify and interpret
elements of fiction and nonfiction and
support by referencing the text to determine
the: point of view (author and character)
9. CCSS (2010)
RI.7.1 Cite several pieces of textual evidence to
support analysis of what the text says explicitly as
well as inferences drawn from the text.
NCSCoS (2004)
Grade 7 2.01 Respond to informational materials
that are read, heard, and/or viewed by:
drawing inferences and/or conclusions
determining importance of information.
10. Integrating the Standards
“While the Standards delineate specific
expectations in reading, writing, speaking,
listening, and language, each standard need
not be a separate focus for instruction and
assessment. Often, several standards can be
addressed by a single rich task.”
CCSS pg. 5
11. “Vocabulary” in the Standards
R.CCR.4 - 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.
L.CCR.3 – Apply knowledge of language to understand how
language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading
or listening.
L.CCR.4 - Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
12. “Vocabulary” in the Standards
L.CCR.5 - Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
L.CCR.6 - Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
13. “Vocabulary” in the Standards
SL.CCR.3 – Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric.
SL.CCR.6 - Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when indicated
or appropriate.
14. Color-coding the Anchors
• Using highlighters, find the possible
integrations across the standards….
• Think about these categories:
Evidence
Organization - development of ideas - structure
Comparing texts - integration of ideas
Media
Research
15. Create an Integrated Task
• Cite explicit textual evidence as well as draw inferences about the
Bird and the Tortoise that support your analysis of what it means to
be courageous.
• R.CCR.1 Read closely to determine what the text says explicitly
and to make logical inference from it, cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
17. Lesson Review
• Choose a lesson to review on the
Wiki.
• Use the Guided Review of Lessons
document to record your
observations.
18. Guiding Questions
• How does this lesson address different learners?
• How are text dependent questions used?
• Where do you see evidence of instructional shifts?
• How does this lesson address vocabulary?
• Why is this text a good match for this lesson?
• Where are the standards addressed and what
integration is evident?
19. A Plan for Lesson Design
• Use the text you chose yesterday to
consider the pieces of a lesson.
• Use the information you recorded on the
Guided Review of Lessons, Participant
Notes, and the Lesson Planning Notes
and Ideas handout to begin designing a
lesson.
20. RESOURCES
Have you seen...
ELA Common Core State Standards Self
Study LiveBinder:
http://www.livebinders.com/play/play/262077
ELA Resources LiveBinder:
http://www.livebinders.com/play/play/297779
22. Summer Institute Evaluation
• You will receive a link via email. Please
complete the survey within 10 days after
the institute. You will receive a reminder
email in 5 days.
