June 5, Dear Excellent Educators,

Dear Excellent Educators, June, Good Afternoon! We are happy to see you today. Please make sure you have responded to the afternoon message question. Please write your name on a name tent. We look forward to talking to you about Critical Thinking in Third Grade with the Common Core. Have a great day! Sincerely, Nicole Janz and Katie Preston

Greeting Handshake Greeting Good Afternoon.

What was your favorite Common Core Standard to teach this year? Stand Up...Hand Up Pair Up Students stand up, put their hands up, and quickly find a partner with whom to share or discuss. Teacher says, when I say go, you will stand up, hand up, and pair up Teacher pauses, them says, Go!. Students stand up and keep one hand high in the air until they find the closest partner who s not a teammate. Students do a high five and put their hands down.. Teacher may ask a question or give an assignment, and provides think time.. Partners interact using: Rally Robin or Timed Pair Share Kagan, Spencer, and Miguel Kagan. Kagan Cooperative Learning. Moorabbin, Vic.: Hawker Brownlow Education,. Print.

Critical Thinking in the Third Grade with the Common Core J U N E, N I C O L E J A N Z K A T I E P R E S T O N

Norms I commit to: beginning and ending on time turning my cell phone to vibrate, returning calls and text during breaks respecting everyone s opinion processing our learning actively participating and having fun learning together

Desired Outcomes Deepen understanding of the Common Core State Standards for mathematical content and mathematical practices Deepen understanding of the Common Core State Standards for English Language Arts Deepen understanding of critical thinking with the Common Core State Standards

Team Mats

What is Critical Thinking?

What is Critical Thinking? http://www.criticalthinking.org/ctmodel/logic-model.htm

What does conceptual understanding mean to you?

What is conceptual understanding? Students demonstrate conceptual understanding in mathematics when they provide evidence that they can recognize, label, and generate examples of concepts; use and interrelate models, diagrams, manipulatives, and varied representations of concepts; identify and apply principles; know and apply facts and definitions; compare, contrast, and integrate related concepts and principles; recognize, interpret, and apply the signs, symbols, and terms used to represent concepts. Conceptual understanding reflects a student's ability to reason in settings involving the careful application of concept definitions, relations, or representations of either. Balka, Hull, and Harbin Miles

Teaching Tasks vs. Performance Based Assessments

Grade The Field Part A Part A Farmer s Field A farmer plants! of the field with soybeans. Draw soybeans on the field as many times as needed to show the fraction of the field that is planted with soybeans.

Part B Farmer s Field Write a fraction that is different than! in the boxes that also represents the fractional part of the farmer s field that is planted with soybeans. = = Explain why the two fractions above are equal.

Small Group Problem Solving. Reader/Task Focuser- Reread the Problem and help group maintain focus. Reporter Report Solution Path to the Class. Recorder Write on Poster. Time Keeper Monitor Time

Hours Minutes Seconds Small Group Problem Solving

Hours Minutes Seconds

http://www.parcconline.org/parcc-assessment! "#$%&' &( &) *%&+,%-$&.&/#"&& &!!!! &!

The Structures and Routines of a Lesson Set Up the Task Set-Up of the Task The Explore Phase/Private Work Time Generate Solutions The Explore Phase/ Small-Group Problem Solving." Generate and Compare Solutions." Assess and Advance Student Learning Share Discuss and Analyze Phase." Share and Model." Compare Solutions." Focus the Discussion on Key Mathematical Ideas." Engage in a Quick Write MONITOR: Teacher selects examples for the Share Discuss based on: " Different solution paths to the same task " Different representations " Errors " Misconceptions SHARE: Students explain their methods, repeat others ideas, put ideas into their own words, add on to ideas and ask for clarification. REPEAT THE CYCLE FOR EACH SOLUTION PATH COMPARE: Students discuss similarities and differences between solution paths. FOCUS: Discuss the meaning of mathematical ideas in each representation. REFLECT: Engage students in a Quick Write or a discussion of the process.

What Mathematical Practices did you use in completing this task?

How could you use this in your classroom? What benefits do you see in using this routine with your students?

WEBSITE http://teachersites.schoolworld.co m/webpages/njanz/index.cfm

Katie Preston My classroom Developmental Spelling Assessment (DSA) Word study Interactive read alouds (- times a week) Writer s workshop Guided reading (all groups, everyday) Daily A few things that helped my students this year Specific weekly vocabulary Guided reading notebook

Questioning Questioning is the bridge to Critical Thinking

Literacy standards for CCSS Reading (really reading comprehension) Writing Speaking and Listening Language (conventions and vocabulary) Reading (foundational skills K-)

Literacy standards for CCSS Reading Themes within CCSS A. Key ideas and details- what does the text say? B. Craft and structure- how did the text say it? C. Integration of knowledge and ideas- what is the value of the text; what does it mean; how does it connect to other texts? D. Range and level of text complexity- more challenging!

Where we ve been School reading has become focused on rituals rather than text-student interaction, on general reading skill rather than critical thinking about texts Emphasis on prior knowledge and reader response has placed the attention on the reader instead of the text Teacher purpose setting had often replaced actual reading Texts have not been challenging enough; students do not know how to tackle a complex text www.shanahanonliteracy.com

What is close reading? Great books (challenging books) need to be read and reread Each reading should accomplish a separate purpose Students must do the reading/interpretation Teacher s major role is to ask text dependent questions Multi-day commitment to texts Purposeful rereading (not practice, but separate journeys) www.shanahanonliteracy.com

Pre-read The first look Limit pre-reading Should not be longer than the actual reading Text preview Try not to reveal too much about the text itself Give students enough information that they have a reason to read. www.shanahanonliteracy.com

First Reading What does the text say? Vocabulary that pertains to meaning Questions should help guide students to think about the most important elements of the text (the key ideas and details) Questions should also clarify confusions (in this case, confusions about what the text says) The discussion led by these questions should lead to a good understanding of what the text said My questions focused on key events and motivations (particularly events that I thought might be confusing) www.shanahanonliteracy.com

Second reading How does the text work? Questions should help guide students to think about how the text works and what the author was up to (craft and structure) Stories are written by people to teach lessons or reveal insights about the human condition in aesthetically pleasing and powerful ways Awareness of author choices are critical to coming to terms with craft and structure Questions that focus on why and how the author told his story (particularly focusing on literary devices, word choices, structural elements, and author purpose) www.shanahanonliteracy.com

Third reading Connect and evaluate What does the text mean? Questions should help guide students to think about what this text means to them and how it connects to other texts/stories/events/films Evaluations of quality (placing a text on a continuum based on quality standards) and connecting to other experiences is an essential part of the reading experience www.shanahanonliteracy.com

Let s try it! Another way to get kids talking Teach, OK

Pre-read Circle the title Circle the picture Circle bold words Number the paragraphs Divide any sections according to subheadings

First read, first section Read the first section once. Give a thumbs up when you ve finished reading. What is the author telling you in the first section? What does he want you to understand? Explain it to your shoulder partner.

Second read, first section Read the first section again. Give a thumbs up when you finished reading. How does the author begin this section? Why? What do you think the purpose was of the first section? What made you think that?

First read, second section Read paragraphs and once. Give a thumbs up when you ve finished reading. What is the main idea of this section? What are some details about the main idea. Teach your partner.

Second read, second section Please read this section one more time. Give me a thumbs up when you re finished. What purpose did the author have in writing this section?

First read, finish the passage Please finish reading the passage. Give me a thumbs up when you finish. What important information did you learn from the last two sections? Share with your partner.

Second read, finish the passage. Please read the rest of the passage once more. Give me a thumbs up when you finish. Why did the author structure the passage the way that it was structured? How did all of the sections connect?

Final reading Please read the entire text again. How effective do you think the author was in writing this article? How does this article connect to you or something that you ve learned or read?

Exit ticket Please take a minute to fill out the exit ticket in the left pocket of your folder. After you complete you exit ticket, please leave it on the table by the door and proceed to the closing and certificate session (COE ). Thanks so much!