Follow-up Workshop for Math and ELA Unit Planning
BOOK STUDY
The Core Six: Essential Strategies for Achieving Excellence with the Common Core
Archdiocese of Seattle
15 April 2014
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Readings
The Road Not Taken (​
6-8 Exemplar Text​
)
Robert Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim
Because it was grassy and wanted wear,
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I marked the first for another day!
Yet knowing how way leads on to way
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I,
I took the one less traveled by,
And that has made all the difference.
*This prayer was composed by ​
Bishop Ken Untener​
of Saginaw, drafted for a homily by Cardinal John Dearden in Nov. 1979 for a
celebration of departed priests. As a reflection on the anniversary of the martyrdom of Bishop Romero, Bishop Untener included in
a reflection book a passage titled "The mystery of the Romero Prayer." The mystery is that the words of the prayer are attributed
to Oscar Romero, but they were never spoken by him.
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Prophets of a Future Not Our Own
Bishop Ken Untener of Saginaw, Michigan (1979)
It helps, now and then, to step back and take a long view.
The kingdom is not only beyond our efforts, it is even beyond our vision.
We accomplish in our lifetime only a tiny fraction of the magnificent enterprise that is God's work. Nothing we do is complete,
which is a way of saying that the Kingdom always lies beyond us.
No statement says all that could be said.
No prayer fully expresses our faith.
No confession brings perfection.
No pastoral visit brings wholeness.
No program accomplishes the Church's mission.
No set of goals and objectives includes everything.
This is what we are about.
We plant the seeds that one day will grow.
We water seeds already planted, knowing that they hold future promise.
We lay foundations that will need further development.
We provide yeast that produces far beyond our capabilities.
We cannot do everything, and there is a sense of liberation in realizing that.
This enables us to do something, and to do it very well.
It may be incomplete, but it is a beginning, a step along the way, an opportunity for the Lord's grace to enter and do the rest.
We may never see the end results, but that is the difference between the master builder and the worker.
We are workers, not master builders; ministers, not messiahs.
We are prophets of a future not our own.
Amen.
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The Core Six, STRATEGY #1: READING FOR MEANING
ELA Standards Addressed with this Strategy:
RI/RL: 1, 2, 3 ​
(key ideas and details: read closely and cite evidence to support conclusions; determine
central ideas or themes, analyze development, summarization; analyze individuals, ideas, events
development and interaction)
RI/RL: 6 ​
(craft and structure: point of view/purpose shapes content/style)
RI/RL: 7, 9 ​
(integration of knowledge and ideas: diverse media and formats; analyze 2+ texts)
RI/RL: 10 ​
(range of reading and level of text complexity: read/comprehend complex texts
independently and proficiently)
W: 1 ​
(opinion/argument)
W: 10​
(various tasks/purposes)
Key Idea:
Teachers ​
intentionally design ​
lessons that​
require students to actively​
engage in three phases of reading:
before reading, during reading, ​
and ​
after reading​
.
▪ Before: ​
preview and predict
▪ During: ​
close read (highlight/annotate) while actively searching for relevant information
▪ After: ​
reflect, discuss, and write
Planning:
1. Identify a ​
short text ​
to read for meaning.*
2. Generate a list of statements (see page 14) for students to search the text and ​
find evidence ​
to
support or refute each statement. Consider the themes, main ideas, and details you want
students to discover.
3. Introduce the topic of the text. Consider a thought-provoking question* or hook to get students
engaged and ​
activate prior knowledge​
.
4. Students ​
review statements ​
and ​
make predictions​
.
5. Individually, students ​
read text and record evidence​
for and against each statement during and after
they read.
6. Students ​
discuss their evidence ​
in pairs or groups.
7. Teacher conducts whole group ​
discussion​
. Consider the questions to ask to drive a thoughtful and
engaging follow-up discussion.
*Recall: ​
Triangle of Text Complexity ​
and the ​
3 Filters ​
for choosing which texts to read: 1. ​
Can students read
the text? 2. ​
Should they read ​
the text? 3. ​
Would they want to read​
the text and does the text have value in the
teaching/learning dynamic?
Support-Refute Graphic Organizer
Evidence For
Students re-read text to determine
evidence for or against the given
statement.
Statement
Evidence Against
The teacher generates the
statements for this center column.
Students re-read text to determine
evidence for or against the given
statement.
Good text-dependent questions will often linger over specific phrases and sentences
to ensure careful comprehension of the text—they help students see something worthwhile
that they would not have seen on a more cursory reading.
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ACTIVITY
The Core Six, STRATEGY #1: READING FOR MEANING
Text (title and author):
Essential Question:
Lesson Objective: By the end of this lesson, SWBAT:
Initial Questions:
Design ​
Statements​
for the center column of the support-refute organizer:
Statements
What will you title this
column? For example:
That’s True!
Support
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What will you title this
column? For example:
That doesn’t seem
right?
Refute
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The Core Six, STRATEGY #2: COMPARE AND CONTRAST
ELA Standards Addressed with this Strategy:
*RI/RL: 9 (integration of knowledge and ideas: analyze 2+ texts)
W: 10 (various tasks/purposes)
*While RI/RL 9 speaks specifically to compare and contrast, many other RL and RI grade-specific standards
can be associated with this strategy.
Key Idea:
Teachers intentionally design lessons that “build students’ memories, eliminate confusion, and bring crucial
similarities and differences into sharp focus.”
Planning:
1. Description Phase:
▪ Activate prior knowledge while introducing the topic for the lesson. ​
Consider an essential question.
▪ Set purpose for the lesson. ​
State the lesson objective.
▪ Provide criteria for the Description Organizer. ​
See below.
▪ Remind students to ​
describe each item separately​
, this is NOT the time to compare.
▪ Variation: a class could be separated into two groups, one group for Text #1 and the other for Text
#2.
Text #1
Criteria ​
A​
for
Description
Criteria ​
B​
for
Description
Criteria ​
C​
for
Description
Criteria ​
B​
for
Description
Criteria ​
C​
for
Description
Text #2
Criteria ​
A​
for
Description
2. Comparison Phase: the updated Venn Diagram!
▪ Students search for similarities and differences and use the Top Hat Organizer to create a parallel
structure for differences and summary box for similarities. ​
See example on pg. 18.
Text #1
Text #2
Similarities
3. Conclusion Phase: ​
Develop concluding discussion questions; samples
▪ Is the criteria between the texts more similar or more different?
▪ What is the most critical similarity and/or difference?
▪ Can you explain the differences between the two texts?
▪ What conclusions can you draw?
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▪
Consider the authors’ motivations…what might be the explanation for their content?
4. Application Phase:
Develop an assignment that requires students to create a product or complete
a task; e.g. debate, comparative essay (see pp. 25-26), or report.
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ACTIVITY
The Core Six, STRATEGY #2: COMPARE AND CONTRAST
Text #1 (title and author):
Text #2 (title and author):
1. Description Phase:
Essential Question:
Lesson Objective: By the end of this lesson, SWBAT:
Design the Criteria for Description:
● Criteria A:
● Criteria B:
● Criteria C (if you are really challenging yourself!) :
Students would complete the description phase based on the criteria you determined.
2. Comparison Phase: the updated Venn Diagram!
Students would complete the comparison phase using a top hat graphic organizer.
3. Conclusion Phase:
Develop concluding discussion questions; consider samples from presentation:
4. Application Phase: Develop an assignment that requires students to create a product or complete a task;
e.g. debate, comparative essay (see pp. 25-26), or report.
Design the Assignment:
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The Core Six, STRATEGY #3: INDUCTIVE LEARNING
ELA Standards Addressed with this Strategy:
RI/RL: 1 (key ideas and details: read closely and cite evidence to support conclusions; make logical
inferences)
W: 1 (opinion/argument)
W: 9 (research to build and present knowledge: draw evidence from texts to support analysis,
reflection, and research)
L: 6 (vocabulary acquisition and use: general academic and domain-specific words and phrases)
Key Ideas:
▪ Teachers intentionally design lessons that help students understand “content and develop their
inference and evidence-gathering skills.”
▪ Students examine, group, and label items of information to find patterns … think “concept map”.
▪ Beyond categorization, students draw conclusions, then students develop and test hypotheses.
Planning:
1. Identify and Distribute key words, phrases, items, problems, or images from a reading, lecture, or
unit.
2. Model the process of grouping and labeling terms.
3. Students analyze the items and consider how to group the terms (groupings).
4. Students determine a descriptive label for their groups (​
labels​
).
5. Students use labels and groupings to develop statements: predictions/hypotheses. Students ​
search
for evidence to support/refute ​
their statements (see ​
Support-Refute Organizer, page 11).
6. Debrief the inductive learning process:
▪ Grouping process
▪ Labeling
▪ Making predictions/Developing hypotheses
▪ Searching for evidence to support/refute predictions/hypotheses
7. Continue to teach/re-teach this process.
Approaches to designing an Inductive Learning activity, consider:
● Vocabulary (words, definitions, synonyms, antonyms, prefixes, suffixes)
● Concepts (science, math, history, religion)
● Content (e.g. religion – sacraments; history – wars; science – body systems)
● Themes (i.e. from literature)
● Characters (static/dynamic, flat/round, protagonist/antagonist)
● Others…
Inductive reasoning gets at higher level thinking skills:
analyzing, evaluating, synthesizing, concluding, creating and testing hypotheses.
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ACTIVITY
The Core Six, STRATEGY #3: INDUCTIVE LEARNING
Text (title and author):
Essential Question:
Lesson Objective: By the end of this lesson, SWBAT:
Which approach are you taking with this activity (see list):
What key words, phrases, items, problems, or images will be distributed?
What are the expected categorizations/labels that you expect students to create?
Draw the graphic organizer(s) you expect students will create:
What is the expected conclusion/hypothesis you expect students to draw?
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The Core Six, STRATEGY #4: CIRCLE OF KNOWLEDGE
ELA Standards Addressed with this Strategy
SL: 1 Prepare for and participate effectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
SL: 2 Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
SL: 3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Key Idea
Teachers ​
intentionally design ​
lessons which include “rich, structured conversations” occurring on a frequent,
regular basis. (NGA Center & CCSSO, 2010a, p. 48)
▪ Teachers ensure ​
procedures​
are in place for these types of activities.
▪ Teachers consider how best to ​
group​
students to ensure the right number and mix of students given the
task.
▪ Teachers use ​
student engagement best practices ​
to ensure all students participate in these rich,
structured conversations.
▪ Teachers ​
plan focus questions in advance​
of the lesson
3 Essential Criteria for Successful Discussion
1.
A high degree of student participation (pp. 39-41)
2.
A strong focus on essential content (pp. 41-42)
3.
High levels of thinking (pp. 42-43)
The TEACHER must consider:
1. the topic and purpose of the lesson
2. the ​
sparking questions ​
to ignite the discussion (could be the EQ!)
3. the ​
focusing questions ​
to continue the discussion
4. the resources to be incorporated during the discussion
5. the techniques to be used to engage students in the discussion
6. the follow up, the post-discussion ​
synthesis activity/assignment
Effective Discussion Report Card ​
(CCSS: SL – 1, 2, 3). See: Silver, H.F., Dewing, R.T., and Perini, M.J. (2012). ​
The Core Six:
Essential Strategies for Achieving Excellence with the Common Core.​
Alexandria, VA: ASCD.
Not at all
Somewhat
Considerably
Extensively
I took a position, explained it clearly, and used
evidence to support my ideas.
I willingly answered people’s questions about my
position, and I respectfully explained or defended my
position when asked. I also asked my peers to clarify or
justify their positions when appropriate.
I listened actively and respectfully to my peers’
positions. I also compared and contrasted their ideas
with my own.
I kept an open mind and was willing to modify my own
position.
Throughout the discussion, I summarized in my mind
the things that others had said.
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I was actively involved in the conversation.
ACTIVITY
The Core Six, STRATEGY #4: CIRCLE OF KNOWLEDGE
Text (title and author):
Lesson Topic:
Essential Question:
Lesson Objective: By the end of this lesson, SWBAT:
Write your ​
Sparking Question(s):
Write your ​
Focusing Question(s):
Beyond text(s), what resources will you use for this lesson, consider:
❑ Effective Discussion Report Card
❑ Learning Logs/ Notebooks
❑ Technology:
❑ Other(s):
How will you ensure student engagement?
▪ Consider grouping (whole, small, pairs):
▪
Consider questioning techniques (cold call, pepper, think-pair-share):
Write your ​
Synthesis Activity/Assignment:
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The Core Six, STRATEGY #5: WRITE TO LEARN
ELA Standards Addressed with this Strategy
W: 1 opinion/argument
W: 2 informative/explanatory
W: 3 narrative
W: 5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach
W: 10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Begins in Grade
3)
Key Idea
Teachers intentionally design lessons in order to “improve students’ thinking, deepen their comprehension of
content, and help teachers conduct the kind of formative assessment needed to improve student writing
without getting caught in an endless cycle of paperwork.”
Provisional Writing
Definition:
Timing:
Tools/Techniques:
Assessment:
quick writes to “open up the thinking process” and may be used before, during, and
after a reading
2-5 minutes to “generate, clarify, or extend ideas or to react to important content”
Learning Logs; 4-2-1 Free Write
informal/formative assessment; spelling/grammar are rarely assessed
Readable Writing
Definition:
intended for an audience (e.g. teacher) “to assess students’ depth of understanding and
ability to construct soundly reasoned responses.”
Uses:
across the curriculum; writing prompts can be created for all three types of writing:
opinion/argument, informative/explanatory, and narrative, as well as, to compare, analyze,
and describe
Tools:
3 x 3 Writing Frame (pp. 57-59); Building Writing (pre-writing tool)
Assessment: grading for accuracy of content, quality of student thinking, and organization of main ideas
and supporting details; readable writings may get turned into polished pieces
Readable Writing: 3x3 Writing Frame
Beginning
Make your case
or restate the
question.
Middle
Magic 3’s:
Reasons, Causes, Purposes.
1.
2.
3.
Elaborate on each reason
(or provide an example).
End
Wrap it up.
1.
2.
3.
Polished Writing
Polished:
the complete writing process, from brainstorming to final draft
Tool:
multi-pocket folder in which the piece moves from pocket to pocket through the various
stages of the writing process
Writing Club: engages peers in the various stages of the writing process
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Assessment:
see: ​
http://blogs.egusd.net/ccss/educators/ela/rubrics-k-12/
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ACTIVITY
The Core Six, STRATEGY #5: WRITE TO LEARN
Text/Texts (title and author):
Essential Question:
Lesson Objective: By the end of this lesson, SWBAT:
Provisional Writing: ​
quick writes to “open up the thinking process” and may be used before, during, and
after a reading.
Develop 3 prompts:
Readable Writing: ​
intended for an audience (e.g. teacher) “to assess students’ depth of understanding and
ability to construct soundly reasoned responses.”
Polished Writing
Polished:
the complete writing process, from brainstorming to final draft
Develop 1 prompt for a Readable Writing assignment that could evolved into a Polished Writing assignment:
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The Core Six, STRATEGY #6: VOCABULARY’S CODE
ELA Standards Addressed with this Strategy
L: 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.
L: 5 Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
L: 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.
Key Idea
Teachers intentionally design lessons in which students are …
C:
Connecting with new words.
O:
Organizing new words into meaningful categories.
D:
Deep-processing the most important concepts and terms.
E:
Exercising the mind through strategic review and practice.
Experiencing a CODE Lesson:
C – Connect:
students form a strong initial connection with the vocabulary
O – Organize:
students begin to see how vocabulary relates to one another
D – Deep-Process: students use thinking strategies and multiple forms of representation (including
graphic organizers) to develop a deep, conceptual understanding of the most
important vocab words
E – Exercise:
students use review and practice activities in order to commit vocab to memory
Connect, examples:
➢ Word Wall
➢ Power Decoding: using prefixes, suffixes, roots, etc.
➢ See It, Say It, Show it, Store It: look, pronounce, write, define in vocabulary log
Organize, examples:
➢ Prioritize Vocab: which are ​
essential, important, ​
and ​
good to know
➢ Concept Maps
➢ Fist Lists (5) and Word Spiders (8)
Deep-Process, examples:
➢ Visualizing Vocab
➢ Metaphors and Similes
➢ Etymologies
➢ 3-Way Tie: students choose 3 words and put them on the points of a triangle, then write the
connections between the words on the lines
Exercise, examples:
➢ Use it or Lose it: students use words in ​
writing assignments
➢ Vocab Carousel: practice in ​
multiple stations ​
with various activities
➢ Three’s a Crowd: in a group of 3-4 words, students determine ​
which word doesn’t belong and explain
why
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ACTIVITY
The Core Six, STRATEGY #6: VOCABULARY’S CODE
Text (title and author):
Essential Question:
Lesson Objective: By the end of this lesson, SWBAT:
Tier 2 Vocab List
Determine the type of activities you would do for your Tier 2 words.
C
O
D
E
Tier 3 Vocab List
Determine the type of activities you would do for your Tier 2 words.
C
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O
D
E
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The Core Six: Essential Strategies for Achieving Excellence with the Common Core
CLOSING REFLECTION
1. Which of the three strategies shared today will I immediately incorporate?
❑ Reading for Meaning
❑ Compare and Contrast
❑ Inductive Learning
❑ Circle of Knowledge
❑ Write to Learn
❑ Vocabulary’s CODE
2. Which of these three strategies do I need to examine more closely to better understand and to consider for
use in my classroom?
❑ Reading for Meaning
❑ Compare and Contrast
❑ Inductive Learning
❑ Circle of Knowledge
❑ Write to Learn
❑ Vocabulary’s CODE
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