Joe Rice

LITR 670 Fall 2015 CCSS Professional Development

PD Plan: Integration and Assessment of Common Core State Standards (CCSS) for English
Language Arts
Title: Writing Arguments Using Textual Evidence
Resources: www.corestandards.org/ELA-Literacy, Close Reading Activity by Jen Maschari,
Text Evidence Proof Frames by Kelly Benefield, www.integrationpd.weebly.com
Stakeholders: Middle School Content and ELA Teachers
Rationale for topic: As students move through school, reading and writing instruction
should become increasingly disciplinary, reinforcing and supporting student performance
with the kinds of texts and interpretive standards that are needed in the various disciplines
or subjects. (Shanahan & Shanahan, 2008)
Preparation: Copies of Handouts, Weebly site prepared on SMART Board
Location: Bellarmine University, Allen Hall, Room 109 (Otherwise in a learning conducive
environment such as the school library.)
Time: 30 minutes, 1 session
Materials: Handouts (agenda, graphic organizers, articles, text exemplar, rubric),
pens/pencils, SMART Board, Exit Slip
Snack: Chocolate!
Time
2
minutes

Agenda
Welcome, PLC
Norms

3
minutes

Discuss need
for integration
of ELA and
Content Areas

10
minutes

Instructional
Strategies

10
minutes

Assessments

Rubric
Formative Exit
Slips
Peer/Self
Assessments

5
minutes

Exit Slip, Next

Steps

Exit Slip,
Questions

Anchor Standards (bolded):

Focus
Welcome &
Goals of PD
PLC Norms
CCSS Standards
Addressed
Article by
Shanahan &
Shanahan
Close Reading
Graphic
Organizers
Exemplar Texts

Activity
Welcome/Introduction to PD
Staff will review the PLC/Embedded
PD Norms.
Introduce Anchor Standards
Discuss the important take aways
from the article

Staff will closely read through an

article and annotate the text. They
will complete part of a graphic
organizer citing evidence for and
evidence against a chosen position.
Staff will learn about other graphic
organizers for instruction.
Staff will learn about using a rubric
as an assessment tool and to guide
students to proficiency.
Staff will learn about using exit slips
as formative assessments to guide
instructional decisions.
Staff will discuss students using
peer/self-evaluation using the
rubrics as an assessment tool.
Staff will complete an exit slip giving
feedback on the PD.
Staff will also have time to ask
questions and request any further
follow up needs.

Joe Rice
LITR 670 Fall 2015 CCSS Professional Development
CCSS.ELA-LITERACY.WHST.6-8.1: Write arguments focused on discipline-specific
content
CCSS.ELA-LITERACY.RST.6-8.1: Cite specific textual evidence to support analysis of science
and technical texts.
CCSS.ELA-LITERACY.CCRA.W.1: Write arguments to support claims in an analysis of
substantive topics or texts using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-LITERACY.CCRA.R.1: Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
References
Paul, R., & Elder, L. (2004). Critical thinking... and the art of close reading, part III. Journal of
Developmental Education, 28(1), 36-37.
Brown, S., & Kappes, L. (2012). Implementing the common core state standards: A primer
on "close reading of text". Aspen Institute.
Elder, L., & Paul, R. (2004). Critical thinking... and the art of close reading, part IV. Journal of
Developmental Education, 28(2), 36-37.
Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents:
Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.