Fifty Shades of the Common Core for ELA: Revised

1. Fifty Shades of The Common Core Knightdale Elementary October 31, 2012 by Jennifer Jones K-12 Reading Specialist Lake Myra Elementary School Wake County Public School System

2. http://rainforestheroes.com/about-rainforests/

3. The Common Core literacy Model An Operational Representation 6 3 ELA Practices Ela Standard Strands Reading Literature Building knowledge Through content Rich non-fiction and Informational text. Reading, writing and Speaking grounded in evidence from the text Regular practice with complex text and its academic vocabulary Reading Informational Text Speaking & Listening Language Writing Foundational Skills Based on the Common Core ELA

4. Anchor Standards for Reading Literary Fiction & Informational Non-Fiction 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 9 10 10 Text Text- -based based Understanding & Comprehension Understanding & Comprehension Central Message(s)/theme(s)/BIG ideas(s) Central Message(s)/theme(s)/BIG ideas(s) Characters/individuals across the text Characters/individuals across the text Author’s Word Author’s Word Choice (syntax, vocab & language) Choice (syntax, vocab & language) Text S Text Structure & Text Features tructure & Text Features Point of View/Purpose Point of View/Purpose Content Integration Content Integration – Read & Research Read & Research Evaluate Evaluate Claims & Arguments (NF only) Claims & Arguments (NF only) Text to Text Comparison Text to Text Comparison Text Complexity Text Complexity Key Ideas & Details Key Ideas & Details Craft & Structure Craft & Structure Integration of Ideas Integration of Ideas

5. Key Ideas for the REST Writing – 3 Text Types: Personal Narrative, Informative & Argument Speaking & Listening Speaking & Listening – Flexible Communication & Collaboration, Text- Based Discussion Groups Language Language – Grammar & Vocabulary Grammar & Vocabulary: Nouns, Pronouns, Verbs, Adjectives, Adverbs, Abstract Nouns, Verb Tenses, Simple, Compound & Complex Sentences, Proper Nouns, Quotation Marks, Spelling Patterns, Context Clues, & Shades of Meaning Foundational Skills Foundational Skills – Fluency, Phonics & Phonological Awareness Concepts of Print, The Alphabet, Punctuation Marks, Prefixes & Suffixes, Multi-Syllabic Words, Roots & Affixes, Rhyme, Blending, Segmenting, Sound Spelling Patterns, Irregular Words, Sight Words Writing

6. The 3 Common Core Practices Text Split Text Split Building knowledge through content-rich non-fiction and informational texts. Text Based Reading and Responding Text Based Reading and Responding Reading, writing, and speaking (orally or written responses) grounded in evidence from the text including text based questions, text based answers around text based conversations with the TEXT as the common denominator. Text Complexity Text Complexity Regular practice with complex text and its academic vocabulary.

7. What the Standards Do Value in Reading comprehension…

8. “close, attentive reading”…”critical reading”… “reasoning and use of evidence”… “comprehend, evaluate, synthesize”… “understand precisely…question…assess the veracity” …. “cite specific evidence” … “evaluate others’ point of view”… “reading independently and closely”…

9. What the StandardsDoN’t Value in Reading comprehension…

10. These phrases are NOT in the Common Core… make text-to-self connections, access prior knowledge, explore personal response, relate to your own life…

11. “In short, the Common Core standards deemphasize reading as a personal act and emphasizes textual analysis.” – Pathways to the Common Core

12. So What Does this all mean for KES?

14. Partnership for 21st Century Education digitalliteracy.us

15. Clearly Understanding Lower vs. Higher Level Thinking the answer is already known

16. ..and communicating this language WITH students…

17. ….followed by our evidence based thinking, tells others the rationale for our thinking.

18. Critical Thinking Rubric

21. First We must be Critical Thinkers… Form an opinion and justify it! Agree or disagree. Image: http://www.1vigor.com/brain-power/Clear-Thinking/index.html

24. Justifying Our Opinions Build Community

25. Justifying Scientific Claims Build trust

26. Science Notebooks… …increase CRITICAL THINKING because students reflect on their learning and their thinking.

27. Justifying in math www.k-5mathteachingresources.com

28. 4th Grade Sample Items National Assessments http://www.k12.wa.us/SMARTER/Resources.aspx

29. Daily Analogies Analogy Poster “Mrs. Jones, this is hard!” “Mrs. Jones, this is hard!” “I don’t know.” “I don’t know.”

30. Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words

31. Urgency with Word Learning

32. Creating a Sense of Urgency & the Relationship between Words & Learning

33. Making Inferences with… Picture of the Day

34. You Tube *** * IS** Informational Text

35. …before We can be Critical Readers. First We must be Critical Thinkers… You don’t have to believe You don’t have to believe everything you read in a book, you everything you read in a book, you have the right to question it and have the right to question it and judge for the reasons for yourself. judge for the reasons for yourself. Image: 10englishcm.wikispaces.com

36. Literary Text Or Informational Text So What?

37. Critical Reading… …is a way of looking at a book and analyzing what the author is saying and the methods the author [and illustrator] are using to communicate a message or idea. Your analysis is complete when you have formed your own interpretations of the author’s intentions.

38. Strategy #15 Engage All Students, Regardless of Instructional Reading Level, in Thinking Deeply About Story •Beyond a series of questions •Beyond “Today I want you to make a prediction.” •Beyond story retelling •Beyond details of the reading process but active in all of it •Meaning at the text level

39. The Language of Teaching Comprehension Instruction Deeply Little Questions What houses did each pig build? Big Questions How are the pigs’ houses different? Why did the writer have the third pig build the brick house instead of the second pig? Why did the wolf say the same thing at each house? What did the wolf say before he blew down the houses? What happens at the beginning, middle and end of the story? What did the pigs learn from their experience? from Preventing Misguided Reading

40. Text Based Starters… Text Based Entenders… Image Sources: www.julieballew.com

41. Text Based Questions Guided Reading, Shared Reading, Literature Circles Look at the illustration on page 8, and explain what the author’s purpose was for writing “Sometimes [Grace] could get Ma and Nana to join in, when they weren’t too busy?” Why does Grace “keep her hand up” twice, even though her friends continue to tell her she can’t be Peter Pan? When Grace told her mother what happened at school, what was Ma so angry about? What did Nana want Grace to learn by taking her to the ballet that day? Image Sources: Amazing Grace by Mary Hoffman

42. Text Based Answers…w/ TBE Requires US to read it first…Allyia said… “I infer thatStrength of Blue Horse is blindbecause…. •He was born “sick & frail”. •“You were born with a dark curtain over your eyes.” •“Will I always have to live in the dark?” •“I can feel the morning.” •“I could not see the rainbow but I can feel its happiness.” •“Rainbow is my eyes.” Image Source: Knots on a Counting Rope by Bill Martin

43. Character Analysis With Text Based Evidence Images: www.julieballew.com

44. Text-Based Responses

45. Text Based Reading Response

47. Teaching Multiple strategies through One piece of Text

48. Non-fiction Reading Shift Our Thinking from… “What do want kids to KNOW?” to “What do I want kids to get out of it?” www.metro.co.uk www.julieballew.com BIG cwf-fcf.org Pre-read

49. Evaluating Non-Fiction Text with Two-Column Notes…all strategies at once

50. Opinionated Students Blogging blogs.wcpss.net/ourclassreads