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Common Core Check Up Collaborative Conversations

Common Core Check Up Collaborative Conversations. Lumberton Junior High. Facilatated by: Shanita Anderson & LaTonya McNeill. Check Up Objectives. To review the three dimensions of text complexity

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Common Core Check Up Collaborative Conversations

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  1. Common Core Check Up Collaborative Conversations Lumberton Junior High Facilatated by: Shanita Anderson & LaTonya McNeill

  2. Check Up Objectives • To review the three dimensions of text complexity • To understand shifts in vocabulary instruction and tier 2/high frequency academic vocabulary • To explore the development of text-dependent questions • To share research-based reading strategies & activities

  3. TextComplexity

  4. The Common Core State Standard of Text Complexity: What does it really mean? How can we make it happen?

  5. “The Common Core Standards hinge on students encountering appropriately complex textsat each grade level in order to develop the mature language skills and the conceptual knowledge they need for success in school and life” (p. 3). Text Complexity

  6. If we need appropriate texts in the text complexity band, where do we find them? We could …. Choose an excerpt of text from Appendix B: Use available resources to determine the text complexity of other materials on our own. or…

  7. Quantitative Measures Ranges for Text Complexity Grade Bands * The K-1 suggested Lexile range was not identified by the Common Core State Standards and was added by Kansas. ** Taken from Accelerated Reader and the Common Core State Standards, available at the following URL: http://doc.renlearn.com/KMNet/R004572117GKC46B.pdf

  8. Determining Text Complexity A Four-step Process: Determine the quantitative measures of the text. Quantitative Qualitative Analyze the qualitative measures of the text. Reader and Task Reflect upon the reader and task considerations. Recommend placement in the appropriate text complexity band.

  9. Tier 2/High Frequency Academic Vocabulary

  10. Learning Vocabulary in Context • Marzanoconcluded that most vocabulary is learned from context, butonly if students are taught how to learn vocabulary from context. • Marzanoconcluded that most of the words important to student successwill not be encountered enough in reading to learn the meaning of the word in context. Jenkins (1984) demonstrated that it takes 6-10 exposures to a word to learn it through context.

  11. Learning Vocabulary in Context • Marzano showed that students who are taught academic vocabulary directly score 12 points higher than those who are not. • Students who are taught strategic words directly before reading score 33 points higher.

  12. Learning Vocabulary in Context • Marzano showed that students who are taught academic vocabulary directly score 12 points higher than those who are not. • Students who are taught strategic words directly before reading score 33 points higher.

  13. Tier 2 Vocabulary Instruction There are 3 levels of vocabulary: Tier 1- Conversational words that are likely familiar to most students (with the possible exception of English Learners). ELs may already know the concept, just not the term. i.e. cousin, rainbow, bumper, driveway Tier 2- High frequency words more advanced and academic than Tier 1. Useful in other content areas. i.e. compare, contrast, extrapolate, analyze, summarize Tier 3- Low frequency words very specific to a particular content. i.e. microprocessor, hallucinogens, isotope

  14. What doesn’t work? • Dictionary definitions • Word searches • Writing sentences using the word without context (Word: Photosynthesis, Sentence: Today’s vocabulary word is photosynthesis.” • Writing the word over and over • Learning long lists of words • Using only context to learn the meaning of a word • Memorizing definitions • Learning a word from one exposure

  15. Good Vocabulary Instruction • The teacher provides a description, explanation, or example. • Students restate the explanation of the new term in their own words. • Students create non-longuistic representations of the term. • Students periodically do activities that help them add to their knowledge of terms. • Periodically, students are asked to discuss the terms with one another. • Periodically, students are involved in games that allow them to play with the terms. Marzano also identified Six Steps to Effective Vocabulary Instruction*

  16. Students Elaborate on New Vocabulary Terms • Create a visual: illustration, symbol, icon • Dramatize (live or with cartoon frames) • Examples • Non-Examples • List synonyms or antonyms • Word Parts Tools: • Jim Burke’s “Vocabulary Squares” • Frayer Model • Words Gone Wild • Expanded Flash Cards • Word Work Choice Board

  17. Text Dependent Questions

  18. Background • A priority of the Common Core State Standards is that students must closely read texts of increasing complexity to acquire knowledge. • The standards strongly focus on students gathering evidence, knowledge, and insight from what they read and therefore a majority of questions and tasksthat students ask and respond to (both orally and in writing) should be based on the text and finding evidence in the text itself to support the response.

  19. Eighty to ninety percent of the Reading Standards in each grade require text- dependent analysis; accordingly, aligned curriculum materials should have a similar percentage of text-dependent questions. (Publishers’ Criteria, 3-12, page 10)

  20. Text-Dependent Questions… • are questions that can only be answered correctly by close reading of the text. • require an understanding that extends beyond recalling facts. • Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation. • Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events. • Focus on difficult portions of text in order to enhance reading proficiency. • Can also include prompts for writing and discussion questions. • Call for careful and thoughtful teacher preparation.

  21. Text-Dependent Questions Are Not… • Low-level, literal, or recall questions • Focused on comprehension skills and strategies • Dependent on information from outside sources. • Just random questions…

  22. Research-based Reading & Writing Strategies

  23. Things every teacher should be doing to meet the CCSS • Lead High-Level, Text-Based Discussions • Create Assignments for Real Audiences and with Real Purpose  • Teach Argument, Not Persuasion • Increase Text Complexity   • Expose students to various sources on the same topic, as it adds more depth and perspective to the lesson

  24. Research-based Strategies • Graphic Organizers • Think-Aloud • Rubrics • Inquiry Writing • Guided Writing (with teacher support)

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