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Common Core Teacher Training

Common Core Teacher Training. English Language Arts Spring – Phase 2. Review of Phase 1(Fall). Common Core State Standards Initiative State-led College and Career Ready Adopted in 2010 by California Research based Next Generation Assessments

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Common Core Teacher Training

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  1. Common Core Teacher Training English Language Arts Spring – Phase 2

  2. Review of Phase 1(Fall) • Common Core State Standards Initiative • State-led • College and Career Ready • Adopted in 2010 by California • Research based • Next Generation Assessments • Smarter Balanced Assessment Consortium (SBAC) • 2014-2015 • Overview of English Language Arts • Reading, Writing, Speaking and Listening, Language • Anchor standards match grade specific standards

  3. Phase 2 Objectives for this Spring • Every K-5 LBUSD classroom teacher will • Be able to explain the 3 Common Core Instructional Shifts for English Language Arts • Bring more informational text into English Language Arts • Ask text-dependent questions

  4. Common Core Instructional Shifts English Language Arts/Literacy

  5. Common Core Instructional Shifts #1 Building knowledge through content-rich nonfiction and informational text • 80% of required reading in college and the workplace is informational or non-fiction • Harder for students to comprehend • Students are asked to read very little informational texts in lower grades • Common Core calls for 50% Narrative and 50% Informational at K-5

  6. Common Core Instructional Shifts #2 Reading and writing grounded in evidence from text • Most college and workplace writing is evidence based • Reunite reading and writing • Students should write about what they read, moving away from decontextualized prompts • Text should be at the center of learning • Students need to be able to “read like a detective and write like a reporter”

  7. Common Core Instructional Shifts #3 Regular practice with complex text and its academic vocabulary • Complexity in text at K-12 has eroded • Length of sentences in K-8 textbooks have gone from 20-14 • Vocabulary demands have declined • Complexity of college and career text has remained steady or increased • What is complex text? • Author’s tone, word choice, and intent is highly sophisticated • Unconventional text structures

  8. Components of a High Achievement ELA Program • Foundational Skills • Read Aloud K-2 • Fluency • Academic Language • Learning from Text Independently • Word Study • Volume of Student Reading • Evidence-Based Writing • Close Analytical Reading

  9. With your grade level • Brainstorm the classroom practices, resources, and challenges/opportunities for grades 2-3 for your shift • Share out

  10. Informational Text (Shift #1) • Where do we find it? • Social Studies Text • Science Text • Health Text • Read Alouds • Open Court Leveled Classroom Libraries • Teacher collections • Instructional leveled books • Other?

  11. Text-Dependent Questions(Part of Shift #2) • Read the handout on text-dependent questions • What are text dependent questions? • Why are text dependent questions important? • What do answering text dependent questions lead to?

  12. Text Dependent or Not? • Read the questions from Lesson 2, “Electric Circuits” found in the margins of the Grade 4 Science Teacher’s Edition • Determine if these questions can only be answered by referring explicitly back to the text in front of them • Which of the questions are text dependent?

  13. If it’s text dependent, you can ask… • What in the text makes you say that? • Where did you find your answer? • Can anyone find the sentence that tells us that and reread it for the class? • Is that correct? Let’s look back and see if we can find where it tells us that. • Reread page ___ to find the answer. • Prove it

  14. Creating Text Dependent Questions • Using your science or social studies TE: • Select a lesson you will be teaching • Go through the questions in the margin to determine whether or not they are text dependent • Create additional text dependent questions to go with that portion of the text • Practice following up the question with ways to get students back into the text

  15. Final thoughts on text dependent questions Questions Comments Concerns

  16. Phase 2 Objectives for this Spring • Every K-5 LBUSD classroom teacher will • Be able to explain the 3 Common Core Instructional Shifts for English Language Arts • Bring more informational text into English Language Arts • Ask text-dependent questions

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