Fifty Shades of the Common Core: ELA
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Transcript of Fifty Shades of the Common Core: ELA
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Fifty Shades of
The Common Core
Lake Myra Elementary
September 28, 2012
by Jennifer Jones K-12 Reading Specialist
Lake Myra Elementary School Wake County Public School System
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The Common Core literacy Model An Operational Representation
6 Ela Standard
Strands
3 ELA Practices
Reading Literature
Reading Informational
Text
Speaking & Listening
Language
Writing
Foundational Skills
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
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Anchor Standards for Reading Literary Fiction & Informational Non-Fiction
1 Text-based understanding & comprehension
2 Central message/theme/BIG ideas
3 Characters/individuals across the text
4 Author’s Word Choice (syntax, figurative language use)
5 Close Analysis of Text (structure, features)
6 Point of View/Purpose
7 Content integration – Read & Research
8 Evaluate the Claims & Arguments of the Author (NF only)
9 Text to Text Comparison
10 Text Complexity
Key Ideas & Details Craft & Structure Integration of Ideas
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Key Ideas for the REST
Writing – 3 Text Types: Personal Narrative, Informative & Argument Speaking & Listening – Flexible Communication & Collaboration, Text-Based Discussion Groups Language – 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 – 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
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The 3 Common Core Practices
Text Split Building knowledge through content-rich non-fiction and informational texts. 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 Regular practice with complex text and its academic vocabulary.
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What the Standards Do
Value in Reading comprehension…
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“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”…
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What the Standards DoN’t Value in Reading comprehension…
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These phrases are NOT in the Common Core…
make text-to-self connections, access prior knowledge, explore
personal response, relate to your own life…
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“In short, the Common Core standards
deemphasize reading as a personal act and emphasizes textual
analysis.” – Pathways to the Common Core
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So What
Does this
all mean
for
LMES?
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Clearly Understanding Lower vs. Higher Level Thinking
the answer is already known
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..and communicating this language WITH
students…
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Critical Thinking Rubric
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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
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Build Community
Justifying Our Opinions
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Analogy Poster
Daily Analogies
“Mrs. Jones, this is hard!” “I don’t know.”
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Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words
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Urgency with Word Learning
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Creating a Sense of Urgency & the Relationship between Words & Learning
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Making Inferences with…
Picture of the Day
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You Tube * ***IS** Informational Text
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…before We can be Critical
Readers.
You don’t have to believe everything you read in a book, you have the right to question it and
judge for the reasons for yourself.
First We must be Critical
Thinkers…
Image: 10englishcm.wikispaces.com
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Literary Text
Or
Informational Text
So What?
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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.
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Text Based Starters… Text Based Entenders…
Image Sources: www.julieballew.com
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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
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Gettysburg Address
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Text Based Answers…w/ TBE Requires US to read it first…Allyia said…
“I infer that Strength of Blue Horse is blind because….
•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
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Character Analysis With Text Based Evidence
Images: www.julieballew.com
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Text-Based Responses
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Image: Gooney Bird Greene by Lois Lowry
Tackle Text Complexity with Read-Alouds
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Text Based Reading Response
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Teaching Multiple strategies through One piece of Text
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Non-fiction Reading Shift Our Thinking from… “What do want kids to KNOW?” to
“What do I want kids to get out of it?”
ww
w.m
etro.co
.uk
cwf-fcf.org BIG Pre-read
www.julieballew.com
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Evaluating Non-Fiction Text with Two-Column Notes…all strategies at once
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Opinionated Students Blogging
blogs.wcpss.net/ourclassreads
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Planning & Assessing Critical Thinking
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www.julieballew.com
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Group Learning
Cooperative Independent Book Clubs & Literature Circle
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Higher Level Thinking Independent Projects
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Schoolwide Research Model for LMES – remixed by Leigh Pittman from the AGOPE & WISE research models
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Are we communicating With Students What it is We expect them to know, do and understand?
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The Take-Aways
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Thank You!
This presentation was well received by the staff. Here’s what they had to say:
“I’ve thought about your presentation all weekend. You did a great job. You are an awesome presenter.” - Kim Womble, Title 1 Teacher
“Thank you for challenging me to “get in the know” and empowering me to become a better educator. Your presentation made things so clear about the Common Core! Thank you. Thank
you.” –Jane Ferguson, ESL Teacher
“You’re a rock star.” – Dr. Jim Argent, Principal
“You did a great job. Teachers were looking at you shaking their heads YES.” – Tina Zarzecki, Assistant Principal
“Jen, I was engaged as I’ve ever been in an Early Release. Unbelievable for a track-out day! Thanks for a great presentation!” – Leigh Pittman, Technology & Media Teacher J Jen, I was as
engaged as I've ever been in an early release. Unbelievable for track out I am presenting this again on October 31, 2012 for Knightdale Elementary School. If your
school or a school you know of, is interested in or could use some help with this, I'd be more then willing to travel and present to the faculty and staff. Please contact me and we can
figure out transportation and time compensation expenses. I can be contacted at [email protected].
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