1 / 61

Fifty Shades of the Common Core: NCRA

This is the institute I presented for the North Carolina Reading Association state reading conference March 10, 2013.

Download Presentation

Fifty Shades of the Common Core: NCRA

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.


Presentation Transcript

  1. Fifty Shades of The Common Core NC Reading Conference March 10, 2013 by Jennifer Jones K-12 Reading Specialist Lake Myra Elementary School Wake County Public School System Follow along at:


  3. The Common Core literacy Model 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 The The 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 Text-based understanding & comprehension 2 2 Central message/theme/BIG ideas 3 3 Characters/individuals across the text 4 4 Author’s Word Choice (syntax, figurative language use) 5 5 Close Analysis of Text (structure, features) 6 6 Point of View/Purpose 7 7 Content integration – Read & Research 8 8 Evaluate the Claims & Arguments of the Author (NF only) 9 9 Text to Text Comparison 10 10 Text Complexity Key Ideas & Details Craft & Structure Integration of Ideas

  5. 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

  6. 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.

  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 My School?

  13. Partnership for 21st Century Education

  14. A Where is Your Level of Thinking? Are Your Kids There?

  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

  19. First We must be Critical Thinkers… Form an opinion and justify it! Agree or disagree. Image:

  20. Justifying Our Opinions Build Community

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

  22. Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words

  23. Urgency with Word Learning

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

  25. Making Inferences with… Picture of the Day

  26. You Tube *** * IS** Informational Text

  27. Justifying Scientific Claims Build trust

  28. 4th Grade Sample Items National Assessments ELA QUESTIONS

  29. …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:

  30. Literary Text Or Informational Text So What?

  31. 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.

  32. Text Based Starters… Text Based Entenders… Image Sources:

  33. 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

  34. 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

  35. Character Analysis With Text Based Evidence Images:

  36. Text-Based Responses

  37. Tackle Text Complexity with Read-Alouds Image: Gooney Bird Greene by Lois Lowry

  38. Text Based Reading Response

  39. Teaching Multiple strategies through One piece of Text

  40. Non-fiction Reading Shift Our Thinking from… “What do want kids to KNOW?” to “What do I want kids to get out of it?” BIG Pre-read

  41. Evaluating Non-Fiction Text with Two-Column Notes…all strategies at once and reformatting how kids interact with text

  42. Opinionated Students Blogging

More Related