50 shades of the common core for ELA critical thinking for all 1

NC State Reading Conference March 16, 2014 by Jennifer Jones K-12 Reading Specialist Wake County, NC www.helloliteracy.blogspot.com www.hellojenjones.com Fifty Shades of The Common Core

NC State Reading Conference

March 16, 2014

by Jennifer Jones K-12 Reading Specialist

Wake County, NC www.helloliteracy.blogspot.com

www.hellojenjones.com

Fifty Shades of The Common Core

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

The Common Core literacy Model

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

Based on the Common Core ELA

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

What the

Value in Reading

“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”…

What the

Value in Reading

These phrases are NOT in the

Common Core…

make text-to-self connections, access prior knowledge, explore

personal response, relate to

your own life…

Time – In & out of Text

More instructional time spent outside the text means less time inside the text

Departing from the text in classroom discussion privileges only those who

already have experience with the topic

It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading

Image from www.zimbio.com

Learning from the Guinea Worm Eradication

Where Are You With This?

Are Your Kids There?

Clearly Understanding Lower vs Higher Level Thinking

the answer is already known

and communicating this

language WITH

students…

Clearly Understanding Lower vs Higher Level Thinking

the answer is already known

and communicating

this language WITH

students

the

rationale

for our thinking

Critical Thinking

Rubric

Help kids answer, “Who Am I?”

Build

Community

Justifying Our Opinions

Analogy Poster

Daily Analogies

“Mrs Jones, this is hard!”

“I don’t know.”

Schoolwide Vocabulary instruction

Tier 2 & Tier 3 Words

Where in the day could word learning occur?

Receptive Vocabulary (in)

&

Expressive Vocabulary (out)

“Definitions, as an instructional device have substantial

weaknesses and limitations

Definitions do not teach you

how to use a new word and do not effectively convey concepts Think of it this way: Why isn’t

a glossary of biological terms

an adequate substitute for a

biology textbook?” (Nagy, 1989)

“…thus knowing a word cannot

be identified with knowing a

definition.” (Nagy & Scott,

2000)

steps

Marzano’s

• All these steps in 1 day

(5-10 minutes)

• Done IN a content area

notebook, mixed in with other content area notes

• 4 point rubric of

understanding

• These steps done over

several days

• Done outside the notebook

• In pairs, groups, at centers, etc

• 4 point rubric of

understanding

Urgency with Word Learning

You don’t graduate out of pictures

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Creating a Sense of Urgency

& the Relationship between Words & Learning

Making Inferences with…

Picture of the Day

You Tube * ***IS** Informational Text

Justifying Scientific Claims

Build

trust

National Assessments

http://www.k12.wa.us/SMARTER/Resources.aspx

ELA QUESTIONS

have the right to question it and

judge for the reasons for yourself

First

We must be Critical

Thinkers…

Image: 10englishcm.wikispaces.com

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

Text Based Starters… Text Based Entenders…

Image Sources: www.julieballew.com

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

Text Based Answers…w/ TBE

Requires US to read it first…Allyia said…

•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

Character Analysis

With Text Based Evidence

Images: www.julieballew.com

Text Based Reading Response

Plagiarism?

Non-fiction Reading

Shift Our Thinking from… “What do want kids to KNOW?” to

“What do I want kids to get out of it?”

Evaluating Non-Fiction Text

with Two-Column Notes…all strategies at once and reformatting how kids interact with text

“Independent” Work

Cooperative (together) – Communication (conversing) – Without Me

The Take-Aways

Image: D Garland

Thank You!

Hire me for Common Core staff development Contact me at helloliteracy@gmail.com