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Common core and best practices


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Keynote for UCTE

Keynote for UCTE

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  • 1. Making the Match UTCE Teri S. Lesesne @professornana
  • 2. What are some of our best practices? Building communityReading aloudOffering choice in reading materialAuthentic literatureReal response
  • 3. If you build it, they will come…  Building CommunityConnect with other readersHave models of literacy in the roomMake readers more aware of what they do
  • 4. Importance of community 
  • 5. Community Leaders 
  • 6. Extend beyond the classroom 
  • 7. Nerdy Book Club 
  • 8. How does community assist us with CCSS? Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborationswith diverse partners, building on others’ ideas and expressing their own clearly andpersuasively.2. Integrate and evaluate information presented in diverse media and formats,including visually, quantitatively, andorally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners canfollow the line of reasoning and the organization, development, and style areappropriate to task, purpose, and audience.5. Make strategic use of digital media and visual displays of data to expressinformation and enhance understanding of presentations.6. Adapt speech to a variety of contexts and communicative tasks, demonstratingcommand of formal English when indicated or appropriate.
  • 9. Read alouds beyond primary grades
  • 10. This read aloud brought to you by Mo Willems“Once upon a time there were three dinosaurs: Papa Dinosaur,Mama Dinosaur, and some other Dinosaur who happened to bevisiting from Norway.”
  • 11. What does the opening sentence tell readers?  Setting Plus it addresses this CCSS (anchor standard): Main characters Write narratives to Motif develop real or imagined experiences or events Archetype using effective technique, well-chosen details, And…it’s going to be and well-structured event funny! sequences
  • 12. Brought to you by Charles Benoit Opening lines
  • 13. You’re surprised at all the blood.He looks at you, eyes wide, mouth droppingOpen, his face almost as white as his shirt.He’s surprised, too.There’s not a lot of broken glass, though, just sometiny slivers around his feet and one big piecebusted into sharp peaks like a spiking line graph,the blood washing down it like rain on awindshield.
  • 14. In two paragraphs, what do we learn?  CCSS Anchor Standards for  Simile and metaphor Reading: 4. Interpret words and phrases as they are used in a text, including determining  Strong verbs technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.  Use of second person 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)  How details contribute relate to each other and the whole. to overall effect 6. Assess how point of view or purpose shapes the content and style of a text.
  • 15. Why read aloud?  Closes achievement gap since students can generally listen above their reading comprehension level. Offers model of fluency and prosody. Serves to assist with listening and speaking elements of CCSS. Motivates K-12 to read and read more. (research)
  • 16. Widening the curriculum to narrow the gap Offering choicesEnsuring that choices reflect developmental needs of kidsBooks as mirrorsBooks as windows
  • 17. Extensive vs. Intensive  Extensive  Intensive (not to be confused with  Central text close reading)  Shorter selections to accompany central text  Different genres, forms,  Focus on one text and formats  Dissect itCCSS calls this modelframework
  • 18. Extensive research  Kids read more Kids performed as well on tests at the end of the unit of study Kids’ attitudes toward books and reading was higher  Research covers 1940s forward
  • 19. Example of a Model Framework Core text
  • 20. Add to Core Text  Informational Literary Advances in cancer  Catcher in the Rye treatment  “Death Be not Proud” Cancer in teens (poem) Side effects of cancer  Other Printz award treatments winners Self help groups  Short story collections Biographies of reclusive authors with YA authors
  • 21. How this aligns to CCSS Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats andmedia, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text,including the validity of the reasoning as well asthe relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics inorder to build knowledge or to compare the approaches the authorstake.Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational textsindependently and proficiently.
  • 22. Real Response  Personal/emotiveevaluative interpretive critical
  • 23. Levels of Response  Personal/Emotive  What is your gut reaction to the text? Interpretive  If you were one of the characters, what would you have done differently? Critical  How does the author demonstrate her or his craft? Evaluative  What makes this a “good” or “bad” book?
  • 24. CCSS  Note on range and content of student readingTo become college and career ready, students must grapple with works of exceptional craftand thought whose range extends across genres, cultures, and centuries. Such works offerprofound insights into the human condition and serve as models for students’ own thinkingand writing.Through wide and deep reading of literature and literary nonfiction of steadily increasingsophistication, students gain a reservoir of literary and cultural knowledge, references,and images; the ability to evaluate intricate arguments; and the capacity to surmount thechallenges posed by complex texts.
  • 25. What qualities are essential?   Quantitative Measures  Lexile  Reading level(s)  Qualitative Measures  Levels of Meaning  Narrative structure  Language Conventionality and Clarity  Knowledge Demands
  • 26. Problems with Quantitative Analysis of Books   Reading levels  Syllables  Sentences  Lexile Levels  Syllables  Sentences  Semantics  Syntax  All of these rate only how students perform on tests
  • 27. Higher or Lower? 
  • 28. Guess Again! 4.8 790 4.0 680
  • 29. Higher or Lower? 
  • 30. Hmmm…. 5.7 920 5.7 960
  • 31. Higher or Lower? 
  • 32. Guess again! 5.7 990 5.9 850
  • 33. Higher or Lower 
  • 34. Guess again! n/a 620 4.1 630
  • 35. One More Time 
  • 36. Huh? 4.2 5.0
  • 37. Qualitative Measures Qualitative measures complementquantitative measures: Purpose Language conventionality and clarity Text structures Knowledge demands
  • 38. Translation Narrative structure   Shifts in time (flashback and foreshadowing)  Point of view (multiple narrators, unreliable narrator) Language  Figurative devices  Irony  Parody Knowledge Demands  Cultural  intertextuality
  • 39. Consider the qualitative elements now
  • 40. Higher or Lower? 
  • 41. Higher or Lower? 
  • 42. Higher or Lower? 
  • 43. Higher or Lower 
  • 44. One More Time 
  • 45. Finally Grade Levels RL Lexiles2-3 2.7-5.1 420-8204-5 4.9-7.1 740-10106-8 7.0-10.0 925-11859-10 9.7-12 1050-133511-12 11.0-14.0 1185-1385
  • 46. Here are recommendations from   Grades 2-3 Fiction  Alabama Moon  Cleopatra’s Moon  Under the Baseball Moon  NEW MOON  Grades 4-5 Humor  Jake Reinvented  I Want to Grow Hair  Hero by Perry Moore
  • 47. Here are recommendations from   Grades 6-8 Graphic Novels  Sparky  11 other titles, none familiar  Grades 9-10 Mystery  Koontz, Poe, Bunting  Grades 11-12 Biography  Pocohantas, Shakespeare, Joan of Arc, Zane Grey
  • 48. Using the resources we have at our fingertips & Not all these formulaic means
  • 49. Conventional Wisdom  Where do we go to get ideas about what to read? How can we narrow it down from the 7500+ books published annually? How can we determine which books for which kids? How do we then provide proof of rigor?
  • 50. Where to get recommendations?  Lists  Awards lists  Newbery  Printz  State reading lists  Bluebonnet  Lone Star  TAYSHAS  Maverick  Starred Review lists  Teens Top Ten
  • 51. But also…  BFYA QP Notables Orbis Pictus Sibert YALSA Excellence in Nonfiction Morris Great Graphic Novels for Teens Stonewall
  • 52. Starred Reviews  SIX STARS  Code Name Verity. Elizabeth Wein.  Fault in Our Stars, The. John Green.  Z Is for Moose. Kelly Bingham, illus. by Paul O. Zelinsky. FIVE STARS  Green. Laura Vaccaro Seeger.
  • 53. Seeing Stars  FOUR STARS  Black Hole Is NOT a Hole, A. Carolyn Cinami DeCristofano, illus. by Michael Carroll  Grave Mercy. Robin LaFevers THREE STARS  Curveball: The Year I Lost My Grip. Jordan Sonnenblick  Lions of Little Rock, The. Kristin Levine  Wonder. R.J. Palacio
  • 54. Qualitative  Narrative Structure  Simple vs. complex  Explicit vs. implicit  Chronological vs. non-linear
  • 55. Narrative Structure 
  • 56. Qualitative  Language conventionality and clarity  Dialect  Conversational  Rich  Vivid
  • 57. Language Usage 
  • 58. Qualitative  Knowledge demands  Sophisticated themes  Experience and perspective (close reading conflict)  Context  Social milieu
  • 59.
  • 60.  What we want arelifelong readers and learners…
  • 61. Because this is not the problem… 
  • 62. This is… 