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.
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.”
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
Brought to you by Charles Benoit Opening lines
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.
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.
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)
Widening the curriculum to narrow the gap Offering choicesEnsuring that choices reflect developmental needs of kidsBooks as mirrorsBooks as windows
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
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
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
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.
Real Response Personal/emotiveevaluative interpretive critical
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?
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.
What qualities are essential? Quantitative Measures Lexile Reading level(s) Qualitative Measures Levels of Meaning Narrative structure Language Conventionality and Clarity Knowledge Demands
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
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
Here are recommendations from lexile.com 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
Here are recommendations from lexile.com 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
Using the resources we have at our fingertips & Not all these formulaic means
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?
Where to get recommendations? Lists Awards lists Newbery Printz State reading lists Bluebonnet Lone Star TAYSHAS Maverick Starred Review lists Teens Top Ten
But also… BFYA QP Notables Orbis Pictus Sibert YALSA Excellence in Nonfiction Morris Great Graphic Novels for Teens Stonewall
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.
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
Qualitative Narrative Structure Simple vs. complex Explicit vs. implicit Chronological vs. non-linear