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50 Shades of the Common Core for ELA: Critical Thinking for All
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50 Shades of the Common Core for ELA: Critical Thinking for All


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This are my session slides for my 50 Shades of the Common Core presentation at this year's North Carolina Reading Association Conference in Raleigh, North Carolina.

This are my session slides for my 50 Shades of the Common Core presentation at this year's North Carolina Reading Association Conference in Raleigh, North Carolina.

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  • 1. NC State Reading Conference March 16, 2014 by Jennifer Jones K-12 Reading Specialist Wake County, NC Fifty Shades of The Common Core
  • 2.
  • 3. 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 The The
  • 4. 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
  • 5. What the Standards Do Value in Reading comprehension…
  • 6. “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”…
  • 7. What the Standards DoN’t Value in Reading comprehension…
  • 8. These phrases are NOT in the Common Core… make text-to-self connections, access prior knowledge, explore personal response, relate to your own life…
  • 9. 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
  • 10. So What Does this all mean for My School?
  • 11. Learning from the Guinea Worm Eradication
  • 12. ImageSource: Vital (Teaching) Behaviors
  • 13. Where Are You With This? Are Your Kids There?
  • 14. Clearly Understanding Lower vs. Higher Level Thinking the answer is already known
  • 15. ...and communicating this language WITH students…
  • 16. Clearly Understanding Lower vs. Higher Level Thinking the answer is already known ..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. FirstWe must be Critical Thinkers… Form an opinion and justify it! Agree or disagree. Image:
  • 20. Help kids answer, “Who Am I?”
  • 21. Build Community Justifying Our Opinions
  • 22. Analogy Poster Daily Analogies “Mrs. Jones, this is hard!” “I don’t know.”
  • 23. Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words
  • 24. Where in the day could word learning occur?
  • 25. Receptive Vocabulary (in) & Expressive Vocabulary (out)
  • 26. Now What? Directions: For each word, write a sentence and use the word correctly in the sentence. 1.epiphenomenal: having the character of or relating to an epiphenomenon ________________________________________________________ 2. kern: to form or set (as a crop of fruit) ________________________________________________________ 3: stative: expressing a bodily or mental state
  • 27. “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)
  • 28. steps Marzano’s
  • 29. • 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
  • 30. Urgency with Word Learning
  • 31. You don’t graduate out of pictures...
  • 32. .65
  • 33. .34 .2000.10 .123 .003 .9 .765.7054 .888 .5566012 .04
  • 34. Creating a Sense of Urgency & the Relationship between Words & Learning
  • 35. Making Inferences with… Picture of the Day
  • 36. You Tube ****IS**Informational Text
  • 37. Justifying Scientific Claims Build trust
  • 38. National Assessments 4th Grade Sample Items QUESTIONS
  • 39. …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. FirstWe must be Critical Thinkers… Image:
  • 40. Literary Text Or Informational Text So What?
  • 41. 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.
  • 42. Text Based Starters… Text Based Entenders… Image Sources:
  • 43. 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
  • 44. 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
  • 45. Character Analysis With Text Based Evidence Images:
  • 46. Text Based Reading Response Plagiarism?
  • 47. Non-fiction Reading Shift Our Thinking from… “What do want kids to KNOW?” to “What do I want kids to get out of it?” BIGPre-read
  • 48. Evaluating Non-Fiction Text with Two-Column Notes…all strategies at once and reformatting how kids interact with text
  • 49. “Independent” Work Cooperative (together) – Communication (conversing) – Without Me
  • 50. The Take-Aways Image: D. Garland
  • 51. Thank You! Hire me for Common Core staff development. Contact me at