Fifty Shades of the Common Core for ELA: Revised


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This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.

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Fifty Shades of the Common Core for ELA: Revised

  1. 1. Fifty Shades ofThe Common Core Knightdale Elementary October 31, 2012 by Jennifer Jones K-12 Reading Specialist Lake Myra Elementary School Wake County Public School System
  2. 2.
  3. 3. The Common Core literacy Model An Operational Representation 6 3 Ela Standard ELA Strands Practices Reading Building knowledge Literature Through content Rich non-fiction and Reading Informational text. Informational Text Reading, writing and Speaking grounded in Speaking & Listening evidence from the text Language Regular practice with complex text and Writing its academic vocabulary Foundational SkillsBased on the Common Core ELA
  4. 4. Anchor Standards for Reading Literary Fiction & Informational Non-Fiction 1 Text-based Understanding & Comprehension 2 Central Message(s)/theme(s)/BIG ideas(s) 3 Characters/individuals across the text 4 Author’s Word Choice (syntax, vocab & language) 5 Text Structure & Text Features 6 Point of View/Purpose 7 Content Integration – Read & Research 8 Evaluate Claims & Arguments (NF only) 9 Text to Text Comparison 10 Text ComplexityKey Ideas & Details Craft & Structure Integration of Ideas
  5. 5. Key Ideas for the RESTWriting – 3 Text Types: Personal Narrative, Informative & ArgumentSpeaking & Listening – Flexible Communication & Collaboration, Text-Based Discussion GroupsLanguage – Grammar & Vocabulary: Nouns, Pronouns, Verbs, Adjectives,Adverbs, Abstract Nouns, Verb Tenses, Simple, Compound & ComplexSentences, Proper Nouns, Quotation Marks, Spelling Patterns, ContextClues, & Shades of MeaningFoundational Skills – Fluency, Phonics & Phonological AwarenessConcepts of Print, The Alphabet, Punctuation Marks, Prefixes &Suffixes, Multi-Syllabic Words, Roots & Affixes, Rhyme, Blending,Segmenting, Sound Spelling Patterns, Irregular Words, Sight Words
  6. 6. The 3 Common Core PracticesText SplitBuilding knowledge through content-rich non-fiction andinformational texts.Text Based Reading and RespondingReading, writing, and speaking (orally or written responses)grounded in evidence from the text including text basedquestions, text based answers around text basedconversations with the TEXT as the common denominator.Text ComplexityRegular practice with complex text and its academic vocabulary.
  7. 7. What the Standards DoValue in Readingcomprehension…
  8. 8. “close, attentive reading”…”critical reading”… “reasoning and use ofevidence”… “comprehend, evaluate, synthesize”… “understand precisely…question…assess the veracity” …. “cite specific evidence”… “evaluate others’ point of view”… “reading independently and closely”…
  9. 9. What theStandards DoN’tValue in Readingcomprehension…
  10. 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. 11. “In short, the Common Core standardsdeemphasize reading as a personal act and emphasizes textual analysis.” – Pathways to the Common Core
  12. 12. So WhatDoes this all mean for KES?
  13. 13. Partnership for 21st Century
  14. 14. Clearly UnderstandingLower vs. Higher Level Thinking the answer is already known
  15. 15. ..and communicating this language WITH students…
  16. 16. ….followed by our evidence based thinking,tells others the rationale for our thinking.
  17. 17. Critical Thinking Rubric
  18. 18. First We must be Critical Thinkers… Form an opinion and justify it! Agree or disagree.Image:
  19. 19. Justifying Our OpinionsBuildCommunity
  20. 20. Justifying Scientific ClaimsBuildtrust
  21. 21. Science Notebooks… …increase CRITICAL THINKINGbecause students reflect on their learning and their thinking.
  22. 22. www.k-5mathteachingresources.comJustifying in math
  23. 23. 4th Grade Sample Items National Assessments
  24. 24. Daily Analogies Analogy Poster“Mrs. Jones, this is hard!” “I don’t know.”
  25. 25. Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words
  26. 26. Urgency with Word Learning
  27. 27. Creating a Sense of Urgency& the Relationship between Words & Learning
  28. 28. Making Inferences with…Picture of the Day
  29. 29. You Tube ***S**Informational Text I *
  30. 30. First …beforeWe must be Critical We can be CriticalThinkers… 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.Image:
  31. 31. Literary Text Or Informational TextSo What?
  32. 32. Critical Reading… …is a way of looking at a book andanalyzing 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.
  33. 33. Strategy #15 Engage All Students,Regardless of Instructional ReadingLevel, in Thinking Deeply About Story •Beyond a series of questions •Beyond “Today I want you to make a prediction.” •Beyond story retelling •Beyond details of the reading process but active in all of it •Meaning at the text level
  34. 34. The Language of Teaching Comprehension Instruction Deeply Little Questions Big Questions What houses did How are the pigs’ each pig build? houses different? Why did the writer have the third pig build the brick house instead of the second pig? What did the wolf say Why did the wolf say before he blew down the same thing at the houses? each house? What happens at the What did the pigs beginning, middle learn from their and end of the story? experience?from Preventing Misguided Reading
  35. 35. Text Based Starters… Text Based Entenders…Image Sources:
  36. 36. 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
  37. 37. 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
  38. 38. Character Analysis With Text Based EvidenceImages:
  39. 39. Text-Based Responses
  40. 40. Text Based Reading Response
  41. 41. Teaching Multiple strategies through One piece of Text
  42. 42. Non-fiction Reading Shift Our Thinking from… “What do want kids to KNOW?” to “What do I want kids to get out of it?” www.julieballew.comPre-read BIG
  43. 43. Evaluating Non-Fiction Textwith Two-Column Notes…all strategies at once
  44. 44. Opinionated Students
  45. 45. The Camps of Text Complexity
  46. 46. t ext complexity Stretch Bands
  47. 47. T ext Complexity…A Result of the Gap
  48. 48. Tackle Text Complexity with Read-Alouds But…Image: Gooney Bird Greene by Lois Lowry
  50. 50. TacklE Text Complexity with … Complex Texts. Period. Lexile Level 460Lexile Level 580
  51. 51. Close Reading
  52. 52. ReallyMakingSenseOfNonfictioninformation
  53. 53. Scoops of Learning for our At-Risk Learners Instructional Complex Level Level Text Text through Independent Through another dose of Text LevelGuided Reading Guided Reading Reading Reading Reading Session 1 - Session 2 - Session 3 - Teacher 1 + Teacher 1 or Teacher 2 + Read to Self or Partner
  54. 54. Planning & Assessing Critical Thinking
  55. 55. OpinionWriting
  56. 56. Group LearningCooperative Independent Book Clubs & Literature Circle
  57. 57. Higher Level ThinkingIndependent Projects
  58. 58. Schoolwide Research Model for LMES – remixed by Leigh Pittman from the AGOPE & WISE research models
  59. 59. Are wecommunicatingWithStudentsWhat it isWe expectthem to know,do andunderstand?
  60. 60. The Take-AwaysImage: D. Garland
  61. 61. Web links
  62. 62. Thank You!Hire me for Common Core staff development. Contact me at
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