Fifty Shades of the Common Core: NCRA
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Fifty Shades of the Common Core: NCRA

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This is the institute I presented for the North Carolina Reading Association state reading conference March 10, 2013.

This is the institute I presented for the North Carolina Reading Association state reading conference March 10, 2013.

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  • 1. Fifty Shades of The Common Core NC Reading Conference March 10, 2013 by Jennifer Jones K-12 Reading Specialist Lake Myra Elementary SchoolFollow along at: Wake County Public School Systemwww.slideshare.net/hellojenjones www.helloliteracy.blogspot.com
  • 2. http://rainforestheroes.com/about-rainforests/
  • 3. The Common Core literacy Model 6 3 Ela Standard ELA Strands Practices Reading Building knowledge Literature Through content Rich non-fiction and Reading Informational text. The Informational Reading, writing and The Text 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. 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. 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& Complex Sentences, Proper Nouns, Quotation Marks, SpellingPatterns, Context Clues, & 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. 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 based conversationswith the TEXT as the common denominator.Text ComplexityRegular practice with complex text and its academic vocabulary.
  • 7. What the Standards DoValue in Readingcomprehension…
  • 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. What theStandards DoN’tValue in Readingcomprehension…
  • 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. “In short, the Common Core standardsdeemphasize reading as a personal act and emphasizes textual analysis.” – Pathways to the Common Core
  • 12. So What Does this all mean forMy School?
  • 13. Partnership for 21st Century Educationdigitalliteracy.us
  • 14. A Where is Your Level of Thinking? Are Your Kids There?
  • 15. Clearly UnderstandingLower vs. Higher Level Thinking the answer is already known
  • 16. ..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. First We must be Critical Thinkers… Form an opinion and justify it! Agree or disagree.Image: http://www.1vigor.com/brain-power/Clear-Thinking/index.html
  • 20. Justifying Our OpinionsBuildCommunity
  • 21. Daily Analogies Analogy Poster“Mrs. Jones, this is hard!” “I don’t know.”
  • 22. Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words
  • 23. Urgency with Word Learning
  • 24. Creating a Sense of Urgency& the Relationship between Words & Learning
  • 25. Making Inferences with…Picture of the Day
  • 26. You Tube ***S**Informational Text I *
  • 27. Justifying Scientific ClaimsBuildtrust
  • 28. 4th Grade Sample Items National AssessmentsELA QUESTIONS http://www.k12.wa.us/SMARTER/Resources.aspx
  • 29. 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: 10englishcm.wikispaces.com
  • 30. Literary Text Or Informational TextSo What?
  • 31. 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.
  • 32. Text Based Starters… Text Based Entenders…Image Sources: www.julieballew.com
  • 33. 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
  • 34. 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
  • 35. Character Analysis With Text Based EvidenceImages: www.julieballew.com
  • 36. Text-Based Responses
  • 37. Tackle Text Complexity with Read-AloudsImage: Gooney Bird Greene by Lois Lowry
  • 38. Text Based Reading Response
  • 39. Teaching Multiple strategies through One piece of Text
  • 40. 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.metro.co.uk www.julieballew.comPre-read cwf-fcf.org BIG
  • 41. Evaluating Non-Fiction Textwith Two-Column Notes…all strategies at once and reformatting how kids interact with text
  • 42. Opinionated Students Bloggingblogs.wcpss.net/ourclassreads
  • 43. Planning & Assessing Critical Thinking
  • 44. www.julieballew.com
  • 45. Group LearningCooperative Independent Book Clubs & Literature Circle
  • 46. Higher Level ThinkingIndependent Projects
  • 47. Schoolwide Research Model for LMES – remixed by Leigh Pittman from the AGOPE & WISE research models
  • 48. Are wecommunicatingWithStudentsWhat it isWe expectthem to know,do andunderstand?
  • 49. The Take-AwaysImage: D. Garland
  • 50. Web links
  • 51. Thank You!Hire me for Common Core staff development. Contact me at helloliteracy@gmail.com