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Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
Ellenville common core
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Ellenville common core

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  • “ To limp” is to walk favoring one leg; “To shuffle” is to walk dragging the feet;
  • Transcript

    • 1. A Closer Look at the Common Core Standards in Literacy K-2 Dana Fulmer Karen Brooks
    • 2. Goals of the Day <ul><li>Understanding the Key Shifts </li></ul><ul><li>Know Language – Speaking & Listening & Writing Standards </li></ul><ul><li>Example examples of student writing (Exemplars) </li></ul><ul><li>Begin Designing aligned writing projects </li></ul>
    • 3.  
    • 4.  
    • 5. http://www.thinglink.com/scene/228951198105862145#tlsite
    • 6. Recap of Last Session <ul><li>Key Shift – What are they? </li></ul><ul><li>What is a Close Reading? </li></ul>
    • 7. 6 Key Shifts in Literacy <ul><li>Range of Reading ( nonfiction emphasis) </li></ul><ul><li>Literacy in the Content Areas </li></ul><ul><li>Scaffolding Text Complexity </li></ul><ul><li>Text-based Evidence ( close reading) </li></ul><ul><li>Writing from Sources </li></ul><ul><li>Academic Vocabulary </li></ul>
    • 8. Common Core Anchor Standards K-12
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    • 13. CLOSE READING <ul><li>Read on your own </li></ul><ul><li>Briefly paraphrase each paragraph </li></ul><ul><li>Brainstorm questions students could answer just from what’s in the text (not from prior knowledge) </li></ul><ul><ul><li>Include literal, basic questions, as well as </li></ul></ul><ul><ul><li>Higher order, inferential questions </li></ul></ul>
    • 14. Close Reading Resources <ul><li>Good Overveiw - http://web.cn.edu/kwheeler/reading_lit.html </li></ul><ul><li>How to do a Close Reading: http://www.personal.psu.edu/users/s/a/sam50/closeread.htm </li></ul><ul><li>What is a Close Reading - http://www.mantex.co.uk/2009/09/14/what-is-close-reading-guidance-notes/ </li></ul><ul><li>How to do a Close Reading - http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html </li></ul><ul><li>Close Reading – Poetry - http://owl.english.purdue.edu/owl/resource/751/01/ </li></ul><ul><li>Close Reading Tips - http://mason.gmu.edu/~rmatz/close_reading.htm </li></ul><ul><li>Steps in a Close Reading - http://ozpk.tripod.com/APclose </li></ul>
    • 15. For More Information <ul><li>Http://moodle.ucboces.org </li></ul><ul><ul><li>(Go to LITERACY – COMMON CORE TASKFORCE) </li></ul></ul><ul><ul><li>Resources, links, aligned units, training materials </li></ul></ul><ul><li>www.EngageNY.org </li></ul><ul><ul><li>NY’s website for Common Core & RTTT material </li></ul></ul><ul><ul><li>Official documents, official videos, curriculum models </li></ul></ul>Source:
    • 16. Appendix A - Research Supporting Key Elements of the Standards; Glossary of Key Terms Appendix B - Text Exemplars and Sample Performance Tasks Appendix C - Examples of Student Writing Appendices Overview
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    • 25. Focus on VOCABULARY <ul><li>Conversational Levels of Vocabulary limit readers to a reading level equivalent of Grade 4 or below. </li></ul><ul><li>The Wall Street Journal is written at about an 11 th grade level. </li></ul><ul><li>The New York Times is written at about an 8 th grade level. </li></ul><ul><li>The Times Herald Record, Poughkeepsie Journal, Kingston Freeman is written at about a 4 th grade level. </li></ul>
    • 26. <ul><li>http://www.wordsift.com/ Word maps, word clouds </li></ul><ul><li>http://quizlet.com/ Make flash cards & games </li></ul><ul><li>http://jc-schools.net/tutorials/vocab/ Academic vocabulary games </li></ul><ul><li>http://www.vocabulary.com/ More games, including games using Latin & Greek roots </li></ul><ul><li>www.worldwidewords.com </li></ul><ul><ul><li>Definitions, history and short essays on words </li></ul></ul><ul><li>http://www.visualthesaurus.com/ Visual thesaurus </li></ul><ul><li>www.vocabgrabber.com </li></ul><ul><li>www.wordle.com , www.tagul.com , http://www.tagxedo.com/ - Analyze Words </li></ul><ul><li>http://www.spellingcity.com/ Spelling City </li></ul>Online Vocabulary Resources
    • 27. Harriet Tubman Project Duzine Elementary School <ul><li>http://www.newpaltz.k12.ny.us/156520111593332590/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=58613 </li></ul>
    • 28. Common Core Recommendations: <ul><li>Instruction in morphology (structure of words.) Lang. Std. 4 </li></ul><ul><li>Focus on academic vocabulary (Key Shift 6) </li></ul><ul><li>Instruction in structure of written language, syntax </li></ul><ul><li>Indepth exploration of increasingly complex text on focused topics (Key Shift 4) </li></ul>Source:
    • 29. 1. Word Part Knowledge Must Be Taught <ul><li>Morphology –or study of word roots & parts- begins in grade 3 in the CCSS </li></ul><ul><li>Greek & Latin roots </li></ul><ul><ul><li>Break up words into parts: Micro-organism </li></ul></ul><ul><ul><li>Identify root or familiar word-parts </li></ul></ul><ul><ul><li>Brainstorm similar-sounding words to support connections & understanding </li></ul></ul><ul><ul><li>Microscope Microphone </li></ul></ul>
    • 30. Word Part Knowledge is a Key Strategy Because… <ul><li>Research shows it to be highly effective </li></ul><ul><li>Many specialized words are constructed of Latin & Greek roots </li></ul><ul><li>Context clues are not enough for domain-specific vocabulary </li></ul><ul><li>Rote memorization is limited </li></ul><ul><li>Writing definitions & sentences is largely ineffective </li></ul>
    • 31. Discuss <ul><li>At the K-2 level – How do we focus on word part & root knowledge? </li></ul><ul><li>What might we look at to explore further? </li></ul>
    • 32. Videos
    • 33. 2. Focus on Academic Vocabulary <ul><li>Instructional words </li></ul><ul><ul><li>Explain, analyze, compare, define, infer </li></ul></ul><ul><li>Cross-domain words </li></ul><ul><ul><li>Form, relationship, structure, system </li></ul></ul><ul><li>Nuances of common words </li></ul><ul><ul><li>Said, murmured, stated, declared, exclaimed </li></ul></ul>Source:
    • 34. Our brains store words in categories <ul><li>Use activities that capitalize on this (std. 5) </li></ul><ul><li>Name that Dimension for Adjectives: </li></ul><ul><ul><li>Tall vs. short </li></ul></ul><ul><ul><li>Red vs. green </li></ul></ul><ul><ul><li>Hot vs. cold </li></ul></ul><ul><ul><li>Funny vs. sad </li></ul></ul><ul><ul><li>Kind vs. cruel </li></ul></ul><ul><li>Make a list of adjectives in a single dimension </li></ul><ul><ul><li>Activity </li></ul></ul>Sorce:
    • 35. Make Use of Analogy & Metaphor <ul><li>The president is the head of the company . president: company:: head : _______ </li></ul><ul><li>Education is the key to opportunity . education: opportunity :: key : _______ </li></ul><ul><li>Pride is the root of all evil . pride: evil :: root: ________ </li></ul><ul><li>Necessity is the mother of invention . necessity: invention :: mother: _______ </li></ul><ul><li>Variety is the spice of life . variety: life :: spice: ________ </li></ul>Source: Marilyn Jager-Adams
    • 36. Semantic Investigations: Verbs <ul><li>To sprint is to run very fast though usually not very far. </li></ul><ul><li>To gallop is to run fast like a horse. </li></ul><ul><li>To stare is to look with intensity. </li></ul><ul><li>To glare is to look with intensity and hostility. </li></ul><ul><li>To hit is to make contact forcibly. </li></ul><ul><li>To punch is to make contact forcibly with the fist. </li></ul><ul><li>To pummel is to make contact forcibly with the fist over and over. </li></ul><ul><li>To scrub is to wash with a rubbing action </li></ul><ul><li>To scour is to wash with a rubbing action using an </li></ul><ul><li>abrasive </li></ul>Source:
    • 37. Pick a category & define the words: <ul><li>Walk: </li></ul><ul><ul><li>Limp, shuffle, amble, strut, sashay, trudge </li></ul></ul><ul><li>Transfer: </li></ul><ul><ul><li>Give, take, trade, buy, sell, rent </li></ul></ul><ul><li>Speak: </li></ul><ul><ul><li>Tell, promise, confide, confess, preach, lecture </li></ul></ul><ul><li>Talk: </li></ul><ul><ul><li>Whisper, mumble, lisp, stammer, wail, coo, babble </li></ul></ul><ul><li>Create: </li></ul><ul><ul><li>Bake, sew, mold, weave, compose </li></ul></ul>Source:
    • 38. <ul><li>Oral Language </li></ul><ul><li>So yesterday? </li></ul><ul><li>We were walking down Leonard Street? </li></ul><ul><li>And there was this woman there. </li></ul><ul><li>She was kind of old? </li></ul><ul><li>And she had on this red hat? </li></ul><ul><li>She was …just… </li></ul><ul><li>I don’t know, she was strange. </li></ul><ul><li>Anyway, she started running toward John. </li></ul><ul><li>She was shouting. </li></ul><ul><li>She was just running and shouting </li></ul><ul><li>And nobody could understand her. </li></ul><ul><li>Written Language </li></ul><ul><li>We were walking down Leonard Street yesterday morning, when a strange, old woman in a red hat suddenly began running toward John, shouting incomprehensibly. </li></ul>3. Focus on Structure of Language Source:
    • 39. <ul><li>Add a fact game: </li></ul><ul><li>Jane is wearing a dress. </li></ul><ul><li>Jane is wearing a blue dress. </li></ul><ul><li>Jane is wearing a blue dress with white flowers. </li></ul><ul><li>My friend Jane is wearing a blue dress with white flowers. </li></ul><ul><li>My friend Jane is sitting , wearing a blue dress with white flowers. </li></ul><ul><li>My friend Jane is sitting on the rug , wearing a blue dress with white flowers… </li></ul>Play Games for Complex Sentences
    • 40. Discuss Think - Pair - Share <ul><li>How else do we/can we focus on language structure? </li></ul><ul><li>Share your thoughts and ideas. </li></ul>
    • 41. Moodle – Hoyt Writing Resources <ul><li>http://moodle.ucboces.org/mod/page/view.php?id=18459 </li></ul>
    • 42. 4. Scaffolding Complex Text <ul><li>1. Select a topic. For below- level readers, begin with shorter, simpler texts on their level. </li></ul><ul><li>2. Teach the key words and concepts directly, engaging students in using these in speech. </li></ul><ul><li>3. Read MANY texts, over and over, on the topic. </li></ul><ul><li>4. As the students learn the core vocabulary & concepts of the domain, they will become ready to explore subtopics, reading more & more complex text. </li></ul>
    • 43. 6+1 Writing Traits Resources <ul><li>6 Traits – http://so024.k12.sd.us/6%20+%201%20traits.htm </li></ul><ul><li>Interactive Activities - http://writing.pppst.com/index.html </li></ul><ul><li>6 + 1 eThemes – http://ethemes.missouri.edu/themes/1283 </li></ul><ul><li>The Literate Learner - http://www.literatelearner.com/6traits/page_template6t.php?f=main </li></ul><ul><li>Teaching that Makes Sense - http://www.ttms.org/writing_quality/writing_quality.htm </li></ul><ul><li>Gives examples of Books to Model Each Trait - http://writingfix.com/traits.htm </li></ul>
    • 44. Professional Reading & Resources <ul><li>Words, Words, Words by Janet Allen (4-12) </li></ul><ul><li>Word Savvy by Max Brand (3-6) </li></ul><ul><li>Bringing Words to Life , by Isabel Beck, Margaret G. McKeown, and Linda Kucan (k-12) </li></ul><ul><li>Building Academic Vocabulary by Robert J. Marzano & Debra Pickering </li></ul><ul><li>Learning Words Inside Out by Nancy Frey & Douglas Fisher (1-6) </li></ul><ul><li>Teaching With Poverty in Mind by Eric Jensen (Birth to 24) </li></ul>
    • 45. Curriculum Resources for Common Core <ul><li>SEEL - http://education.byu.edu/seel/ </li></ul><ul><li>Florida Reading Research Center - http://www.fcrr.org/ </li></ul><ul><li>Digital resources for the Common Core - http://commoncore.org/maps/resources/digital_resources </li></ul>
    • 46. Continued <ul><li>Glossary of Curriculum Vocabulary - http://commoncore.org/maps/resources/glossary </li></ul><ul><li>Sample Units and Lesson Plans - http://commoncore.org/maps/membership/samples </li></ul><ul><li>NYC and the Common Core - http://schools.nyc.gov/Academics/EarlyChildhood/EducatorResources/default.htm </li></ul><ul><li>Parents Guide to Common Core - http://www.pta.org/4446.htm </li></ul><ul><li>A Parent’s Guide to the Common Core - http://www.education.com/magazine/article/parents-guide-to-common-core-standards/ </li></ul>
    • 47. Thanks <ul><li>[email_address] </li></ul>

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