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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;

Ellenville common core Ellenville common core Presentation Transcript

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