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Common Core in the Classroom

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PD for Teachers, given at a local school district in February

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Common Core in the Classroom

  1. 1. E TH IN E M OR OO C R N S O S M LA M C CO Paige Jaeger 2014 What’s the skeleton? And how to build meat on the bones…
  2. 2. WHO ARE WE TEACHING?
  3. 3. “Average Person spends two seconds on each website.” -Marilee Sprenger Images: fannation.com Orkin.com news.discovery.com
  4. 4. 3 Dimensional Reading
  5. 5. Millennials can…
  6. 6. So how can I repackage what we are doing to align with CC and hyperconnection?
  7. 7. Essential Understandings:
  8. 8. Close Reading & Text-based Answers 50% - 50% Writing from Sources Building knowledge Spotlight on Vocabulary Literacy is not just ELA
  9. 9. Essential Understanding:
  10. 10. CCSS Pedagogy Verbs Integrate Evaluate  Comprehend Critique Analyze - think analytically Address a Question Solve a problem Conduct a short research projects Conduct sustained research projects Students generate questions Explore a topic Draw evidence from texts Support analysis Research and reflection Gather information Assess the credibility and accuracy Integrate information avoiding plagiarism Produce and publish writing Interact and collaborate  Debate Write arguments to support claims Formulate an argument  Comprehend Prepare and participate effectively in conversations.  Build and express persuasively  Express information and enhance understanding
  11. 11. • • Cl Int ose • Kn egr rea Pr ow atio din dis odu ledg n o g tri cti e a f bu on nd tio an id no d ea s fw r it ing An EBC is: An EBC is: •Clearly presented •Clearly presented •Rises from close reading of text(s) •Rises from close reading of text(s) and details and details •An accurate, knowledgeable analysis •An accurate, knowledgeable analysis and-or conclusion and-or conclusion •Supported with credible, sufficient •Supported with credible, sufficient evidence evidence •Logically developed through quotes, •Logically developed through quotes, reference, facts, & citations reference, facts, & citations ed ustai in d ssustan e orre oe t nd m rrtaand m rojeects…” s…” Sho ““Sho p roj ct p h esearc rresearch ment ignnment ar r s al ddadds alig Staan Stn e nc c nddenee aa v v y indepe eetitiitity n aand indepen r CCr o nd atition olllla or a mplex t tx xs CCoabbor coomplex eet ts gy y lo g g c t c c no lo nggggin EEnaain g ia annd eehhno ddia a d trnees s ime Muultime or allll learnr r t M lt a lea por r f r v vlopmen pppot t fo deeeelopment Suu S ry y d in ulatitoon oc cbula r VVoaabula onn manppula ma ni i atitio Innoom a I f f r rm
  12. 12. ELA Anchor Standards
  13. 13. VOCABULARY
  14. 14. • http://www.youtube.com/watch?feature=player • http://www.etonline.com/tv/129196_Nicki_Mina
  15. 15. Marilyn Jager Adams, PhD
  16. 16. Adams
  17. 17. Oral vs. Written Oral language :: Oral language <7 words <7 words 1 idea 1 idea Poor grammar Poor grammar (Adams) Written text: Written text: usually 15-25 words, usually 15-25 words, complex ideas, complex ideas, good syntax good syntax
  18. 18. Research of the CCSSO Marilyn Jager Rand Oral language = 4th grade Oral language = 4th grade ~ 10,000 ~ 10,000 Number of words in popular Number of words in popular written = 1,000,000. written = 1,000,000. The fastest way The fastest way to grow to grow language is via language is via written form… written form… i.e. READING i.e. READING
  19. 19. So how can I repackage what we are doing to align with CC and hyperconnection?
  20. 20. Raise the bar Cool words to impress your friends Embed vocabulary of the discipline in your RUBRICS ally, n verb ect i and exp Demt you • ha n form.” w e mar it t wr gram e rect recis Cor • est p ugg • S rds wo
  21. 21. • TIER 3 = DOMAIN SPECIFIC WORDS • TIER 2 = SAT WORDS Image: thefindrentals.com • TIER 1 = EASY ORAL LANGUAGE
  22. 22. • WHAT IS YOUR CURRENT VOCABULARY OF THE DISCIPLINE ? • EXAMINE • ACADEMIC VOCABULARY LIST…
  23. 23. Precise words? • I should have [thought of that ahead of time]. • The old house looked [worn out, broken down, and awful.] • He [really didn’t want to do this]  He was [?] • He [drove faster and faster] . • Those are [the people we are playing against.] • [At the top of the mountain, we viewed the beautiful site that was grand.] Re-write succinctly
  24. 24. EQ:
  25. 25. CLOSE READING, COMPLEX TEXT & EVIDENCE BASED CLAIMS
  26. 26. From Appendix A: Being able to read complex text independently and proficiently is essential for high achievement in college and the workplace and important in numerous life tasks. Moreover, current trends suggest that if students cannot read challenging texts with understanding—if they have not developed the skill, concentration, and stamina to read such texts—they will read less in general. In particular, if students cannot read complex expository text… they will likely turn to text-free or text-light sources, such as video, podcasts, and tweets. These sources, while not without value, cannot capture the nuance, subtlety, depth, or breadth of ideas developed through complex text.
  27. 27. Too Dumb for Complex… Willingness to probe Capacity to think deeply Uninterrupted thinking www.ascd.org/publications/educationalleadership/feb11/vol68/num05/Too-Dumb-forComplex-Texts¢.aspx SLOW down
  28. 28. Purposeful Reading Standards Appendix A
  29. 29. Close Reading Read this as if: • you were a pirate. • you were the king. Where do we see piracy today? If you were living in the 1600’s, would you be a pirate? Reading needs a purpose if you want students engaged:
  30. 30. Reader & the task recipe: Rigor & Relevance Examine another explorer of your choice, and determine who would win Survivor. What awards would you give your explorers? Create a tweet log for Shackelton. What recommendations would you have for him today?
  31. 31. Essential understandings:
  32. 32. EngageNY.org Close Reading http://engageny.org/resource/ close-reading-strategies-withinformational-text-byexpeditionary-learning Writing from sources:
  33. 33. ESSENTIAL QUESTIONS
  34. 34. If your assignment can be answered on Google, then it is void of higher level thought. Why bother?
  35. 35. New pedagogy paradigm:
  36. 36. Your Turn
  37. 37. Research to Build and Present Knowledge:
  38. 38. • How did (will) this book make you smarter, richer, wiser, or more successful in life? • What indelible footprints did this person leave on the world? How did this life change history? • Where is the “suffrage” in the world today? Should America be concerned?
  39. 39. EQ Brainstormer… Student-centered instruction
  40. 40. Start with Content • Think about a content area you would like to plan a CCSS aligned unit for? • What would you like you student to know or be able to do…at the end of the unit?
  41. 41. Early American Movers and Shakers… • If your mover or shaker were alive today, what would their “Vanity Plate” read? • What would their resume look like? Prepare a resume for your mover or shaker and be prepared to interview for a job. Susan B. Anthony Herman Melville Sojourner Truth William Lloyd Garrison Vanderbilt
  42. 42. What would your patriot say to America today? What is that crazy appendage sticking out of your ear? Bail out the banks? Who is your King? (Use Blabberize or CrazyTalk to bring this to life.) http://www.librarydoor.blogspot.com/ http://www.loc.gov/index.html
  43. 43. Did Pluto deserve to be kicked out of the solar system?
  44. 44. Biographies… • If you could meet anyone from history, who would that be? What would you ask them? • What is the legacy (enduring footprint) that your person has left behind? • How was your person a change agent? • What were the defining character traits of your person and how were they used in his “journey” to change something? • How would history have changed if this person did not walk the earth?
  45. 45. Your Turn Your Turn
  46. 46. RESEARCH TO BUILD AND PRESENT KNOWLEDGE
  47. 47. Information + Technology = ________________ Higher level thought
  48. 48. "First grade writes a 1 page paper; Second grade writes a 2 page paper; Third grade writes a 3 page paper; etc....building capacity to the secondary level where they would be researchready."
  49. 49. Research in the Common Core?
  50. 50. If your assignment can be answered on Google, then it is void of higher level thought. Why bother?
  51. 51. What ESSENTIAL question can I ask which requires the students to investigate, discover, and uncover?
  52. 52. Common Core Connections: • • • • Vocabulary Close Reading Evidence-based claims Research to build and present knowledge
  53. 53. As for special ed and Gifted? FROM CORESTANDARDS.ORG, “KEY DESIGN CONSIDERATIONS:
  54. 54. Speaking & Listening Standards
  55. 55. Resources • • • • • • IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print. Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W. Norton, 2010. Print. Jaeger, Paige. Marketing Information Literacy. School Library Media Activities Monthly Vol. XXV, March 2009. Library of Congress: loc.gov/ Twenge, Jean M.. Generation me: why today's young Americans are more confident, assertive, entitled--and more miserable than ever before. New York: Free Press, 2006. Print.Small, Gary W., and Gigi Vorgan Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009.

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