Notice the Participant Notes icon: open on your desktop Gain a deeper understanding of the Common Core State Standards. Calkins book, explains a clear approach to understanding what the standards mean.
CC is known for an emphasis on text-centered discussion and thinking. So today, we are going to read in a way that the CC describes by taking a story “What Can a Small Bird Be?” and talking about the text using the Anchor Standards for Reading to guide our discussion. Take away: Our purpose today is to use this text to illustrate what the standards mean. Ask participants to read the book independently.
Find Pathways to the Common Core in your participant notes. Let ’s look at the first cluster: Key Ideas and Details - read slide
Note to Consultants: The purpose is to learn the Standards and not the content of the book. Tell participants: As you and your partner recount the story, you will want to remind each other to add details and words that seem important from the text you closely read. You might notice that your retelling is proceeding in a global fashion, bypassing detail, so one of you might say, “Wait, we left out an important part.” The first anchor standard emphasizes text-centered discussion and thinking. If your partner talks about “This reminds me of…” or “This makes me think…” Try steering the discussion right back to the text. Also… linger on the literal details instead of jumping to the big ideas.
This work requires that readers who may be accustomed to approaching texts with blinders on, focused just on the words on the page before them, must develop the ability to carry meaning across the whole story, seeing what happens on one page as being part of a thread of meaning that weaves through the text. Readers who can do this are not constantly caught off guard by what happens, but they infer a logic of cause and effect, synthesizing character traits and motivations and analyzing the logical consequence of events. This work becomes even more important as books get more complex. Let ’s practice . So….now that you and your partner have recounted what happens in the story, move on to anchor standards 2 and 3, which invites you to talk about central ideas and themes, paying attention to the interaction of characters and to events. The work of standard 2 is to determine central ideas and themes, and the work of standard 3 invites you to determine how events, characters and ideas are connected across the text. As part of this work, you will want to think about central ideas that are beginning to emerge. Ask yourself: What is this story beginning to be about? That is the crucial work of moving from literal comprehension to deeper understanding of embedded meanings. As we do this work, we remind ourselves that the standards acknowledge that stories are about more than one idea, so we push ourselves to think of a few different ideas the story is beginning to explore. So, your partner may suggest that this story is starting to be about a little yellow bird who helps out his friends. Ask your partner to give some examples from the text as evidence. You won’t be able to determine the exact theme that will carry across the text from just reading the “courage” section, but you could begin to carry some of the ideas forward as you read.
Let ’s look at the second cluster: Craft and Structure Find these in your participant notes.
Standards 4-6 invite you to first pay attention to language. Return to the first chapter courage and see if any of the words seem significant and discuss with your partner about those word choices. Ask yourself: Which words contribute to the story’s meaning and tone? How do portions of this text relate to each other and the whole? How does point of view shape the content and style? Point out to participants that is doesn ’t take a lot of extra work to see more in the text – it just takes pausing for a moment to notice what is already there.
Let ’s look at the third cluster: Integration of Knowledge and Ideas In this cluster, standards will help mobilize your readers to read texts that “go together” and to think across those texts – making connections and comparisons.
Let ’s read the anchor standards for reading 7 and 9. When we think about this cluster, of relating ideas across stories, it doesn ’t necessarily mean that someone has gathered for us a collection of books around one obvious theme. Readers might compare the book to the movie, or we might compare and contrast how different books treat themes that we have noticed are similar across texts. Example: books in a series Early readers may be asked to “compare and contrast the adventures and experiences of characters in stories”. You might read “Neighbors” by Cynthia Rylant to the students. By setting up a basket of Poppleton books, the students may go over to the basket and read all of the Poppleton books. He or she might discover that the Poppleton stories are about friendship. Later on, the student may begin reading other books with the friendship theme. As the teacher(scaffolding) you can help the student see how those friendships are the same and different as the friendships they read about in the Poppleton books. More experienced readers will graduate to comparing not just characters, but themes and even the treatment of themes. What matters in terms of ensuring high-level reading work is that the Common Core asks readers to not only name themes and subjects that can be found on more than one text, but also trace the development of these themes. As readers pursue this work of anchors 7 and 9, they end up finding themselves becoming more skilled at analyzing craft and structure, the work of anchors 4 and 6. It ’s easier to see craft and structure when you are already comparing two texts that develop similar themes, through different craft decisions. We ’ve talked about comparing and contrasting texts that address the same theme differently, but the CC calls for a wider range of comparison work. How many of you have compared the latest Harry Potter movie with the book? Or compared historical and fictional interpretations of the same events? Anchors 7 and 9 invite students to compare versions of a narrative, to read nonfiction texts that are related to fiction stories and to explore the literary traditions from which some stories spring. The Common Core asks readers (and teachers) to choose texts purposefully to take advantage of what is available to them when they “read around” a text.
For notes – discuss how participants can duplicate this activity in PLCs using grade level standards and a grade level text. Participants may think about the following: 1)Take stock of where your students are with a needs assessment. 2) Ensure your instructional practices are moving your students forward by aligning teaching methods and content. Possible ah-ha’s: These are some things you may need to think about when implementing the standards. Students should be doing lots of in-school reading. Readers should have opportunities to choose from a wide range of high-quality texts. Readers need explicit instruction in the skills of effective reading. Students should have ownership over this intellectual work. Teachers need support and professional development to help their students rise to this high-level of work.
Tell participants – 15 minutes Gallery Walk for Voki
Transition activity – shifts to the standards So often we talk about the shifts, but not about the standards. The shifts are because of the standards. So let’s take a look at our Anchor Standard Document and find two standards that support each of the shifts. If you need a reminder of the shifts, refer to your brochure or your card.
ELA SI Pathways to the CCSS 2012 (6-20)
Pathways to theCommon Core Lucy Calkins, Mary Ehrenworth, Christopher Lehman Participants will engage in an activity to build their understanding of the CCR Anchor Standards for Reading using a text.
Understanding the CCR Anchor Standards for Reading with What Can a Small Bird Be? by the Character Education Teen Residency Project Participants
Key Ideas and Details Cluster • What the text says • Students read for meaning across a story
Key Ideas and Details Cluster1. Review R.CCR.1 in the Participant Notes.2. As you reread about courage, look for key details in the text.3. Recount what happens in the text with your partner.
Key Ideas and Details Cluster1. Review R.CCR.2 and R.CCR.3 in your Participant Notes.2. What is this story beginning to be about?
Craft and Structure Cluster • How the text says it • Craft, structure, and meaning are interconnected
Craft and Structure Cluster1. Review R.CCR.4-6 in your Participant Notes.2. Questions to consider with a partner: • Which words contribute to the story’s meaning and tone? • How do portions of this text relate to each other and the whole? • How does point of view shape the content and style?
Integration of Knowledge and Ideas Cluster • Students develop tools to think across text sets
Integration of Knowledge and Ideas Cluster• Review R.CCR.7 and 9• What texts (including diverse media and formats) could you consider alongside What Can a Small Bird Be?, to deepen your understanding and thinking?
Using Stixy: Create a sticky note about a particular standard or cluster that makes new sense to you.I used to think _______, but now I know __________.