Fifty Shades of the Common Core: ELA


Published on

This is the presentation I did for the staff at my own elementary school (90 minutes). After this presentation, teachers felt they had the tools, strategies and conceptual understanding to move on with teaching "the Common Core way" not to mention motivation and empowerment. This presentation not only covers the anchor standards and strands of the Common Core for ELA, but emphasizes the 3 shifts in the Common Core that are vital for student success in school and life. Here is the hand-out that goes with it:

Published in: Education
No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Fifty Shades of the Common Core: ELA

  1. Fifty Shades ofThe Common Core Lake Myra Elementary September 28, 2012 by Jennifer Jones K-12 Reading Specialist Lake Myra Elementary School Wake County Public School System
  2. The Common Core literacy Model An Operational Representation 6 3 Ela Standard ELA Strands Practices Reading Building knowledge Literature Through content Rich non-fiction and Reading Informational text. Informational Text Reading, writing and Speaking grounded in Speaking & Listening evidence from the text Language Regular practice with complex text and Writing its academic vocabulary Foundational Skills
  3. 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
  4. 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
  5. 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.
  6. What the Standards DoValue in Readingcomprehension…
  7. “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”…
  8. What theStandards DoN’tValue in Readingcomprehension…
  9. These phrases are NOT in the Common Core… make text-to-self connections,access prior knowledge, explore personal response, relate to your own life…
  10. “In short, the Common Core standardsdeemphasize reading as a personal act and emphasizes textual analysis.” – Pathways to the Common Core
  11. So WhatDoes this all mean for LMES?
  12. Clearly UnderstandingLower vs. Higher Level Thinking the answer is already known
  13. ..and communicating this language WITH students…
  14. ….
  15. Critical Thinking Rubric
  16. First We must be Critical Thinkers… Form an opinion and justify it! Agree or disagree.Image:
  17. Justifying Our OpinionsBuildCommunity
  18. Daily Analogies Analogy Poster“Mrs. Jones, this is hard!” “I don’t know.”
  19. Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words
  20. Urgency with Word Learning
  21. Creating a Sense of Urgency& the Relationship between Words & Learning
  22. Making Inferences with…Picture of the Day
  23. You Tube ***S**Informational Text I *
  24. 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:
  25. Literary Text Or Informational TextSo What?
  26. 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.
  27. Text Based Starters… Text Based Entenders…Image Sources:
  28. 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
  29. Gettysburg Address
  30. 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
  31. Character Analysis With Text Based EvidenceImages:
  32. Text-Based Responses
  33. Tackle Text Complexity with Read-AloudsImage: Gooney Bird Greene by Lois Lowry
  34. Text Based Reading Response
  35. Teaching Multiple strategies through One piece of Text
  36. 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.julieballew.comPre-read BIG
  37. Evaluating Non-Fiction Textwith Two-Column Notes…all strategies at once
  38. Opinionated Students
  39. Planning & Assessing Critical Thinking
  41. Group LearningCooperative Independent Book Clubs & Literature Circle
  42. Higher Level ThinkingIndependent Projects
  43. Schoolwide Research Model for LMES – remixed by Leigh Pittman from the AGOPE & WISE research models
  44. Are wecommunicatingWithStudentsWhat it isWe expectthem to know,do andunderstand?
  45. The Take-Aways
  46. Thank You! This presentation was well received by the staff. Here’s what they had to say: “I’ve thought about your presentation all weekend. You did a great job. You are an awesome presenter.” - Kim Womble, Title 1 Teacher “Thank you for challenging me to “get in the know” and empowering me to become a better educator. Your presentation made things so clear about the Common Core! Thank you. Thank you.” –Jane Ferguson, ESL Teacher “You’re a rock star.” – Dr. Jim Argent, Principal “You did a great job. Teachers were looking at you shaking their heads YES.” – Tina Zarzecki, Assistant Principal “Jen, I was engaged as I’ve ever been in an Early Release. Unbelievable for a track-out day! Thanks for a great presentation!” – Leigh Pittman, Technology & Media Teacher J Jen, I was as engaged as Ive ever been in an early release. Unbelievable for track out I am presenting this again on October 31, 2012 for Knightdale Elementary School. If your school or a school you know of, is interested in or could use some help with this, Id be more then willing to travel and present to the faculty and staff. Please contact me and we can figure out transportation and time compensation expenses. I can be contacted at