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Fifty Shades of
     The Common Core
                          NC Reading Conference
                                March 10, 2013

                                                    by Jennifer Jones
                                             K-12 Reading Specialist
                                       Lake Myra Elementary School
Follow along at:                   Wake County Public School System
www.slideshare.net/hellojenjones     www.helloliteracy.blogspot.com
http://rainforestheroes.com/about-rainforests/
The Common Core literacy Model
                                                  6   3
                                       Ela Standard   ELA
                                            Strands   Practices
                                           Reading    Building knowledge
                                         Literature   Through content
                                                      Rich non-fiction and
                                          Reading     Informational text.
  The                                Informational
                                                      Reading, writing and
                                                                               The
                                              Text
                                                      Speaking grounded in
                               Speaking & Listening   evidence from the text

                                         Language     Regular practice with
                                                      complex text and
                                           Writing    its academic
                                                      vocabulary
                                      Foundational
                                             Skills
Based on the Common Core ELA
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
Key Ideas for the REST
Writing – 3 Text Types: Personal Narrative, Informative & Argument

Speaking & Listening – Flexible Communication & Collaboration,
Text-Based Discussion Groups

Language – Grammar & Vocabulary: Nouns, Pronouns, Verbs,
Adjectives, Adverbs, Abstract Nouns, Verb Tenses, Simple, Compound
& Complex Sentences, Proper Nouns, Quotation Marks, Spelling
Patterns, Context Clues, & Shades of Meaning

Foundational Skills – Fluency, Phonics & Phonological Awareness
Concepts of Print, The Alphabet, Punctuation Marks, Prefixes &
Suffixes, Multi-Syllabic Words, Roots & Affixes, Rhyme, Blending,
Segmenting, Sound Spelling Patterns, Irregular Words, Sight Words
The 3 Common Core Practices
Text Split
Building knowledge through content-rich non-fiction and
informational texts.

Text Based Reading and Responding
Reading, writing, and speaking (orally or written responses)
grounded in evidence from the text including text based
questions, text based answers around text based conversations
with the TEXT as the common denominator.

Text Complexity
Regular practice with complex text and its academic vocabulary.
What the
  Standards Do
Value in Reading
comprehension…
“close, attentive reading”…”critical
  reading”… “reasoning and use of
evidence”… “comprehend, evaluate,
      synthesize”… “understand
   precisely…question…assess the
 veracity” …. “cite specific evidence”
… “evaluate others’ point of view”…
     “reading independently and
               closely”…
What the
Standards DoN’t
Value in Reading
comprehension…
These phrases are NOT in the
      Common Core…
 make text-to-self connections,
access prior knowledge, explore
  personal response, relate to
        your own life…
“In short, the Common
    Core standards
deemphasize reading as
   a personal act and
  emphasizes textual
 analysis.”
          – Pathways to the Common Core
So What
 Does this
  all mean
     for
My School?
Fifty Shades of the Common Core: NCRA
Partnership for 21st Century Education




digitalliteracy.us
A Where is Your Level of Thinking?




      Are Your Kids There?
Clearly Understanding
Lower vs. Higher Level Thinking




 the answer is already known
..and communicating
  this language WITH
           students…
….followed
   by our
  evidence
    based
  thinking,
tells others
     the
 rationale
  for our
  thinking.
Critical Thinking Rubric
Fifty Shades of the Common Core: NCRA
Fifty Shades of the Common Core: NCRA
First
    We must be Critical

    Thinkers…


           Form an opinion
            and justify it!
          Agree or disagree.
Image: http://www.1vigor.com/brain-power/Clear-Thinking/index.html
Fifty Shades of the Common Core: NCRA
Fifty Shades of the Common Core: NCRA
Justifying Our Opinions




Build
Community
Daily Analogies


            Analogy Poster




“Mrs. Jones, this is hard!”
      “I don’t know.”
Schoolwide Vocabulary instruction
          Tier 2 & Tier 3 Words
Urgency with Word Learning
Creating a Sense of Urgency
& the Relationship between Words & Learning
Making Inferences with…
Picture of the Day
You Tube ***S**Informational Text
           I
           *
Justifying Scientific Claims




Build
trust
4th Grade Sample Items
           National Assessments




ELA QUESTIONS     http://www.k12.wa.us/SMARTER/Resources.aspx
First                               …before
We must be Critical                    We can be Critical

Thinkers…                             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: 10englishcm.wikispaces.com
Fifty Shades of the Common Core: NCRA
Literary
     Text

      Or

 Informational
     Text

So What?
Critical Reading…
    …is a way of looking at a book and
analyzing 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.
Text Based Starters…
                                     Text Based Entenders…




Image Sources: www.julieballew.com
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
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
Character Analysis
                                 With Text Based Evidence




Images: www.julieballew.com
Text-Based
 Responses
Tackle Text
    Complexity with
     Read-Alouds




Image: Gooney Bird Greene by Lois Lowry
Text Based Reading Response
Fifty Shades of the Common Core: NCRA
Teaching Multiple strategies through
          One piece of Text
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.metro.co.uk




                                                                       www.julieballew.com




Pre-read
                                                       cwf-fcf.org   BIG
Evaluating Non-Fiction Text
with Two-Column Notes…all strategies at once
 and reformatting how kids interact with text
Opinionated Students Blogging




blogs.wcpss.net/ourclassreads
Fifty Shades of the Common Core: NCRA
Planning & Assessing Critical Thinking
www.julieballew.com
Group Learning
Cooperative Independent   Book Clubs & Literature Circle
Higher Level Thinking
Independent Projects
Schoolwide Research Model for LMES – remixed by Leigh Pittman from the AGOPE & WISE research models
Fifty Shades of the Common Core: NCRA
Are we
communicating
With
Students
What it is
We expect
them to know,
do and
understand?
The Take-Aways




Image: D. Garland
Fifty Shades of the Common Core: NCRA
Web links
Thank You!



Hire me for Common Core staff development. Contact me at helloliteracy@gmail.com

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Fifty Shades of the Common Core: NCRA

  • 1. Fifty Shades of The Common Core NC Reading Conference March 10, 2013 by Jennifer Jones K-12 Reading Specialist Lake Myra Elementary School Follow along at: Wake County Public School System www.slideshare.net/hellojenjones www.helloliteracy.blogspot.com
  • 3. The Common Core literacy Model 6 3 Ela Standard ELA Strands Practices Reading Building knowledge Literature Through content Rich non-fiction and Reading Informational text. The Informational Reading, writing and The Text Speaking grounded in Speaking & Listening evidence from the text Language Regular practice with complex text and Writing its academic vocabulary Foundational Skills Based on the Common Core ELA
  • 4. 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
  • 5. Key Ideas for the REST Writing – 3 Text Types: Personal Narrative, Informative & Argument Speaking & Listening – Flexible Communication & Collaboration, Text-Based Discussion Groups Language – Grammar & Vocabulary: Nouns, Pronouns, Verbs, Adjectives, Adverbs, Abstract Nouns, Verb Tenses, Simple, Compound & Complex Sentences, Proper Nouns, Quotation Marks, Spelling Patterns, Context Clues, & Shades of Meaning Foundational Skills – Fluency, Phonics & Phonological Awareness Concepts of Print, The Alphabet, Punctuation Marks, Prefixes & Suffixes, Multi-Syllabic Words, Roots & Affixes, Rhyme, Blending, Segmenting, Sound Spelling Patterns, Irregular Words, Sight Words
  • 6. The 3 Common Core Practices Text Split Building knowledge through content-rich non-fiction and informational texts. Text Based Reading and Responding Reading, writing, and speaking (orally or written responses) grounded in evidence from the text including text based questions, text based answers around text based conversations with the TEXT as the common denominator. Text Complexity Regular practice with complex text and its academic vocabulary.
  • 7. What the Standards Do Value in Reading comprehension…
  • 8. “close, attentive reading”…”critical reading”… “reasoning and use of evidence”… “comprehend, evaluate, synthesize”… “understand precisely…question…assess the veracity” …. “cite specific evidence” … “evaluate others’ point of view”… “reading independently and closely”…
  • 9. What the Standards DoN’t Value in Reading comprehension…
  • 10. These phrases are NOT in the Common Core… make text-to-self connections, access prior knowledge, explore personal response, relate to your own life…
  • 11. “In short, the Common Core standards deemphasize reading as a personal act and emphasizes textual analysis.” – Pathways to the Common Core
  • 12. So What Does this all mean for My School?
  • 14. Partnership for 21st Century Education digitalliteracy.us
  • 15. A Where is Your Level of Thinking? Are Your Kids There?
  • 16. Clearly Understanding Lower vs. Higher Level Thinking the answer is already known
  • 17. ..and communicating this language WITH students…
  • 18. ….followed by our evidence based thinking, tells others the rationale for our thinking.
  • 22. First We must be Critical Thinkers… Form an opinion and justify it! Agree or disagree. Image: http://www.1vigor.com/brain-power/Clear-Thinking/index.html
  • 26. Daily Analogies Analogy Poster “Mrs. Jones, this is hard!” “I don’t know.”
  • 27. Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words
  • 28. Urgency with Word Learning
  • 29. Creating a Sense of Urgency & the Relationship between Words & Learning
  • 33. 4th Grade Sample Items National Assessments ELA QUESTIONS http://www.k12.wa.us/SMARTER/Resources.aspx
  • 34. First …before We must be Critical We can be Critical Thinkers… 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: 10englishcm.wikispaces.com
  • 36. Literary Text Or Informational Text So What?
  • 37. Critical Reading… …is a way of looking at a book and analyzing 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.
  • 38. Text Based Starters… Text Based Entenders… Image Sources: www.julieballew.com
  • 39. 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
  • 40. 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
  • 41. Character Analysis With Text Based Evidence Images: www.julieballew.com
  • 43. Tackle Text Complexity with Read-Alouds Image: Gooney Bird Greene by Lois Lowry
  • 44. Text Based Reading Response
  • 46. Teaching Multiple strategies through One piece of Text
  • 47. 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.metro.co.uk www.julieballew.com Pre-read cwf-fcf.org BIG
  • 48. Evaluating Non-Fiction Text with Two-Column Notes…all strategies at once and reformatting how kids interact with text
  • 51. Planning & Assessing Critical Thinking
  • 53. Group Learning Cooperative Independent Book Clubs & Literature Circle
  • 55. Schoolwide Research Model for LMES – remixed by Leigh Pittman from the AGOPE & WISE research models
  • 57. Are we communicating With Students What it is We expect them to know, do and understand?
  • 61. Thank You! Hire me for Common Core staff development. Contact me at helloliteracy@gmail.com