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

    1. 1. A Closer Look at the Common Core Standards in Literacy K-2 Dana Fulmer Karen Brooks
    2. 2. Goals of the Day <ul><li>Understanding the Key Shifts </li></ul><ul><li>Know Language – Speaking & Listening & Writing Standards </li></ul><ul><li>Example examples of student writing (Exemplars) </li></ul><ul><li>Begin Designing aligned writing projects </li></ul>
    3. 5. http://www.thinglink.com/scene/228951198105862145#tlsite
    4. 6. Recap of Last Session <ul><li>Key Shift – What are they? </li></ul><ul><li>What is a Close Reading? </li></ul>
    5. 7. 6 Key Shifts in Literacy <ul><li>Range of Reading ( nonfiction emphasis) </li></ul><ul><li>Literacy in the Content Areas </li></ul><ul><li>Scaffolding Text Complexity </li></ul><ul><li>Text-based Evidence ( close reading) </li></ul><ul><li>Writing from Sources </li></ul><ul><li>Academic Vocabulary </li></ul>
    6. 8. Common Core Anchor Standards K-12
    7. 13. CLOSE READING <ul><li>Read on your own </li></ul><ul><li>Briefly paraphrase each paragraph </li></ul><ul><li>Brainstorm questions students could answer just from what’s in the text (not from prior knowledge) </li></ul><ul><ul><li>Include literal, basic questions, as well as </li></ul></ul><ul><ul><li>Higher order, inferential questions </li></ul></ul>
    8. 14. Close Reading Resources <ul><li>Good Overveiw - http://web.cn.edu/kwheeler/reading_lit.html </li></ul><ul><li>How to do a Close Reading: http://www.personal.psu.edu/users/s/a/sam50/closeread.htm </li></ul><ul><li>What is a Close Reading - http://www.mantex.co.uk/2009/09/14/what-is-close-reading-guidance-notes/ </li></ul><ul><li>How to do a Close Reading - http://www.fas.harvard.edu/~wricntr/documents/CloseReading.html </li></ul><ul><li>Close Reading – Poetry - http://owl.english.purdue.edu/owl/resource/751/01/ </li></ul><ul><li>Close Reading Tips - http://mason.gmu.edu/~rmatz/close_reading.htm </li></ul><ul><li>Steps in a Close Reading - http://ozpk.tripod.com/APclose </li></ul>
    9. 15. For More Information <ul><li>Http://moodle.ucboces.org </li></ul><ul><ul><li>(Go to LITERACY – COMMON CORE TASKFORCE) </li></ul></ul><ul><ul><li>Resources, links, aligned units, training materials </li></ul></ul><ul><li>www.EngageNY.org </li></ul><ul><ul><li>NY’s website for Common Core & RTTT material </li></ul></ul><ul><ul><li>Official documents, official videos, curriculum models </li></ul></ul>Source:
    10. 16. 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
    11. 25. Focus on VOCABULARY <ul><li>Conversational Levels of Vocabulary limit readers to a reading level equivalent of Grade 4 or below. </li></ul><ul><li>The Wall Street Journal is written at about an 11 th grade level. </li></ul><ul><li>The New York Times is written at about an 8 th grade level. </li></ul><ul><li>The Times Herald Record, Poughkeepsie Journal, Kingston Freeman is written at about a 4 th grade level. </li></ul>
    12. 26. <ul><li>http://www.wordsift.com/ Word maps, word clouds </li></ul><ul><li>http://quizlet.com/ Make flash cards & games </li></ul><ul><li>http://jc-schools.net/tutorials/vocab/ Academic vocabulary games </li></ul><ul><li>http://www.vocabulary.com/ More games, including games using Latin & Greek roots </li></ul><ul><li>www.worldwidewords.com </li></ul><ul><ul><li>Definitions, history and short essays on words </li></ul></ul><ul><li>http://www.visualthesaurus.com/ Visual thesaurus </li></ul><ul><li>www.vocabgrabber.com </li></ul><ul><li>www.wordle.com , www.tagul.com , http://www.tagxedo.com/ - Analyze Words </li></ul><ul><li>http://www.spellingcity.com/ Spelling City </li></ul>Online Vocabulary Resources
    13. 27. Harriet Tubman Project Duzine Elementary School <ul><li>http://www.newpaltz.k12.ny.us/156520111593332590/blank/browse.asp?A=383&BMDRN=2000&BCOB=0&C=58613 </li></ul>
    14. 28. Common Core Recommendations: <ul><li>Instruction in morphology (structure of words.) Lang. Std. 4 </li></ul><ul><li>Focus on academic vocabulary (Key Shift 6) </li></ul><ul><li>Instruction in structure of written language, syntax </li></ul><ul><li>Indepth exploration of increasingly complex text on focused topics (Key Shift 4) </li></ul>Source:
    15. 29. 1. Word Part Knowledge Must Be Taught <ul><li>Morphology –or study of word roots & parts- begins in grade 3 in the CCSS </li></ul><ul><li>Greek & Latin roots </li></ul><ul><ul><li>Break up words into parts: Micro-organism </li></ul></ul><ul><ul><li>Identify root or familiar word-parts </li></ul></ul><ul><ul><li>Brainstorm similar-sounding words to support connections & understanding </li></ul></ul><ul><ul><li>Microscope Microphone </li></ul></ul>
    16. 30. Word Part Knowledge is a Key Strategy Because… <ul><li>Research shows it to be highly effective </li></ul><ul><li>Many specialized words are constructed of Latin & Greek roots </li></ul><ul><li>Context clues are not enough for domain-specific vocabulary </li></ul><ul><li>Rote memorization is limited </li></ul><ul><li>Writing definitions & sentences is largely ineffective </li></ul>
    17. 31. Discuss <ul><li>At the K-2 level – How do we focus on word part & root knowledge? </li></ul><ul><li>What might we look at to explore further? </li></ul>
    18. 32. Videos
    19. 33. 2. Focus on Academic Vocabulary <ul><li>Instructional words </li></ul><ul><ul><li>Explain, analyze, compare, define, infer </li></ul></ul><ul><li>Cross-domain words </li></ul><ul><ul><li>Form, relationship, structure, system </li></ul></ul><ul><li>Nuances of common words </li></ul><ul><ul><li>Said, murmured, stated, declared, exclaimed </li></ul></ul>Source:
    20. 34. Our brains store words in categories <ul><li>Use activities that capitalize on this (std. 5) </li></ul><ul><li>Name that Dimension for Adjectives: </li></ul><ul><ul><li>Tall vs. short </li></ul></ul><ul><ul><li>Red vs. green </li></ul></ul><ul><ul><li>Hot vs. cold </li></ul></ul><ul><ul><li>Funny vs. sad </li></ul></ul><ul><ul><li>Kind vs. cruel </li></ul></ul><ul><li>Make a list of adjectives in a single dimension </li></ul><ul><ul><li>Activity </li></ul></ul>Sorce:
    21. 35. Make Use of Analogy & Metaphor <ul><li>The president is the head of the company . president: company:: head : _______ </li></ul><ul><li>Education is the key to opportunity . education: opportunity :: key : _______ </li></ul><ul><li>Pride is the root of all evil . pride: evil :: root: ________ </li></ul><ul><li>Necessity is the mother of invention . necessity: invention :: mother: _______ </li></ul><ul><li>Variety is the spice of life . variety: life :: spice: ________ </li></ul>Source: Marilyn Jager-Adams
    22. 36. Semantic Investigations: Verbs <ul><li>To sprint is to run very fast though usually not very far. </li></ul><ul><li>To gallop is to run fast like a horse. </li></ul><ul><li>To stare is to look with intensity. </li></ul><ul><li>To glare is to look with intensity and hostility. </li></ul><ul><li>To hit is to make contact forcibly. </li></ul><ul><li>To punch is to make contact forcibly with the fist. </li></ul><ul><li>To pummel is to make contact forcibly with the fist over and over. </li></ul><ul><li>To scrub is to wash with a rubbing action </li></ul><ul><li>To scour is to wash with a rubbing action using an </li></ul><ul><li>abrasive </li></ul>Source:
    23. 37. Pick a category & define the words: <ul><li>Walk: </li></ul><ul><ul><li>Limp, shuffle, amble, strut, sashay, trudge </li></ul></ul><ul><li>Transfer: </li></ul><ul><ul><li>Give, take, trade, buy, sell, rent </li></ul></ul><ul><li>Speak: </li></ul><ul><ul><li>Tell, promise, confide, confess, preach, lecture </li></ul></ul><ul><li>Talk: </li></ul><ul><ul><li>Whisper, mumble, lisp, stammer, wail, coo, babble </li></ul></ul><ul><li>Create: </li></ul><ul><ul><li>Bake, sew, mold, weave, compose </li></ul></ul>Source:
    24. 38. <ul><li>Oral Language </li></ul><ul><li>So yesterday? </li></ul><ul><li>We were walking down Leonard Street? </li></ul><ul><li>And there was this woman there. </li></ul><ul><li>She was kind of old? </li></ul><ul><li>And she had on this red hat? </li></ul><ul><li>She was …just… </li></ul><ul><li>I don’t know, she was strange. </li></ul><ul><li>Anyway, she started running toward John. </li></ul><ul><li>She was shouting. </li></ul><ul><li>She was just running and shouting </li></ul><ul><li>And nobody could understand her. </li></ul><ul><li>Written Language </li></ul><ul><li>We were walking down Leonard Street yesterday morning, when a strange, old woman in a red hat suddenly began running toward John, shouting incomprehensibly. </li></ul>3. Focus on Structure of Language Source:
    25. 39. <ul><li>Add a fact game: </li></ul><ul><li>Jane is wearing a dress. </li></ul><ul><li>Jane is wearing a blue dress. </li></ul><ul><li>Jane is wearing a blue dress with white flowers. </li></ul><ul><li>My friend Jane is wearing a blue dress with white flowers. </li></ul><ul><li>My friend Jane is sitting , wearing a blue dress with white flowers. </li></ul><ul><li>My friend Jane is sitting on the rug , wearing a blue dress with white flowers… </li></ul>Play Games for Complex Sentences
    26. 40. Discuss Think - Pair - Share <ul><li>How else do we/can we focus on language structure? </li></ul><ul><li>Share your thoughts and ideas. </li></ul>
    27. 41. Moodle – Hoyt Writing Resources <ul><li>http://moodle.ucboces.org/mod/page/view.php?id=18459 </li></ul>
    28. 42. 4. Scaffolding Complex Text <ul><li>1. Select a topic. For below- level readers, begin with shorter, simpler texts on their level. </li></ul><ul><li>2. Teach the key words and concepts directly, engaging students in using these in speech. </li></ul><ul><li>3. Read MANY texts, over and over, on the topic. </li></ul><ul><li>4. As the students learn the core vocabulary & concepts of the domain, they will become ready to explore subtopics, reading more & more complex text. </li></ul>
    29. 43. 6+1 Writing Traits Resources <ul><li>6 Traits – http://so024.k12.sd.us/6%20+%201%20traits.htm </li></ul><ul><li>Interactive Activities - http://writing.pppst.com/index.html </li></ul><ul><li>6 + 1 eThemes – http://ethemes.missouri.edu/themes/1283 </li></ul><ul><li>The Literate Learner - http://www.literatelearner.com/6traits/page_template6t.php?f=main </li></ul><ul><li>Teaching that Makes Sense - http://www.ttms.org/writing_quality/writing_quality.htm </li></ul><ul><li>Gives examples of Books to Model Each Trait - http://writingfix.com/traits.htm </li></ul>
    30. 44. Professional Reading & Resources <ul><li>Words, Words, Words by Janet Allen (4-12) </li></ul><ul><li>Word Savvy by Max Brand (3-6) </li></ul><ul><li>Bringing Words to Life , by Isabel Beck, Margaret G. McKeown, and Linda Kucan (k-12) </li></ul><ul><li>Building Academic Vocabulary by Robert J. Marzano & Debra Pickering </li></ul><ul><li>Learning Words Inside Out by Nancy Frey & Douglas Fisher (1-6) </li></ul><ul><li>Teaching With Poverty in Mind by Eric Jensen (Birth to 24) </li></ul>
    31. 45. Curriculum Resources for Common Core <ul><li>SEEL - http://education.byu.edu/seel/ </li></ul><ul><li>Florida Reading Research Center - http://www.fcrr.org/ </li></ul><ul><li>Digital resources for the Common Core - http://commoncore.org/maps/resources/digital_resources </li></ul>
    32. 46. Continued <ul><li>Glossary of Curriculum Vocabulary - http://commoncore.org/maps/resources/glossary </li></ul><ul><li>Sample Units and Lesson Plans - http://commoncore.org/maps/membership/samples </li></ul><ul><li>NYC and the Common Core - http://schools.nyc.gov/Academics/EarlyChildhood/EducatorResources/default.htm </li></ul><ul><li>Parents Guide to Common Core - http://www.pta.org/4446.htm </li></ul><ul><li>A Parent’s Guide to the Common Core - http://www.education.com/magazine/article/parents-guide-to-common-core-standards/ </li></ul>
    33. 47. Thanks <ul><li>[email_address] </li></ul>

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