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Implementing the ccss

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Implementing the ccss

  1. 1. Implementing the CCSS Using Close Reading strategies and understanding the connection between reading and writing
  2. 2. Primary Grade CCSS • The bar has been raised in all grades in regard to reading and writing achievement • The expectations in Kindergarten through 3rd grade have been raised significantly, particularly in 2nd and 3rd grade Lexile levels and writing • The rigor and depth of knowledge required has increased
  3. 3. How do we adapt? • Doing what we have always done may no longer be enough • Students need to be taught critical thinking and analytical thinking skills from their first experiences in school onward • Lessons for the sake of lessons have no place in the modern curriculum • Understanding how the CCSS integrates all areas of learning will greatly enhance the teaching experience
  4. 4. What is “Close Reading?” • According to Douglas Fisher a close reading exercise is an encounter with the text. It is a careful and purposeful re-reading of a text. • Using a short passage, students read and re- read answering a variety of text dependent questions • Close reading has been described as “reading with a pencil.”
  5. 5. Close reading and the CCSS • Close reading is not specifically addressed in the CCSS • However, the CCSS does require students to provide evidence and justification for what they know, what they think, and what they believe • The only way to provide evidence and justification is to closely read
  6. 6. Close reading and writing • The Close Reading process involves: Selecting the text, reading the text, text dependent questions, discussing the text, annotating the text, and writing in response to the text • Writing is an integral part of the close reading process • All forms of writing are inherent in responding to a variety of text, therefore students begin to view writing as part of reading and visa versa
  7. 7. Application • Develop and implement a professional development workshop for teachers • Provide teachers with usable resources to use when choosing close reading texts, developing text dependent questions, lessons in annotating, and how to write in response to text • Compile a tool box for all teachers to access which include such items as: graphic organizers, annotation symbols, posters, books, lesson planning guides, and writing rubrics
  8. 8. References • http://www.mhecommoncoretoolbox.com/clo se-reading-and-the-ccss-part-1.html • http://www.uen.org/utahstandardsacademy/ elaelem/downloads/level2/k-1-1_Day1.pdf

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