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

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Ellenville common core

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

Editor's Notes

  1. “ To limp” is to walk favoring one leg; “To shuffle” is to walk dragging the feet;