The document provides an overview of a professional development session focused on the Common Core Standards for literacy in grades K-2. It discusses key concepts like close reading, academic vocabulary, and scaffolding complex texts. Examples and resources are given for how to implement these strategies in the classroom through activities targeting areas like vocabulary, language structure, and text complexity.

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

5. http://www.thinglink.com/scene/228951198105862145#tlsite

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

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

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?

32. Videos

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/

47. Thanks [email_address]