1. Un-Common Resources for the Common Core:
School-wide Ideas to Bridge
the Informational Text and
Disciplinary Literacy Gap
Dr. Susan Wegmann
Baptist College of Florida
PAEC Leadership Conference
July 18, 2013 - 10:55 – 11:55
All resources found on http://www.scoop.it/t/common-core-state-standards-by-susan-wegmann
Presentation found on SlideShare: www.slideshare.net/swegmann
E-mail: sjwegmann@baptistcollege.edu
7. “This session will highlight outstanding
resources for school-wide attention to the
Common Core Reading: Informational Text
standards. Participants will be given
pertinent ideas to explain, enlighten, and
help to teach the standards with a focus on
school-wide implementation. Handouts will
be provided.”
7Dr. Susan Wegmann, Baptist College of Florida
8. “To be ready for college, work force training, and
life in a technological society, students need the
ability to gather,
comprehend,
evaluate,
synthesize, and
report on information and ideas,
to conduct original research in order to answer
questions or solve problems, and
to analyze and create a high volume and
extensive range of print and non-print texts in
media forms old and new.”
(National Governors Association Center for Best Practices & Council of
Chief State School Officers, 2010, p. 4)
8Dr. Susan Wegmann, Baptist College of Florida
9. (NGA Center and CCSSO, 2010, p. 31)
Informational Text
Literary Nonfiction and Historical, Scientific, and
Technical Texts
Includes biographies and autobiographies;
books about history, social studies,
science, and the arts; technical texts,
including directions, forms, and information
displayed in graphs, charts, or maps; and
digital sources on a range of topics.
9Dr. Susan Wegmann, Baptist College of Florida
10. From International Reading Association:
LITERACY IMPLEMENTATION GUIDANCE FOR THE
ELA Common Core State Standards
Summary of Recommendations for
Disciplinary Literacy:
• Involve content area teachers in teaching
the Disciplinary Literacy Standards.
• Teach students the literacy strategies that
are pertinent to each discipline.
• Provide appropriate professional learning
opportunities for teachers in the literacy
practices appropriate for their disciplines.
10Dr. Susan Wegmann, Baptist College of Florida
11. Anchor Standard #1
“Read closely to determine what
the text says explicitly” (p. 10)
NOT: What you already know
NOT: What you think you know
NOT: What you feel
This is Textual analysis, not personal response.
11Dr. Susan Wegmann, Baptist College of Florida
12. Literary vs. Informational Texts
By Grade 4
• 50% Literary
Texts
• 50%
Informational
Texts
By Grade 8
• 45% Literary
Texts
• 55%
Informational
Texts
By Grade 12
• 30% Literary
Texts
• 70%
Informational
Texts
12Dr. Susan Wegmann, Baptist College of Florida
14. Key Ideas and Details
Kindergarten: With prompting and support, ask and
answer questions about key details in a text, with
prompting and support, identify the main topic and
retell key details of a text, and with prompting and
support, describe the connection between two
individuals, events, ideas, or pieces of information in
a text.
Grade 5: Quote accurately from a text when
explaining what the text says explicitly and when
drawing inferences from the text, determine two or
more main ideas of a text and explain how they are
supported by key details; summarize the text, and
explain the relationships or interactions between two
or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on
specific information in the text.
Dr. Susan Wegmann, Baptist College of Florida 16
15. Key Ideas and Details
Grade 8: Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences drawn
from the text; Determine a central idea of a text and analyze its
development over the course of the text, including its relationship to
supporting ideas; provide an objective summary of the text; and
analyze how a text makes connections among and distinctions between
individuals, ideas, or events (e.g., through comparisons, analogies, or
categories).
Grade 11-12: Cite strong and thorough textual evidence to support
analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters
uncertain; determine two or more central ideas of a text and analyze
their development over the course of the text, including how they
interact and build on one another to provide a complex analysis;
provide an objective summary of the text; and analyze a complex set of
ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
17Dr. Susan Wegmann, Baptist College of Florida
16. Craft and Structure
Kindergarten: With prompting and support, ask and
answer questions about unknown words in a text,”
identify the front cover, back cover, and title page of
a book, and name the author and illustrator of a text
and define the role of each in presenting the ideas or
information in a text.
Grade 5: Determine the meaning of general
academic and domain-specific words and phrases in
a text relevant to a grade 5 topic or subject area,
compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or
information in two or more texts, and analyze
multiple accounts of the same event or topic, noting
important similarities and differences in the point of
view they represent.
18Dr. Susan Wegmann, Baptist College of Florida
17. Grade 8: Determine the meaning of words and phrases as they are
used in a text, including figurative, connotative, and technical meanings;
analyze the impact of specific word choices on meaning and tone, including
analogies or allusions to other texts; analyze in detail the structure of a
specific paragraph in a text, including the role of particular sentences in
developing and refining a key concept; and determine an author‟s point of
view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
Grades 11-12: Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key
term or terms over the course of a text (e.g., how Madison defines faction in
Federalist No. 10); analyze and evaluate the effectiveness of the structure
an author uses in his or her exposition or argument, including whether the
structure makes points clear, convincing, and engaging.; and determine an
author‟s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power,
persuasiveness or beauty of the text.
Craft and Structure
19Dr. Susan Wegmann, Baptist College of Florida
18. Integration of Knowledge and Ideas
Kindergarten: With prompting and support, describe the
relationship between illustrations and the text in which they appear
(e.g., what person, place, thing, or idea in the text an illustration
depicts), With prompting and support, identify the reasons an
author gives to support points in a text, and with prompting and
support, identify basic similarities in and differences between two
texts on the same topic (e.g., in illustrations, descriptions, or
procedures)
Grade 5: Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer to a
question quickly or to solve a problem efficiently, Explain how an
author uses reasons and evidence to support particular points in a
text, identifying which reasons and evidence support which
point(s), and Integrate information from several texts on the same
topic in order to write or speak about the subject knowledgeably.”
20Dr. Susan Wegmann, Baptist College of Florida
19. Grade 8: Evaluate the advantages and disadvantages of using different
mediums (e.g., print or digital text, video, multimedia) to present a particular
topic or idea; delineate and evaluate the argument and specific claims in a
text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient; recognize when irrelevant evidence is introduced; and analyze
a case in which two or more texts provide conflicting information on the same
topic and identify where the texts disagree on matters of fact or
interpretation.
Grades 11-12: Integrate and evaluate multiple sources of information
presented in different media or formats (e.g., visually, quantitatively) as well as in
words in order to address a question or solve a problem; delineate and evaluate the
reasoning in seminal U.S. texts, including the application of constitutional principles
and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and arguments in works of public advocacy
(e.g., The Federalist, presidential addresses); analyze seventeenth-, eighteenth-, and
nineteenth-century foundational U.S. documents of historical and literary significance
(including The Declaration of Independence, the Preamble to the Constitution, the Bill
of Rights, and Lincoln‟s Second Inaugural Address) for their themes, purposes, and
rhetorical features.
Integration of Knowledge and Ideas
21Dr. Susan Wegmann, Baptist College of Florida
20. Range of Reading and
Level of Text Complexity
Kindergarten: Actively engage in group
reading activities with purpose and
understanding.
Grade 5: By the end of the year, read and
comprehend informational texts, including
history/social studies, science, and technical
texts, at the high end of the grades 4–5 text
complexity band independently and
proficiently.
22Dr. Susan Wegmann, Baptist College of Florida
21. Grade 8: By the end of the year, read and
comprehend literary nonfiction at the high end of the
grades 6–8 text complexity band independently and
proficiently.
Grades 11-12: By the end of grade 11, read and
comprehend literary nonfiction in the grades 11-CCR
text complexity band proficiently, with scaffolding as
needed at the high end of the range.
By the end of grade 12, read and comprehend literary
nonfiction at the high end of the grades 11-CCR text
complexity band independently and proficiently.
Range of Reading and
Level of Text Complexity
23Dr. Susan Wegmann, Baptist College of Florida
22. General Nonfiction/ Common Core Web resources
Common Core State Standards and
Appendices: www.corestandards.org/the-
standards
– Appendix A: Research Supporting Key
Elements of the Standards and Glossary of
Key Terms
– Appendix B: Text Exemplars and Sample
Performance Tasks
– Appendix C: Samples of Student Writing
24Dr. Susan Wegmann, Baptist College of Florida
23. General Nonfiction/ Common Core Web resources
Teacher‟s College Reading and Writing Project
• Videos: http://vimeo.com/album/2192389
• Lesson plans, aka “How to‟s and Guides”
• Advice related to nonfiction texts: “If your
instruction in reading has focused primarily
on fiction, your school will need to shift to a
balance between fiction and informational
reading. Students need to move up the levels
of text difficulty to read at grade-level text
complexity in all genres.” (Calkins)
25Dr. Susan Wegmann, Baptist College of Florida
24. Supplemental Lesson Guides for Navigating Nonfiction,
Lucy Calkins
http://icsdk-
5literacy.wikispaces.com/A+User%27s+Guide+to+Lucy+Calkins%27+Reading+Units+of+Study+Grad
es+3-5
26Dr. Susan Wegmann, Baptist College of Florida
25. CPALMS: Florida‟s platform for educators to Collaborate,
Plan, Align, Learn, Motivate, and Share
• http://www.cpalms.org/resources/ResourceS
earch.aspx
27Dr. Susan Wegmann, Baptist College of Florida
26. Common Core Curriculum Maps
http://commoncore.org/maps/resources/digital_resources
28Dr. Susan Wegmann, Baptist College of Florida
27. Booklist Online CCSS resources
http://booklistonline.com/GeneralInfo.aspx?id=68&AspxAutoDetectCoo
kieSupport=1
29Dr. Susan Wegmann, Baptist College of Florida
28. Pearson Publishing Co. Webinars on CCSS
http://commoncore.pearsoned.com/index.cfm?loc
ator=PS1sF6
23 Webinars on English/Language Arts alone
30Dr. Susan Wegmann, Baptist College of Florida
29. Common Core State Standards Initiative Wiki
• http://en.wikipedia.org/wiki/Common_Core_State_Stand
ards_Initiative
31Dr. Susan Wegmann, Baptist College of Florida
30. Literacy Design Collaborative (LDC)
LDC offers a framework and classroom-ready modules for building the
college-and-career-ready literacy skills specified by the Common Core
State Standards.
http://www.literacydesigncollaborative.org
32Dr. Susan Wegmann, Baptist College of Florida
31. The Teaching Channel - Videos
https://www.teachingchannel.org/videos
?categories=topics_common-core
33Dr. Susan Wegmann, Baptist College of Florida
33. Literacy in Learning Exchange
http://www.literacyinlearningexchange.org/fs_resource_case/results/co
mmon%20core
35Dr. Susan Wegmann, Baptist College of Florida
34. Wisconsin Education Association Council: Reading Room
A series of articles written by Doug Buehl, adolescent literacy
consultant, Madison, Wisconsin
http://www.weac.org/news_and_publications/columns/reading_room/in
dex.aspx
36Dr. Susan Wegmann, Baptist College of Florida
35. Key Ideas and Details: Comprehension Checkdown
1. What does the author tell me that I do understand?
2. What connections can I make to my personal
knowledge?
3. What does the author expect me to already know?
4. How does „not knowing‟ impact my understanding?
5. What don‟t I know that I „should know‟?
6. What hunches do I have about what something might
mean?
7. What are some things I might be able to figure out?
8. Where can I turn to get the information I need to
understand this author?
http://www.weac.org/news_and_publications/education_news/2007-
2008/readingroom_inform.aspx
37Dr. Susan Wegmann, Baptist College of Florida
36. Craft and Structure: Generative Vocabulary Instruction
Step 1: Start with the basic premise that “if you
learn one word, you actually learn ten.” Focus on
the root word.
Web resource: onelook.com
Step 2: Next, take frequent opportunities to model
vocabulary problem-solving using knowledge of a
key base word and root.
Step 3: As an integral component of generative
vocabulary instruction, be constantly on the
lookout for meaningful key words, already known
to students, that can be used as automatic
problem-solving prompts.
38Dr. Susan Wegmann, Baptist College of Florida
37. Integration of Knowledge and Ideas: Review/New Chart
39Dr. Susan Wegmann, Baptist College of Florida
38. Range of Reading and Level of Text Complexity: Online Utility
http://www.online-utility.org/english/readability_test_and_improve.jsp
Number of
characters (without
spaces) :
2,213.00
Number of words : 436.00
Number of
sentences :
26.00
Average number of
characters per word
:
5.08
Average number of
syllables per word :
1.67
Average number of
words per sentence:
16.77
Indication of the number of years of formal education that a person
requires in order to easily understand the text on the first reading
Gunning Fog index : 13.31
Approximate representation of the U.S. grade
level needed to comprehend the text :
Coleman Liau index : 12.31
Flesch Kincaid Grade
level :
10.71
ARI (Automated
Readability Index) :
10.86
SMOG : 13.19
40Dr. Susan Wegmann, Baptist College of Florida
39. Resources for Leadership and the Common Core
1. Central Carolinas Regional Education Service Alliance:
http://www.ccresa.net/common-core-resources/leadership-and-the-
common-core/
2. Mel Ridile, Secondary Principal Scoop It Page:
http://www.scoop.it/t/common-core-state-standards-resources-for-school-
leaders?sc_source=http%3A%2F%2Fwww.nassp.org%2Fknowledge-
center%2Ftopics-of-interest%2Fcommon-core-state-standards
3. Common Core Toolkit for Principals:
http://www.geraldaungst.com/blog/2012/12/common-core-toolkit-for-
principals-part-1/
4. Common Core Institute: Priorities for Principals
http://commoncoreinstitute.org/principalpriorities.aspx
5. National Association of Elementary School Principals: Implementation
Guide: http://www.naesp.org/communicator-january-2013-final/twelve-key-
common-core-shifts-action-steps-principals
41Dr. Susan Wegmann, Baptist College of Florida
40. For cost, from Education Week Leadership Forums:
Road Maps to the Common Core:
http://www.edweekevents.org/common-core-success-
virtual/register/?intc=EM-EVNT-7.16
$99 includes:
• eBook The Education Week e-book Implementing
Common Standards: How School Districts Are Preparing
for the New Math and Reading Standards
• The Education Week Spotlight on the Common Core
• A certificate of completion
• Access to videos for 3 months, may use them for school-
wide in-service training
42Dr. Susan Wegmann, Baptist College of Florida
41. References
Beck, I., McKeown, M., Hamilton, R., & Kucan, L. (1997) Questioning The
Author: An Approach For Enhancing Student Engagement With Text.
International Reading Association, Newark, DE.
Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark,
DE: International Reading Association.
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the Common
Core: Accelerating Achievement. Portsmouth, NH: Heinemann.
Kucan, L., & Palincsar, A. S. (2013). Comprehension Instruction Through Text-
based Discussion. Newark, DE: International Reading Association. Book and
DVD.
McLaughlin, M., & Overturf, B. J. (2013) The Common Core: Teaching K-5
Students to Meet the Reading Standards. Newark, DE: International Reading
Association.
National Governors Association Center for Best Practices & Council of Chief
State School Officers. (2010). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical
subjects. Washington, DC: Authors. Retrieved from
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
Neuman, S., & Gambrell, L. B. (2013). Quality Reading Instruction in the Age of
Common Core Standards. Newark, DE: International Reading Association.
43Dr. Susan Wegmann, Baptist College of Florida
43. Un-Common Resources for the Common Core:
School-wide Ideas to Bridge the
Informational Text and
Disciplinary Literacy Gap
Dr. Susan Wegmann
Baptist College of Florida
PAEC Leadership Conference
July 18, 2013 - 10:55 – 11:55
All resources found on http://www.scoop.it/t/common-core-state-standards-by-susan-wegmann
Presentation found on SlideShare: www.slideshare.net/swegmann
E-mail: Sjwegmann@baptistcollege.edu
Editor's Notes
1. Ongoing training – not a one-stop-shot, set-n-get, stay-n-spray2. Marshal Web 2.0 – what websites could teachers use in order to collaborate with other professionals? Some examples: International Reading Association: www.reading.org; National Council of Teachers of English www.ncte.org3. $$ - What funds can the budget provide?4. Adequate vs. Best – “Adequate” is the enemy of “best.”
Note: Range of texts mentioned. Students should have vast experience with all kinds of nonfiction. I.e. biographies (typically written with specific or proper nouns . . . George Washington/he) vs. informational books about science topics (typically written with generic nouns and third-person plural pronouns. I.e. mammals/they.
National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010,
These address: identifying and understanding relationships between main points and supporting details.
These address: focusing on understanding unfamiliar words, using text features, and inferring an author’s purpose and perspective.
These address: students’ ability to interpret, analyze, and apply information from individual and across multiple texts.
These address: Students will independently and proficiently read and comprehend complex informational texts appropriate for the grade level across subject areas. Three parts to text complexity: qualitative evaluation of text, quantitative evaluation of the text, and matching reader to text and task
50 Links for Common Corehttp://www.onlinecolleges.net/2012/06/27/50-important-links-for-common-core-educators/
This slide and next about Calkins’ information
I.e. Demonstrate the Mummy’s Curse Lesson Plan, as an example of the resources found in Calkins’ work.
Incredible resource for: articles about CCSS, annotated bibliographies for picture books and novels, related to CCSS.
Would not normally recommend a wikipedia page, but this one is full of information and resources.
Literacy Learning Exchange:Forty webinars related to the Common Core on this searched page.
Buehl, D. (2011). Developing Readers in the Academic Disciplines. Newark, DE: International Reading Association.
Ideas: Graphic Organizers, Read-aloudsComprehension Checkdown (from the website):The Comprehension Check-Down provides students with a protocol for isolating knowledge gaps with a text and for systematically working through what they are able to understand and where they are stymied by lack of knowledge.The initial check-point is of critical importance. Because readers are strongly tempted to forego tackling texts that present a mismatch, students need to begin with an asset rather than deficit mind-set. Instead of a preoccupation with what they are not getting, this step encourages students to verbalize what they do understand.The second check-point is a fundamental comprehension strategy: inventorying personal knowledge that may have relevance to what the author is saying. Previous Reading Room columns have highlighted text-to-self connections (“this reminds me of something that has happened to me”); text-to-text connections (“I remember reading about this before”); and text-to-world connections (“this is how I understand things to be”).The third check-point prompts students to examine the author’s message for ‘hidden knowledge.’ Some of the hidden knowledge will appear obvious because a reader is able to connect personal knowledge to the author’s words. But when the author assumes reader knowledge that an individual does not possess, comprehension grinds to a halt. Again, students are asked to verbalize exactly what it is that they do not know that is implicit in a passage.The fourth check-point cues readers to evaluate the risk of continuing with knowledge gaps. Some passages will generally make sense, even if readers miss some of the author’s references. But in other spots, it will be evident that comprehension will be greatly compromised if the knowledge gaps are not addressed. Readers need to take notice of these spots, even if they decide it is best to move on and look for clarification in the rest of the passage. Some spots will warrant a return sweep for further deliberations.The fifth check-point asks students whether they ‘recognize’ the unknown information. Is the missing knowledge something they have seen before? Two possible courses of action might present themselves. First, student may recognize that the author has previously covered this information, perhaps in an earlier chapter. A quick look-back to review can rectify this knowledge gap. Secondly, a reader may have forgotten learning from a past course. In this case, a reader will need to determine an accessible source for a revisit of this material.The sixth and seventh check-points encourage inferential thinking. Inferences are possible when readers combine their prior knowledge with textual information to develop hypotheses about what an author might be saying. Clearly, understandings of these portions of a text may be imperfect, but inferential thinking represents readers doing the best they can, with the knowledge they possess, to figure out possible meanings. Some of their inferences may prove consistent with what an author subsequently tells them, and some may unfold as improbable as they encounter more of the text.
Classroom Ideas: Semantic word maps (highlighting connections between texts and words) and Discussions (genuine) and Text Features (lessons, walks, etc.)From Doug Buehl’s website: http://www.weac.org/news_and_publications/education_news/2007-2008/readingroom_generative.aspxTeaching vocabulary strategies that help students detect meaningful word parts is referred to as generative vocabulary instruction — students become skilled in generating possible meanings of a string of new words based on their knowledge of roots and affixes. Templeton (2008) recommends several steps for generative vocabulary instruction.Step 1: Start with the basic premise that “if you learn one word, you actually learn ten.” Let’s return to one of our opening examples. When students learn the word convert, they have in effect also learned converts, converted, converting, converter, converters, and unconverted, a natural byproduct of their encountering these forms of the word in their reading. However, Templeton cautions that other less familiar forms may be overlooked by students, and should also be displayed when students are learning a useful ‘base’ word like convert: convertible, convertibility, convertibleness, inconvertible, inconvertibility, unconvertible, reconvert, reconvertible. If the teacher does not intentionally include these words in the conversations about convert, then many students will not notice their relationship to a word they have come to know. As a result, students are more likely to skip the word as “too hard” when they encounter reconvert in a text, even though they have constructed sufficient knowledge about the ‘base’ word to successfully hypothesize a probable meaning.As students examine the variations on how convert might appear in a larger word, ask them to apply knowledge of suffixes and prefixes to speculate on possible meanings of these more sophisticated forms. In addition, use the opportunity to teach the root in the base word—in this case “vert” which means “to turn.” So if convert means “to turn something into something else,” then convertible can be explained as “something that is capable of being turned into something else.”A highly useful web resource for generative vocabulary instruction is onelook.com. Teachers can quickly generate lists of words that share the same base word or root that can be then integrated into word study lessons. (For example, *convert* yielded 29 common words that contain convert, and *vert* listed well over 300, some of which bore no relationship to “to turn” but most of which did meaningfully share this Latin root.) Step 2: Next, take frequent opportunities to model vocabulary problem-solving using knowledge of a key base word and root. Here is another example of a potentially difficult word for students:The negotiations finally were called to a halt because both sides proved to be intractable.Templeton recommends modeling a four-step analysis procedure for tackling new words like intractable:First, ask yourself if there are any prefixes or suffixes (parts added to the beginnings and ends of words). If you find some, take them off (erase in and able):Second, notice what is left. In this case, the long word is built around the root tract. Ask yourself what you know about this base word or root. Where have you seen it before?Third, think of a familiar key word that contains that word part: tract. How about tractor? You know that a tractor “pulls things.”Fourth, put the affixes back on—the suffix and the prefix. Develop your hunch about the word’s meaning, and see if the sentence makes sense. Sometimes, you may need to study more than just the sentence—you may need to read over the entire paragraph or think about the topic or main idea of the whole passage. In this case intractable seems to be a word that has something to do with “not being pulled,” which makes sense because the negotiations were stopped, so it seems that neither side could be “pulled” into an agreement.Step 3: As an integral component of generative vocabulary instruction, be constantly on the lookout for meaningful key words, already known to students, that can be used as automatic problem-solving prompts. In our opening example, the familiar word convert is a valuable key word for students to use when analyzing new words that contain the root “vert.” Likewise, tractor (something that pulls) is a useful key word when analyzing any of the following more unfamiliar terms: traction, contracted, retraction, contractual, extractible, protracted, subcontractor, and so on. When teaching a new word, Templeton recommends pairing it with the familiar key word as students examine it, to continually establish the strategy of using recognizable words as tools for developing meaningful hunches about words students may find challenging. For example, notice how the meaningful key word fracture (to break) can be used as a tool to problem solve these more sophisticated forms: fractionate, fractious, refraction, fracas, infraction. Or how correct (right) can be paired when students learn rectify, rectitude, or rectangle. As students become practiced with using key words as a vocabulary analysis tool, ask them to identify their own key words that can signal possible meanings of future unknown words. Notice that words with meaningful parts appear as key vocabulary in a wide variety of subject areas (referred to in previous Reading Room columns a Tier 3 words). For example, fractionate (as in a country fractionating) may surface in social studies texts. Refraction is a science concept, fraction a math concept, infraction a physical education concept, and fractious could be employed to describe a character in a short story or novel. It is therefore incumbent on all teachers to take advantage of the daily opportunities for generative vocabulary instruction in their curriculum.
Classroom Ideas: Thinking across texts by using graphic organizers and discussions. Considering authors’ points of view.Graphic from: http://books.google.com/books?id=M6H88sHn7RIC&pg=PA286&lpg=PA286&dq=review+new+charts+Buehl&source=bl&ots=d3UBT02nNU&sig=PWlMGwkC8KthbjTvr3Ku5RdLu0o&hl=en&sa=X&ei=AR3kUeMZiuutAa_VgdAH&ved=0CC0Q6AEwAA#v=onepage&q&f=false
This was CNN article on Trayvon Martin results. Retrieved 7.15.13
Most of these resources are compiled on my Scoop.It link: http://www.scoop.it/t/common-core-state-standards-by-susan-wegmann