computing the ccss way e/55467610/summer%20institute%2020 12
TRANSCRIPT
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Computing the CCSS Way
http://literacyteacher.pbworks.com/w/page/55467610/Summer%20Institute%202012
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2
Content Shift
DescriptionSupporting Documents
Regular practice with complex text and its academic vocabulary (Reading Foundations)
• Using more complex text throughout K-12 is important for meeting requirements of college and career readiness.
• CCSS recommend using a process for determining text complexity.
• Systematic and explicit instruction in reading foundational skills in grades K-5 is necessary for later success with complex text, but focus is still on consolidating those skills into comprehension of what is being read.
• Focus on Tier II words (academic vocabulary) and making sure there is systematic and varied instruction of those words throughout K-12.
Reading Standard 10Appendix A (pages 2-17)Appendix BPublishers’ Criteria
Content Shifts in ELA/Literacy
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StandardsO Review the ELA standards for your
grade level. O Which standards focus on
vocabulary?O Site:
http://www.doe.state.la.us/topics/gle.html
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Tier I WordsO Basic, everyday words that students
learn on their own.O HappyO TalkO Funny
Beck & McKeown, 1985
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Tier II WordsO Are common enough that most mature
readers are familiar with them. They can be found across various contexts and topics. Understanding the meaning of these words promotes everyday reading and listening comprehension.
O Instructional focus should be on Tier II words because they are the words that can add most to students’ language knowledge. O AvoidO CompromiseO Fortunate
Beck & McKeown, 1985
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Tier III WordsO These kinds of words are
encountered infrequently, so it is usually not recommended to devote a lot of time to teaching these words. Academic vocabulary are often Tier 3 words, teach these as needed in content area.O IsotopeO TundraO Weathering
Beck & McKeown, 1985
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Criteria for Identifying Tier II Words
O Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains.
O Instructions potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts.
O Conceptual understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept.
Blachowicz
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Instructional RoutineO Step 1: Introduce the Word
O Write and say the wordO Have students repeat it
O Step 2: ExplainO Use student friendly explanationO Show picture/demonstrate
O Step 3: Illustrate the Word with ExamplesO Concrete examplesO Visual representationsO Verbal examples
O Step 4: Check Student Understanding (use one of the options)O Ask deep processing questionsO Provide examples and non-examplesO Have students generate their own examplesO Provide students with a sentence starter and have students
complete the sentence
Beck, McKeown, & Kucan, 2002
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ActivitySort the words into Tier I, II
or III
appropriate timid continent
ship thicket scurry
bright appropriate reluctant
exhausted angry glider
convince little marsh
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FeedbackSort the words into Tier I, II
or III
Appropriate - 2 Timid - 2 Continent - 3
Ship - 1 Thicket - 3 Scurry - 2
Bright - 1 Appropriate - 2 Reluctant - 2
Exhausted - 2 Angry - 1 Glider - 3
Convince - 2 Little - 1 Marsh - 3
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Technology Integration Activity
O Create study cards for Tier II words.
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JigsawO Each person in your group will choose a
different vocabulary website to review for 10 minutes.
O ShareO Effective and Ineffective Vocabulary
InstructionO Vocabulary Practice Activities
O Create an anchor chartEffective Vocabulary
InstructionIneffective Vocabulary Instruction
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Jigsaw SitesO http://
www.calstat.org/publications/pdfs/Fill_Your_Vocabulary_Playbook.pdf
O http://www.californiareads.org/2010pdi/Williams_Effective-Vocabulary-Instruction%20.pdf
O http://www.dpi.state.nd.us/title1/08fallconfhandouts/vocab.pdf
O http://oregonreadingfirst.uoregon.edu/downloads/instruction/big_five/dynamic_vocab_aa.pdf
O http://www.coe.usu.edu/ecc/images/pdf/presentations/vocabularyinstruction.pdf
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Break
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Read Write GoldO Install Read Write GoldO Site: O Introduction to Read Write GoldO Vocabulary Map
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Technology Integration Activity
O Create a vocabulary map for a Tier II word.
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18
Content Shift
Description
Supporting
Documents
Building knowledge through content-rich nonfiction and informational texts
• 50/50 balance between literary and informational texts in the ELA classroom
• Informational texts should cross content areas.
• Design units around a wide range topics that build knowledge about different concepts and ideas about the world
• Building knowledge in K-5 is essential for students’ abilities to understand complex texts in middle and high school (Should not have to rely on teacher telling them what they need to know.)
• Need to teach students how to read informational texts (using scaffolding) to help them understand more challenging texts without replacing those texts for easier ones or the teacher telling them what they should know
Page 33 of the CCSSPublishers’ Criteria
Content Shifts in ELA/Literacy
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19
Content Shift
Description
Supporting
Documents
Reading and writing grounded in evidence from text
• Focus on writing in response to text at all grade levels
• Must develop the habit early on (even in kindergarten) to prepare students to be able to use evidence and respond to text easily in grades 3+
• There is a focus on research, locating, gathering, and using evidence from valid and reliable sources
• Focus on integration of strands, not isolation
Writing Standard 9Reading Standard 1Appendix APublishers’ Criteria
Content Shifts in ELA/Literacy
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Read Write GoldO Highlighter Tool for organizing and
categorizing notes from Internet.
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Technology Integration Activity
O Use the notes you collected from Read Write Gold to create a Biography Diorama
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Put it all TogetherO Design a lesson using one of the
templates we shared today or try one of the other templates provided.
O Share with your grade level how you will use the template to enhance vocabulary instruction, non-fiction text, or research in your classroom.
towerpyramid mini book
stretch book fan book