going deeper with common core -...
TRANSCRIPT
Going Deeper with
Common Core Angie Bandy
Essential Questions
¡ How do the Common Core State Standards for Reading impact classroom instruction?
¡ What is the best way to implement the Common Core State Standards for Reading?
¡ What are the most effective reading strategies to increase students’ reading achievement?
Reflection on Reading
¡ What kind of instruction do you provide to teach your students to read/comprehend?
¡ Which teaching strategies are most effective/least effective?
¡ How do you get students to think deeply about texts?
Instructional Comprehension Reading Strategies
Gradual Release of Responsibility
¡ Read aloud – teacher reads text
¡ Interactive read aloud – students participate in processing text
¡ Shared reading – students participate in some reading and processing text
¡ Guided reading – teacher guides students as they read instructional level
¡ Literature discussion/circle – text read independently, discussed in group
¡ Independent reading – text read independently
Reflection on Scaffolding
¡ How do you scaffold students to work them into independent readers?
¡ How much reading do your students actually do within a day?
¡ What do you do for students who are not reading on grade level?
Scaffolding “Scaffolding should not preempt or replace the text by translating its contents for students or telling students what they are going to learn in advance of reading the text; the scaffolding should not become an alternate, simpler source of information that diminishes the need for students to read the text itself carefully. Effective scaffolding aligned with the standards should result in the reader encountering the text on its own terms.”
Publisher’s Criteria, Grades 3-12, p. 9
Video: Timothy Shanahan
“The Common Core State Standards: Complex Text and Its Implica7ons in the Classroom”
h9p://www.schooltube.com/video/c06b25c976d22dadf36e/ -‐ 2-‐5 Text Complexity
Timothy Shanahan
¡ Teachers should “read the text they are going to teach from, before the kids do…to identify what might impede reading comprehension and this insight can become part of the support provided”
Teaching for Transfer
¡ Close reading instruction must lead to students’ own thoughtful reading. Lehman & Roberts, Falling in Love with Close Reading
¡ No matter how long students spend engaged in direct reading instruction, without time to apply what they learn in the context of real reading events, students will never build capacity as readers. Donalyn Miller, The Book Whisperer
What is Close Reading?
¡ Read and reread deliberately
¡ Probe and ponder: ¡ the meanings of individual words
¡ how sentences unfold
¡ how ideas develop
¡ Analyze and synthesize
Read an article with your group, discuss, and explain the main ideas to the whole group.
Close Reading
¡ Close reading is fundamental for interpreting literature. "Reading closely" means developing a deep understanding and a precise interpretation of a literary passage that is based first and foremost on the words themselves. But a close reading does not stop there; rather, it embraces larger themes and ideas evoked and/or implied by the passage itself.
Annotating text
• Take notes
• Highlight, underline, circle, and/or mark up the text
• Look for particular concepts or ideas
• Mark unfamiliar/interesting vocabulary
9/29/11
Monitor Comprehension
• Read the text several times
• Follow the author’s train of thought
• Analyze the text
• Record your thoughts
9/29/11
Close Reading Process
¡ Do you already have one that you/your school uses?
¡ Google ‘Images of Close Reading’ and take a look.
¡ Look at the handout “Close Reading Process” for an idea.
¡ Discuss with table group and share out with whole group.
What Makes a Text Complex?
¡ Levels of meaning or purpose
¡ Difficulty of text structure and language
¡ Word and sentence length
¡ Knowledge of topic
¡ Student motivation
¡ Task assignment and questions posed
Appendix A pp. 2-18
Three-‐Part Model for Measuring Text Complexity
CCSS, Appendix A, page 4
How Do I Select Complex Texts?
¡ Appendix B: Text Exemplars
¡ Is the text worth reading and rereading?
¡ Does the text allow a deep discussion on a topic or topics that matter?
¡ Will the ideas/theme interest students?
¡ What can students learn about literacy/content by reading the text?
Interactive Read Aloud Video
Reflection on the Common Core Standards
¡ How do you feel about the CCSS standards?
¡ What has been successful/challenging?
¡ How have the new standards changed your teaching?
Why the CCSS Standards Were Developed
¡ Council of Chief State School Officers (CCSSO) and National Governors Association (NGA)
¡ To ensure that all students are college and career ready at the end of high school
¡ Make U.S. competitive internationally
¡ Equalize educational opportunity
CCSS p. 3
Decoding the Standards
Learning Progressions
¡ http://literacylearningprogressions.org/
¡ KUDs – What students need to Know, Understand, and Do
¡ Deepens our understanding of the standards
Reading Standards Sections
A. Key ideas and details – What does the text say?
B. Craft and structure – How does the text say it?
C. Integration of knowledge and ideas - What does the text mean?
D. Range and level of text complexity
My Father’s Dragon
Read Chapter 1& 2
Reading Anchor Standards 1-3
Key Ideas and Details
¡ Read for meaning
¡ Cite evidence
What does the text say?
Reading Anchor Standard 1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
¡ With your group, discuss your initial thoughts about the first two chapters, reminding each other to draw details directly from the text. Did you have any questions as you were reading?
¡ Discuss the parts that you think are the most important, telling why you think that and supporting your ideas with textual evidence.
Reading Anchor Standard 2
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
q Give a summary of the story. q Discuss what you determine to be the central idea/s that are
beginning to emerge. Discuss the theme/s development in the passage, giving examples from the text as evidence.
q Ask questions of each other such as, “What is this story beginning to be about?” or “What is a lesson or message we can get from the story?”
Reading Anchor Standard 3
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
¡ Identify and describe the characters, settings, and major events of the first two chapters.
¡ Discuss how the characters are developed, how the events unfold, and how the ideas are unveiled.
¡ Look for connections that tie the characters, events, and ideas. Again support your thinking with textual evidence.
Reading Anchor Standards 4-6
Craft and Structure
¡ Reading for how the author crafts the writing
¡ Deepens the reader’s understanding of meaning
¡ Investigates the effect of the author’s decisions about language, structure, point of view, voice, and style
How does the text say it?
Reading Anchor Standard 4
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
¡ Consider the specific language used in the text. Do you see any symbolism?
¡ Ask “Which words are interesting?” or “Which words stand out as important?”
¡ Discuss how the author’s use of certain words shapes meaning or tone.
Reading Anchor Standard 5
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
¡ Discuss how the author introduces the story. How did we meet the characters? How will the beginning impact the rest of the story?
¡ Why do you think the author organized the story this way? Look at the first two chapter’s organization. How do they build on each other?
¡ Do you see any points of emphasis in sentences? Paragraphs?
¡ Are there places with tension, mystery, or humor?
Reading Anchor Standard 6
Assess how point of view or purpose shapes the content and style of a text.
¡ Determine who is telling the story (cite evidence from text) and how that impacts how we ‘see’ the story. How might our perspective change if the POV was different?
¡ How does the story teller let us know about how characters are feeling?
¡ What does the story teller not tell us?
¡ Do the characters have differing POVs?
Reading Anchor Standards 7-9
Integration of Knowledge and Ideas
¡ Consider how all the parts of a text give meaning: words, illustrations, audio, video.
¡ Think about how related texts ‘go together’, making connections and comparisons.
¡ Reading Anchor Standard 8 does not apply to literature, only informational text.
¡ Compare texts by same author, on same topic, or on same theme.
What does the text mean?
Reading Anchor Standard 7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
¡ Examine the illustrations and discuss what you notice. What part of the story does the illustration help us understand?
¡ What does the illustration tell us about the character, setting, event, problem?
¡ Discuss the artist’s techniques.
¡ How does the video version differ from the text version?
Reading Anchor Standard 9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
¡ Compare and contrast a character from My Father’s Dragon to a character in Where the Wild Things Are. How are their experiences similar and different?
¡ Compare and contrast the plot, setting, and themes of My Father’s Dragon and another similar story. How does the author convey the central theme or message in each story?
Reading Anchor Standard 10
Range of Reading and Level of Text Complexity
Read and comprehend complex literary and informational texts independently and proficiently.
¡ Read increasingly complex texts each year
¡ Appropriate scaffolding as necessary
¡ All students engaged in grade-level texts as well as independent-level texts
Practice With the Standards
¡ Look at Grade 2 Reading Standards for Literature
¡ See if you can identify each standard as I model them with chapter 3 of My Father’s Dragon
¡ Discuss any new understandings/validations
Your Turn
¡ Read chapter 4 of My Father’s Dragon 3 times.
¡ 1st read – Ask: What does the text say?
¡ 2nd read – Ask: How does the text say it?
¡ 3rd read – Ask: What does the text mean?
¡ Use sticky notes to mark places that you would use to teach a standard. Plan how you would engage students?
¡ Share your plan with a partner.
Resources
achievethecore.org
K – Dear Juno
1st – The Spider and the Fly
2nd – Rocks in His Head
3rd-5th – The Fisherman and His Wife
Go to the website. Type in the title in the Search box. Read and discuss with partner.
Types of Assessments ¡ Diagnostic-given before instruction to check what
students already know (to)
¡ Formative-given during instruction to check if students are ‘getting it’ (for)
¡ Summative-given after instruction to check if students ‘got it’ (of)
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What About Assessments? Appendix B: Sample Performance Tasks
¡ Clarify the meaning of the standards
¡ Illustrate the application of the standards to complex text
¡ References which standard the task is for
¡ Italics reflect exact wording of standard
Increased Reading of Informational Texts
¡ 50% literary and 50% informational text
¡ Selected informational texts should build a coherent body of knowledge within and across grades
¡ Adequate number of titles in one grade level, on a single topic so students can study the topic for a sustained period
¡ Elementary students should participate in rich, structured conversations with the teacher in response to texts read aloud
¡ Students will demonstrate their mastery of the content by writing and presenting what they have read
Writing Anchor Standards ¡ Argument/opinion writing
¡ Informative/explanatory writing
¡ Narrative writing
¡ Clear and organized
¡ Revise and edit to improve
¡ Use technology
¡ Research
Argumentative Writing
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.CCR.1
¡ Write opinions with supporting reasons (K-5)
¡ 30% of writing in elementary should be argument writing
(PARCC Model Content Frameworks)
Short and Sustained Research Projects
¡ Based on focus questions
¡ Demonstrates understanding of the subject under investigation
¡ Gather relevant information from multiple print and digital sources
¡ Assess the credibility and accuracy of sources
¡ Integrate the information while avoiding plagiarism
¡ Draw evidence from the texts to support analysis, reflection, and research
Research Expectations Grades 3-4
4 sustained research projects during the year, 1 each quarter
Short projects: within a week
Sustained projects: several weeks
Topic worthy of researching
Note-taking while researching
Model Content Frameworks
¡ Get a copy for your grade level
¡ Read and highlight important points
¡ Discuss with grade level group
¡ Decide what to share with whole group
¡ All groups share
PARCC ¡ http://www.parcconline.org/samples/item-task-
prototypes
¡ Item and task prototypes
¡ Shows how content in the standards might look on an online assessment
¡ Expanded scoring rubric for analytic and narrative writing
Crowley’s Ridge Educational Cooperative ¡ Literacy Specialists
¡ Math Specialists
¡ Science Specialist
¡ http://crowleys.crsc.k12.ar.us/
¡ 1606 Pine Grove Lane, Harrisburg
¡ 870-578-5426
¡ Providing PD and onsite school support