implementing the ela common core standards...
TRANSCRIPT
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Julie ChiaveriniUniversity of California IrvineApril 2015
• Review the importance of the Language Arts Common Core State Standards.
• Identify 3 major shifts in instructional expectations
• Discuss classroom implementation strategies
• Interactive Instruction- 5 Minute Limit
• Have a clear design with central goals and high standards.
• Emphasize much higher-level comprehension skills than previous standards.
• Convey that intellectual growth occurs through time, across years, and across disciplines.
• Respect the professional judgment of classroom teachers.
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A Change in Practice…
6
•To…
•Content knowledge comes from a balance of reading, writing, lecture, and hands-on experience
•From…
•Content knowledge primarily from teacher-led lecture
What Does this Mean?
Complex texts include: uncommon vocabulary, longer paragraphs,
complex sentences, etc..
Academic Language- Tier 1, Tier 2, Tier 3
Why is this Important?
A student who can't read on grade level by 3rd grade is four times less likely to graduate high school by age 19. (Hernandez, 2012)
Increasing text complexity forces students to respond and think to complex ideas that they will need in college and in careers.
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What Can You Do to Support Students with the Shift?
1. Scaffold student learning as they read more complex texts:
• Multiple readings
• Read Aloud
• Chunking text (a little at a time)
2. Provide support while reading, rather than before and/or after.
3. Introduce Close Reading skills, in which students analyze multiple components of a text and are invited o revisit the text multiple times.
What Does this Mean?
Text-Dependent Questions that demand careful attention to the text.
Provide evidence in writing to inform or support claims.
Why is this Important?
Research indicated that 80% of the questions students were asked after they read a text:
• Did not require them to read the text to answer the questions.• Did not directly relate to the text read by the students.
(Coleman, 2010)
What Can You Do to Support Students with the Shift?
1. Design questions and tasks that require students to respond both orally and in writing to questions about a text in which the answers are found within the text.
2. Build in increased processing time for students to respond to text-dependent questions.
3. Teach students strategies for citing evidence from the text.
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What Does this Mean?
50/50 balance of Informational text and Literature (K-5) 70/30 balance of informational text and Literature (9-12)
In grades 2+, students begin consolidating the foundational skills with reading comprehension.
Why is this Important?
Nonfiction makes up the majority of our reading in college/workplace.
Informational text is harder for students to comprehend than narrative text.
Nonfiction texts build background knowledge, which improves students’ overall reading comprehension.
What Can You Do to Support Students with the Shift?
1. Read-aloud nonfiction complex texts DAILY.
2. Sequence texts to build knowledge and understanding.
3. Integrate literacy into all subjects.
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“Where is my scripted Teacher Guide to teaching with Common Core State Standards?”
“It’s not working!! I am asking the higher order thinking questions and students don’t know how to answer them.”
“How do I assess my students?
Balanced Literacy Approach
Interactive Read Aloud
Guided Reading
Independent Reading
Shared Reading &
WritingWord Study
Background knowledge and clear
objective
Focused instruction with visual supports
5-7 minute chunksAllow time for students to:
*Write and process independently
*Compare notes and perceptions with classmates
Check for Understanding
Reteach, clarify, or move on Components of
Interactive Instruction
Performance Assessments
“Performance tasks challenge students to apply their knowledge and skills to respond to complex real-world problems…These activities are meant to measure capacities such as depth of understanding, writing and research skills, and complex analysis, which cannot be adequately assessed with traditional assessment questions…”
- Smarter Balance Assessment Committee
Classify, CompareAnalyze, Evaluate
Recall, Identify, List, Match
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• Kindergarten- Students read two texts on the topic of pancakes (Tomie DePaola’s Pancakes for Breakfast and Christina Rossetti’s “Mix a Pancake”) and distinguish between the text that is a strorybook and the text that is a poem. [RL.K.5]
• 3rd grade- When discussing E.B. White’s book Charlotte’s Web, students distinguish their own point of view regarding Wilbur the Pig from that of Fern Arable as well as from the narrator. [RL.3.6]
• 5th grade- Students explain the relationship between time and clocks using specific information drawn from Bruce Koscielniak’sAbout Time: A First Look at Time and Clocks. [RI.5.3]
• ~Common Core State Standards for ELA Appendix B
Review the importance of the Language Arts Common Core State Standards.
Identify 3 major shifts in instructional expectationsComplex Text & Academic Vocabulary
Provide Evidence
More Nonfiction Texts
Discuss classroom implementation strategiesBalanced Literacy approach
Interactive Instruction
Performance Assessments
• Marshall Memo
• ACSD Smart Brief
• “Pathways to Common Core” by Lucy Calkins
• “The Continuum of Literacy Learning” by Fountas & Pinnell
• Achieve the Core: www.Achievethecore.org
• Columbia Teacher’s College Reading and Writing Project: www.readingandwritingproject.com
• Smarter Balanced Assessment: www.smarterbalanced.org
Julie ChiaveriniUniversity of California IrvineApril 2014
Thank [email protected]