Putting WOW in the Classroom with Common Core State Standards

Keith Pruitt, Ed.SWords of Wisdom

Educational Consultingwww.woweducationalconsulting.com

Before we can implement the

standards, we first must unpack

the standards.

Different Views of CCSS

Impossible

Different Views of CCSS

Nothing is really changing

Different Views of CCSS

We’ve Raised the Bar!

But I want to suggest that the real message is it is time to focus on the real issue of education….

It is time to change schoolCulture from a culture ofTeaching to a culture of

Learning.DuFour, Aker, DuFour- On Common Ground (2005)

“the standards define what all students are expected to know and be able to do, not how teachers should teach” (2010a, 6)

CCSS• Teach to depth of

understanding.• Equal emphasis on

reading and writing• Reading complex text• Intellectual growth is a

process over time• Learning should be

across the curriculum Pathways to the Common Core

It becomes about Teaching children how to learn

Assistance

Priorities for Effective Instruction

Read- Aloud

SharedReading

Word Study

Small- GroupGuidedReading

IndependentReading

Amount of Independence in ReadingLeast Most

Balanced Literacy Framework

Modeling

Response

Time and Ownership

Comprehension and Close Reading

Looking at Text Differently

2010 13

What does it mean when we ask students to “think critically” as they read?

2010 14

In Comprehension, students need to learn how to exercise

intellectual muscle.-- Ellin Keene, To Understand

“Reading, in the Common Core, is making meaning.”

Calkins, et al, Pathways to Common Core, p. 25

…the Common Core deemphasizes reading as a personal act and emphasizes textual analysis. (p.25)

…the meaning of texts resides in the interaction of the reader with the text.

Louise Rosenblatt (1995) Literature as Exploration as quoted in Pathways to Common Core

Old Structure versus Common CoreHere is the conversation of Comprehension as traditionally taught

Here is the Conversation of Comprehension based on Common Core

• Who were the main characters in Charlotte’s Web?

• Where did they live?• When animals are given

human characteristics it is called _______________.

• Can you think of a time when animals influenced how you felt about something?

• What descriptions are used by the author to indicate that Wilbur is growing lonelier at the Zuckerman farm?

• What is the main point of the friendship of Charlotte and Wilbur?

• How does the author let us know that Fern has grown disinterested in Wilbur?

Key Ideas and Details

Kindergarten First Grade Second Grade

1. With prompting and support, ask and answerquestions about key details in a text.

Ask and answer questions about key details in atext.

Ask and answer such questions as who, what,where, when, why, and how to demonstrateunderstanding of key details in a text.

2. With prompting and support, retell familiarstories, including key details.

Retell stories, including key details, anddemonstrate understanding of their centralmessage or lesson.

Recount stories, including fables and folktalesfrom diverse cultures, and determine their centralmessage, lesson, or moral.

3. With prompting and support, identify characters,settings, and major events in a story.

Describe characters, settings, and major events ina story, using key details

Describe how characters in a story respond tomajor events and challenges.

Common Core Literature Standards

Margaret Kilgo and Close ReadingLevel 1: Find It!

Level 2: Look Closer!

Level 3: Prove It!

Level 4: Take It Apart!

Implications

• Emphasis is now on critical analysis of text and not merely foundational skills of decoding.

• Teachers may need to retool to build capacity for drilling deeper into text.

• Students will need explicit instruction in deeper, closer reading and thinking at higher levels of comprehension.

• Teachers will have to examine closer the text to assure students can actually practice on these texts.

• Social Studies and Science teachers need to understand how this applies in informational text as well.

• Students will need lots of texts (5-7 books/week)

The Greatest Condition to Guarantee Student Success………

Lots and Lots of PracticeOutliers, study by

Malcolm Gladwell (2008) of conditions to lead to

extraordinary success the unifying factor between

piano players, NBA players, programmers, etc.

was HOURS OF PRACTICE

10,000 hours of Practice

How much time will theaverage student

themselves spend reading in the classroom in one

year?

640 MinutesLess than 10 out of

800 hours in school

That means the average child in an American school will spend less time engaged in reading in a year than the

average High School football team will spend practicing in one week!

Teaching Vocabulary in a Common Core World

Getting at the heart of Common Core Vocabulary Instruction

Anchor Standards K-5 Reading Show Vocabulary

• 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.

• Key Ideas and Details

• Craft and Structure

• Integration of Knowledge and Ideas

• Text Complexity

The relationship between vocabulary knowledge and academic achievement is well established.-- Robert Marzano, Building Background Knowledge, p 31

Writing and the Common Core Expectations

…writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and the reading assessments will occur.

Calkins, et al Pathways to the Common Core, p 102

Types of Writing in Common Core State

Standards

Response to LiteratureProcess Writing

Exemplar Rubric Text

Today before we had writing groups Mrs. John read us a story about frogs. We had to write about frogs. We had a tadpole in the science center. It has two back legs and when it has two front legs its tail disappears and it cannot eat when its mouth is changing. Then the skin gets too little and the frogs pull off their skin and they eat it. Some fo the frogs blow bubbles. Frogs laid eggs that look like jelly and the fish eat some but some hatch to tadpoles. It grows bigger and bigger and bigger.

Kindergarten

Considerations in Writing

• Write Often, Model Often, Release Often• Use a learning progression in working with writing (James

Popham, 2007), building blocks• Design a continuum of writing for assessment (

www.readingandwritingproject.com) 1. Use an on demand benchmark to begin measure2. Compare to your continuum3. Monitor their progress over time compared to the

continuum4. End the year by an on demand piece and show the

progression• Provide students with clear goals and effective feedback

In Process Writing:1. Target the instruction- don’t try to

get all the lions out of the jungle the first day

2. Offer constant feedback, but let the children do the work (they don’t

learn from what you do, but what they do)

3. Use a writers workshop model with six trait writing

If You Go By the Booth, Dee will give you a sample

Thank You

Keith PruittWords of Wisdom

www.woweducationalconsulting.com

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