Candace Heath Instructional Coach

RPES, TES, NTES, STES

An Overview of Common Core & Balanced Literacy for Instructional Assistants

Today’s Agenda

1:15-1:45 – Overview of Common Core

1:45-2:15 – Text Evidence Strategies

2:15-2:30 – Break

2:30-3:15 – Balanced Literacy with a focus on Interactive Read Alouds

Appointment Clocks... Getting to know your neighbors

What is Common Core? Mission Statement:“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”

www.corestandards.org

Who has adopted these standards? 45 states The District of Columbia 4 territories Department of Defense Activity

What are the major difference between the old NCSCOS and new CCSS?

Reading

• Text complexity and growth of comprehension

Writing

• Text types• Responding to writing

• Research

Speaking and Listening

• Flexible communication & collaboration

Language

• Conventions• Effective use• Vocabulary

Foundation of literacy

What resources are

we using?

“Fewer, clearer, higher”

Brand new STRAND!

English Language Arts (ELA) Strands: RI – Reading Informational RL – Reading Literature L – Language RF – Reading Foundational W – Writing

Sample Standard

Find your… 12:00 appointment buddyTake 2-3 minutes to share your comfort level with Common Core

COMMON CORE SHIFTS

LOOKING AT THE 3 MAIN

Let’s Create a “Three Shifts” Foldable

12

Using a 50/50 Balance of Fiction and Nonfiction

Shift #1 High Quality Texts in a Wide Variety of Genres...especially

What the Student Does…*build content knowledge through reading high quality texts

*finds evidence

*exposed to the world through reading

*handles primary source documents

*makes connections across disciplines

What the Teacher Does…*provides students with 50/50 fiction/nonfiction text balance

*scaffolds informational texts

*models the use of a variety of comprehension strategies

*teaches through and with informational texts by having students read the text and not just summarize or lecture an overview of it

SHIFT #1 50/50 Fiction and Nonfiction…Variety of Genres

Shift #2 Reading &Writing

Grounded in the Text

14

Text-based Evidence

Writing from Sources

What the Student Does…*Finds evidence to support their answer

*Creates their own judgment or opinion from facts in the text

*Reads text more than once

*Compares multiple sources

What the Teacher Does…*Facilitates text based questions and gives students time to write about texts

*Encourages students to spend time in the text and reread

*Uses questioning to help students analyze the text

*Provides opportunities for students to argue a point and share their conclusions and opinions

SHIFT #2 Reading and Writing Grounded in the Text

“Because”… is the magic word because it tells everyone where your answer is coming from, it's not your answer, it's the reason for your answer, it's the evidence for your inference, or the schema for your predication.

Teachers model how to ask questions

and show thinking!

SHIFT #2—Text Evidence

Shift #3 Regular Practice with Complex Texts and its Academic Vocabulary

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Academic – Tier 2—Vocabulary

Tier 3:Precision

Vocabulary

Tier 2:Descriptive Vocabulary

Tier 1:Basic and General

Vocabulary

Text Complexity

What the Student Does…*Rereads

*Able to work through frustration when engaged with challenging text

*Uses academic vocabulary and content specific vocabulary

*Learns and uses new vocabulary from text read

What the Teacher Does…*Exposes students to complex text in a variety of genres

*Uses shorter texts and teaches students power of rereading

*Provides scaffolding and strategies for accessing high level text

*Fewer words more deeply

SHIFT #3 Text Complexity and Academic Vocabulary

Let’s Review…

Shift #1Read 50/50

F/NFDigging Deep!

Informative

Opinion

Narrative

Shift #2Text Evidence

Shift #3Complex Text &

Tier 2 Vocabulary

Teaching the READER, not the

reading!

Let’s dive a little deeper into TEXT EVIDENCE…

(also called “text dependent” questions)

“Read like a detective. Write like a reporter.”

-David Coleman

Source: “50 Shades of Common Core” by Jen Jones

Prove it! Posters

Let’s practice together with

The Hungry Caterpillar

How do we ask text dependent questions?

Author’s Purpose in K-2Who tells the story—the narrator or the

caterpillar?

A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

Vocabulary in K-2

How does the author help us to understand what cocoon means?

Sample response?

Now, you try…

Find your 9:00 appointment

• Choose a book from your table• Practice generating TWO “text evidence”

questions using Delaware question stems (on your table)

• Create a sample student response for each

Let’s share a few of our examples with the group

How can we help to improve student response?

Make and Take: Text Evidence Sticks

Text Evidence Sticks & Accountable Book Marks:

AT YOUR TABLE, discuss:

• How could you use these in your classroom?

Generate one list on the blue sticky note... Be prepared to share

Let’s Take a Break!

So, What is Balanced Literacy and how does it relate to Common Core??

Elements of Balanced Literacy:

READING: Interactive Read AloudShared Reading Guided ReadingIndependent Reading

WRITING: Shared Writing Interactive Writing Guided Writing Independent Writing

Word Study

Interactive Read Aloud The teacher selects and reads a book or

other text to the children inviting conversation as they think together through the text.

Guided Reading – Fountas and Pinnell

Shared Reading The teacher introduces and reads an

enlarged text or a small text of which each child has a copy. On refrains and in multiple readings, children join in, reading in unison.

Guided Reading – Fountas and Pinnell

Guided Reading The teacher selects and introduces a

new text a the children’s instructional level.

Children read the whole text to themselves

Guided Reading – Fountas and Pinnell

Independent Reading The children read to themselves or with

partners.

Guided Reading – Fountas and Pinnell

Shared Writing The teacher guides children to compose

messages and acts as their scribe. The message is reread many times.

Guided Reading – Fountas and Pinnell

Interactive Writing The teacher guides group writing of a

large-print piece, which can be a list, a chart, pages of book, or another form of writing.

All children participate in composing and constructing various aspects of the writing

Guided Reading – Fountas and Pinnell

Guided Writing/Writing Workshop The teacher has individual conferences

with writers, giving selected feedback The teacher works with the whole class

or small group to provide mini lessons on any aspect of writing

The teacher and children “share” the writing to solicit feedback

Guided Reading – Fountas and Pinnell

Independent Writing Children write their own messages and

stories, sometimes helping each other.

Guided Reading – Fountas and Pinnell

Let’s focus on Interactive Read Alouds…

How should an interactive read aloud look? Teacher models comprehension

strategies Engages students through questioning

and discussion Builds vocabulary and background

knowledge DYNAMIC

Adapted from www.readworks.org

You may use the back of your flip book for notes

Before Reading: Preview the book and practice reading it with fluency

and expression. Plan an introduction—find links to personal

experiences. Introduce the title, author, and illustrator. Introduce any information that may be necessary to

facilitate understanding of the story. Set a purpose for listening to the story (e.g., “I

wonder” statements, such as I wonder what the wolf wants to do with the pigs, provide us focus for listening).

Jamison Rog, Lori (2002). Early Literacy Instruction in Kindergarten. Interactive Storybook Reading: Making the Classroom Read-Aloud Program a Meaningful Experience, 6, 49-55.

During Reading: Read fluently and expressively. Hold the books so your child can see the

illustrations. Try to establish frequent eye contact with your

child. Draw attention to the illustrations and features

of the text. Pause occasionally to revisit predictions, express

curiosity, or comment on something interesting. Invite your child to question and comment but

keep it focused on the story. Explain words and ideas you think your child

might not understand.

Jamison Rog, Lori (2002). Early Literacy Instruction in Kindergarten. Interactive Storybook Reading: Making the Classroom Read-Aloud Program a Meaningful Experience, 6, 49-55.

After Reading:

Allow time for discussion Encourage various levels of response

with questions Make personal connections to the text

(e.g. “What did this story remind you of?”).

Retell the story or reread it to enhance comprehension.

Jamison Rog, Lori (2002). Early Literacy Instruction in Kindergarten. Interactive Storybook Reading: Making the Classroom Read-Aloud Program a Meaningful Experience, 6, 49-55.

Read Aloud Checklist

Linda Hoyt: Demonstration Interactive Read Aloud http://www.youtube.com/watch?v=qYoeVkf3s7E

Find your 3:00 Appointment…

Discuss: -What strategies did you observe in the video? -What does this look like in your classroom? -How will you use this checklist in your classroom?

Think- Pair-Share Activity

Thank you for ALL that you do!

Exit Ticket: Please complete your exit tickets before you leave and place them on the sign in table.

Thanks for coming! How can I help?Candace_Heath@pender.k12.nc.us