Transcript of TCMS. How has your teaching changed with the Common Core ELA Standards? If all you’ve done is...
- Slide 1
- TCMS
- Slide 2
- How has your teaching changed with the Common Core ELA
Standards? If all youve done is substitute KCAS for Common Core,
youve missed the INTENT of the new standards.
- Slide 3
- The Common Core Literacy Model 6 ELA Standard Strands 3 ELA
Practices Reading Literature Reading Informational Text Speaking
and Listening Language Writing Foundational Skills Building
knowledge through content-rich non-fiction and informational text
Reading, writing and speaking grounded in evidence from the text
Regular practice with complex text and its academic vocabulary The
What The How
- Slide 4
- Shifts Text Complexity & Selection Close Reading Text
Dependent Questions Authentic Reading/Writing Speaking and Writing
with evidence Feedback
- Slide 5
- Effective discussion, questioning and learning tasks Effective
feedback Clearly defined learning and behavior targets in
student-friendly language Exemplar models Critical and creative
thinking prompts or questions Differentiated instruction Student
self-assessment, self-reflection and peer-analysis
- Slide 6
- Anchor Standard #10--Read and comprehend complex literary and
informational texts independently and proficiently. By the end of
the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the
range. By the end of the year, read and comprehend literary
nonfiction in the grades 6-8 text complexity band proficiently,
with scaffolding as needed at the high end of the range.
- Slide 7
- Text Complexity Grade BandsSuggested Lexile Range K-1100L-500L
2-3450L-790L 4-5770L-980L 6-8955L-1155L 9-101080L-1305L
11-121213L-1355L
- Slide 8
- Staircase of Complexity Each grade level requires students to
take a step of growth on the staircase toward College and Career
Readiness. Teachers will need to provide appropriate scaffolding
and supports so this is possible for students who are reading below
grade level.
- Slide 9
- Classroom Implications Students will likely be taught from
texts that are more challenging in the past. Greater emphasis on
stretching students to meet the demands of reading harder text
(rather than on placing students in the leveled reader according to
instructional level or in using low readability textbooks). Read
less, more closely. Re-read as an opportunity to see more. Scaffold
challenging reading without telling students what it says.
- Slide 10
- Classroom Implications for Struggling Readers Is it more
harmful to push students (reading below grade level) to struggle
with grade level complex text or to insulate them from the
challenges and complexities they will need to face in life?
Productive Struggle=thinking about, reflecting on, talking about
what the author is saying. Students will not make more than a years
progress in a years time without struggling through grade level
text.
- Slide 11
- Slide 12
- Strategic Text Pairing 1. Some standards are assessed with
multiple texts. If it will be assessed with multiple texts, you
MUST teach it with multiple texts. 2. Non-traditional text (photos,
paintings, Readers Theater, infographics, websites) can provide
back- ground information for struggling students. 3. ALL students
need to participate in CLOSE READING of challenging text. Paired
texts can provide the necessary differentiation for students
reading below grade level. 4. KCAS calls for more informational
text at all levels. Try pairing a piece of informational text with
every piece of literature.
- Slide 13
- O Captain! My Captain! Lincolns Assassination Where Were
You?
- Slide 14
- Possible Essential Questions How does a persons point of view
affect the way they deal with tragedy? How does tragedy influence
an individuals decisions and actions? In the face of adversity,
what causes some individuals to prevail while others fail? Tragedy
is a recurring theme in history. In what ways has our reaction to
tragedy changed?
- Slide 15
- Questions to ask while planning your lesson What do I want my
students to learn? How will I know when they have learned it? How
will I respond when some students dont learn it? How/when will I
reteach? How will I change what I taught the first time? How will I
extend/enrich the learning for students who are already
proficient?
- Slide 16
- Close Reading CCR 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.
- Slide 17
- Close Reading Engaging the Adolescent Learner: Text Complexity
and Close Readings At your tables, jigsaw the article. Annotate,
make notes, use Post-Its to mark-up your text Discuss your
sections, in order, at your table What significant ideas were in
your article? Do you see close reading opportunities in your
school, or do you offer them in your classroom?
- Slide 18
- FSLC Strategy Read and annotate the blog post Close Reading
with Struggling Adolescents by Tim Shanahan. Formulate a
Twitter-like summary (140 characters of less) Share your summary
with a partner Listen to your partners summary Create a new
Twitter-like summary that expresses both of your ideas
- Slide 19
- Close Reading Implications with Struggling Readers Read aloud
when absolutely needed Chunk the text Partner read Literacy
Strategies 5 WH-Q Chart requiring Textual Evidence Rewrite for
meaning Read with a pencil Write about everything read
- Slide 20
- Question the Author Question the Author PromptsStudent
Responses What is the author trying to tell you? Why is the author
telling you that? Does the author say it clearly? How could the
author have said things more clearly? What would you say
instead?
- Slide 21
- Questions to ask while planning your lesson What do I want my
students to learn? How will I know when they have learned it? How
will I respond when some students dont learn it? How/when will I
reteach? How will I change what I taught the first time? How will I
extend/enrich the learning for students who are already
proficient?
- Slide 22
- Text Dependent Questions CCR 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.
- Slide 23
- Why Ask Text Dependent Questions 80 to 90% of the ELA Reading
Standards in each grade level require text dependent analysis One
of the first and most important steps to implementing the ELA
Common Core Standards is to focus on identifying, evaluating, and
creating text- dependent questions Close reading, the kind
encouraged by the common core standards, asks students to read like
a detective, looking closely for details Rather than asking
students questions about their prior knowledge or experiences, the
standards expect students to struggle with text-dependent questions
www.achievethecore.org/steal-these-tools/text-dependent-questions
- Slide 24
- 24 80-90% of (CCSS) reading standards require text- dependent
analysis yet over 30% of questions in major textbooks do not. Sue
Pimentel, Lead Author of Common Core State Standards for
ELA/Literacy
- Slide 25
- Do your students fake read? I have discovered that too many
adolescent readers know how to fake read. They have become so good
at playing the game of school, they have figured out how to get the
grade without getting the comprehension. (Chris Tovani)
- Slide 26
- A Close Reading does not Retell the plot or summarize the
passage Profile the characters List reactions that popped into your
head while reading or the reasons you like it Compare the society
depicted in the story to your own Compare the choices and values of
the narrator to your own Use a literary work as an example to
support general claims about the outside world
- Slide 27
- Before-During-After Close Reading
- Slide 28
- Before Reading Concerns Pre-reading takes too much time away
from reading. Is the preview focused on the background knowledge
students really need to read the text? Is the preview purposeful?
The preview can ruin the reading experience. We dont want to unlock
all of the secrets of the text for them.
- Slide 29
- Using the text to prepare students for the text Poetry
Pre-Reading How does isolating key words prior to reading the poem
help students explore themes and make predictions? How does this
task engage students in deep analysis?
- Slide 30
- During Close Reading
- Slide 31
- We are already Close Readers of what types of text?
Conversations Situations Email!!
- Slide 32
- Close Reading is ALWAYS Re-Reading!
- Slide 33
- Read for First Impressions What is the first thing you notice
about the text? What is the second thing? Do these two things you
noticed complement each other or contradict each other? What mood
does the text create in you? What about the text made you feel that
way?
- Slide 34
- Read for Vocabulary Which words stand out to you first? Why?
How do the important words relate to each other? Do any words seem
to be used oddly? Why? Do any words have double meanings? What are
both possible meanings? Does the context indicate which meaning is
accurate? Look up any unfamiliar words.
- Slide 35
- Read for Discerning Patterns Does any image in this text remind
you of images in other text? What is the sentence rhythm like?
Short and choppy? Long and flowing? Do sentences build on
themselves or stay at an even pace? What effect does the author
achieve by using that style? Look at the punctuation. Is there
anything unusual about it? What effect does the author achieve by
punctuating that way?
- Slide 36
- Discerning Patterns Is there any repetition within the text?
What effect does the author achieve by using repetition? Does the
text contain more than one mode of writing (narrative,
opinion/argument, informational)? What effect does the author
achieve by using more than one mode?
- Slide 37
- Discerning Patterns What is left out? What would you expect the
author to talk about that the author avoided? Are there colors,
sounds, physical descriptions that appeal to your senses? Why
effect does the author achieve by choosing that color, sound, or
physical description?
- Slide 38
- Discerning Patterns Who speaks in the text? To whom does he/she
speak? Or is the narrator omniscient and know things the characters
cant know? What effect does the author achieve by using this style
of narration?
- Slide 39
- Text Dependent Question Implications for Struggling Students
Literacy Strategies Annotating text Student Questions Shrinking
Paragraphs Small Group Discussions Highlighting Make use of the
Standards Progressions Planning and Asking Higher Order Thinking
Questions
- Slide 40
- Questions to ask while planning your lesson What do I want my
students to learn? How will I know when they have learned it? How
will I respond when some students dont learn it? How/when will I
reteach? How will I change what I taught the first time? How will I
extend/enrich the learning for students who are already
proficient?
- Slide 41
- READING/WRITING: Inform, Argue, Convey Experiences 2004 study
of 1,650 Harvard students from freshman year to graduation
1.Students have to shed the notion that writing was about
completing an assignment and instead embrace that writing is an
essential part of the thinking process. 2.5-paragraph essay format
had no place in college 3.Required readings demanded critical
analysis, not simple summaries
- Slide 42
- Correlation Between Reading & Writing Stalled or stumbling
writers almost always revert to reading for answers, searching for
ideas and techniques that other writers have used to solve similar
problems (Strong, et. al., 2002). Research confirms that responding
to text in a similar format and on a regular basis builds
confidence and ability in authentic writing (Silver, Strong &
Perini, 2007). The reading/writing package produces critical
thinking
- Slide 43
- The Reading/Writing Connection
- Slide 44
- Writing from Sources The common core puts greater emphasis on
the use of evidence in writing Thus, the major emphasis shifts from
writing stories or opinion pieces to writing about the ideas in
text Narrative writing is still important, but does not play as
large a role in the development of skills that prepare students for
college and career. Need for greater emphasis on text synthesis
(how to combine the information from multiple sources into ones own
text or presentation)
- Slide 45
- Classroom Implications Writing will need to be more closely
integrated with reading comprehension instruction The amount of
writing about what students read will need to increase There must
be a greater emphasis on synthesis of information and critical
essays than in the past
- Slide 46
- Classroom Classroom Implications Link the reading of
informational text to original writing of the same genre. Students
need to write all 3 genre of writing using many different
formats.
- Slide 47
- Consider writing activities and assignments should be designed
with genuine purposes and audiences in mind Standardized writing
curricula or assessment instruments that emphasize formulaic
writing for non-authentic audiences will not reinforce the habits
of mind and the experiences necessary for success as students
encounter the writing demands of postsecondary education (2011, p.
3) From Framework for Success in Postsecondary Writing
- Slide 48
- Reading/Writing Implications for Struggling Students Mentor
Texts ( Teaching with Mentor Texts) Teaching with Mentor Texts
Picture Books ( Teach With Picture Books) Teach With Picture Books
Graphic Organizers Teach deconstruction of Writing Prompts Respond
to EVERYTHING in writing
- Slide 49
- Questions to ask while planning your lesson What do I want my
students to learn? How will I know when they have learned it? How
will I respond when some students dont learn it? How/when will I
reteach? How will I change what I taught the first time? How will I
extend/enrich the learning for students who are already
proficient?
- Slide 50
- Speaking and Listening Standards Childrens speaking and
listening skills lead the way for their reading and writing skills,
and together these language skills are the primary tools of the
mind for all future learning. Roskos, Tabors, and Lenhart,
2005
- Slide 51
- Talk Time If you have to talk, you have to think. The
importance of dialogic talk By the age of 4, the child of
professional parents in the US will have had nearly twice as many
words addressed to it as the working-class child, and over four
times as many as a child on welfare. For the middle-class child,
encouragement from parents vastly outweighs discouragement; but for
the child on welfare the climate of adult reaction is an
overwhelmingly discouraging one. While talk is essential for
intellectual and social development, for some children, the talk
which they engage in at school is nothing less than a lifeline.
(Robin Alexander, 2004)
- Slide 52
- Implications for Speaking and Listening Standards for
Struggling Students Talk Partners Think-Pair-Share Small Group
Instructional Conversations Literature Circles Last Word Discussion
sentence frames
- Slide 53
- Feedback The power of feedback to increase learning and
achievement lies in the immediacy of its impact on your teaching as
well as on your students learning. Feed Up, Back, and Forward
- Slide 54
- Feed Up What do I want my students to learn? Learning Target vs
Purpose Statement Content (comparing and contrasting fictional
characters with historical accounts from the same time period)
Language (by describing the similarities and differences using
evidence from the text) Social Purpose (to provide evidence and
examples to help others understand)
- Slide 55
- I can compare and contrast fictional characters with historical
accounts from the same time period by describing the similarities
and differences, using evidence from the text, to provide evidence
and examples to help others understand.
- Slide 56
- Feed Back What do I want my students to learn? Feedback about
the task (corrective feedback) Feedback about the processing used
in the task (reminding the learner about cognitive and
metacognitive strategies) Feedback about self-regulation (student
self-assessment) Feedback about the person (?????)
- Slide 57
- Feed Forward How will I know when they have learned it? How
will I respond when some students dont learn it? How/when will I
reteach? How will I change what I taught the first time? How will I
extend/enrich the learning for students who are already
proficient?
- Slide 58
- Feed Forward How will you know where to intervene unless you
know the errors EACH student is making? Error Analysis Manageable
System Tied to Instruction
- Slide 59
- Success Feedback Identify what is done correctly Describe a
feature of quality present in the work Point out effective use of
strategy or process
- Slide 60
- Intervention Feedback Identify a correction Describe a feature
of quality needing work Point out a problem with strategy or
process Offer a reminder Make a specific suggestion Ask a
question
- Slide 61
- Thinking Questions In your unit/lesson prep, to what extent
does your team use the standards and aligned assignments to guide
your planning? What assessment instruments have you developed
collaboratively? Do these instruments accurately reflect the
expectations for student achievement that the standards
define?
- Slide 62
- How do you use your assessment practices to enable students to
better understand their learning strengths as well as their needs?
In what ways do your assessment activities build students
confidence and motivation? To what extent do your schedules provide
for timely assessment feedback to students? If changes are needed,
how can you go about making them?
- Slide 63
- How can you use your assessment data more effectively to modify
instruction and help students achieve success?
- Slide 64
- Shifts Text Complexity & Selection Close Reading Text
Dependent Questions Authentic Reading/Writing Speaking and Writing
with evidence Feedback