CPR - Breathing Life Into Learning- Standards, Complexity, Vocabulary and Differentiation

By:Luz Angelica Montañez M. Ed

Your presenter 10 years experience - 3rd Grade Museums Magnet School Miami, Florida– 5yrs - Green Acres Elementary - 1st grade 3 years 2nd grade – 2 years Cobb County Schools

Common Core Lab Classroom Teacher

New Teacher Institute – Cobb County Instructor

Teachers Leading Cobb- Presenter

Title 1 Learning Camps- Cobb County Instructor America’s Choice

National Conference Presenter

Our essential question•How can I effectively use my reading and writing workshop time in a standardized common core classroom to meet the needs of all my students?

During our time Thematic Units- Building vocabulary with primary sources Vocabulary building -Synonyms, comparing words and adjectives 10 books to drive a whole year’s instruction Opening- Focusing on building student expectations Work-time - - Standard 1 and 9 – Performance Task - Standards Board – Making it student friendly - Conferencing- Finding the time - Choice Boards- Addressing the needs of all students - Interest Library- Text complexity made easy Workshop Closing- Student led Final thoughts

Thematic Units- How do we start? Sit-In at Woolworth’s Lunch Counter, Jackson, Mississippi, Fred Blackwell, 1963

Visual Thinking Strategies

VocabularyYou can build vocabulary by making it an active part of your daily instruction-Eric Cork

Don’t Use Tiny Words• Ms. Montanez loves teaching. Sometimes the

children act crazy and she gets mad.

• Cinderella’s sisters were mean. The mom was mean too. I feel they are bad people.

• I am happy!

10 Best Friend BooksDr. Lester Laminack’s suggestion was to intentionally pick high quality books that would be a constant in your classroom.

Your Task Use your conversation

starters Pick 10 books – discuss

which books you could use at least twice during your year. Do not forget social studies or science connections.

Focusing on Building Student ExpectationsOpening

OpeningDuring your opening,it is the perfect time to discuss what is expected during a workshop.

Rubrics vs. Checklists Give ownership

to the students, if they collaborate on the process they are more likely to know what is expected of them

Use discussion starters

Let’s build our own rubric

DifferentiationWork- Time

Standard 1 and Standard 9

Asking cubes

•

Puff Books • Cereal Box • Comparison

Dioramas

Let’s build our own Diorama

Analysis Chart

Story Map Comparison

Standards Board

Conferencing Next steps are

student friendly and specific.

Picture cues help them remember what they are expected to do

What is an Interest Library• A library that is designed to captivate the interest

of your students• It is a library set up by the students and run by

the students• http://www.readingrockets.org/article/29298

Why

• Motivation to read and reading achievement are higher when the classroom environment is rich in reading materials and includes books from an array of genres and text types, magazines, the Internet, resource materials, and real-life documents (Allington & McGill-Franzen, 1993; Guthrie et al., 2007;Kim, 2004; Neuman & Celano, 2001).

• Text complexity (common core) Perhaps one of the mistakes in the past efforts to improve reading achievement has been the removal of struggle. We do not suggest that we should plan student’s failure but rather that students should be provided with opportunities to struggle, persevere, and eventually succeed(Fisher, Frey, Lapp, 2012

• Young adult literature can be powerful in the lives of adolescents.

• Young adults often are able to connect to characters and situations presented in young adult literature.

• Research has documented how young adult literature can help students develop empathy for others, avoid peer pressure and make independent decisions, reflect on one’s belief systems, and learn about social issues, social justice, and social responsibility(Pytash, 2012)

Why an Interest Library in higher grades?

• Studies indicate that motivation increases when students have opportunities to make choices about what they learn and when they believe they have some autonomy or control over their own learning (Jang, Reeve, & Deci, 2010; Skinner & Belmont, 1993).

Choice Boards

Your turn• Build your own library and activities• You will create three different categories or more• Build your own choice board• Present your ideas to others

The

world • ?

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Liter

ary • ?

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Biog

raph

ies • Bump

er sticker

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Closing your workshop time

Closing- Student Led

Final ThoughtsWhat are your next

steps?Comments or

Questions

Feel Free to Take a Gallery Walk

Special Thanks • Cobb County District Leaders• Ms. Diana Gobbi- Literacy District Coach• Ms. Lori Levan- Literacy District Coach• Ms. Joann Wood- Social Studies Supervisor• Ms. Patricia Jackson- Staff Development Supervisor• Green Acres Elementary Teachers• Ms. Powell- Academic Coach• Ms. Kristen Mumford – 2nd Grade Teacher• Ms. Marian Hoyt- 4th Grade Teacher• Ms. Capps- 4th Grade Teacher• Mr. Jean- 4th Grade Teacher• Ms. Smith – ESOL Teacher• Ms. Montoya- Georgia State Student Intern

Resources• Harding, R., & Ph.D., P. O. (n.d.). Enhancing Teacher Effectiveness and Student

Engagement . magonline.org. Retrieved , from http://www.magonline.org/ChoiceBoardPacket_11.19.2010.pdf

• Fisher, D., Lapp, D., & Frey, N. (2012). Text Complexity : Raising Rigor in Reading. Newark, Del: International Reading Association.

• Pytash, K. E. (2012). Ain't nothing wrong with reading books: creating a classroom library at an alternative school. Young Adult Library Services, (4), 31.

• Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure. Journal Of Educational Psychology, (3), 588. doi:10.1037/a0019682

• Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal Of Educational Psychology, (4), 571.

• http://ericreber.wordpress.com/2009/04/13/the-civil-rights-movement/09d_127-010/• Library of congress http

://www.loc.gov/teachers/classroommaterials/primarysourcesets/• Britannica Image quest http://quest.eb.com/

Contact info• Luz Angelica Montanez• Green Acres Elementary Cobb County• luz.montanez@cobbk12.org