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CCSS Literacy Practices Reading

CCSS Literacy Practices Reading. August 9, 2012. Let’s get started…. Yesterday, you worked with the CCSS Literacy Standards in the afternoon… How do you think the new standards will impact your teaching? What did you notice that was different about the CCSS?. Close Reading.

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CCSS Literacy Practices Reading

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  1. CCSS Literacy Practices Reading August 9, 2012

  2. Let’s get started… • Yesterday, you worked with the CCSS Literacy Standards in the afternoon… • How do you think the new standards will impact your teaching? • What did you notice that was different about the CCSS?

  3. Close Reading • Throughout the standards, Close Reading is frequently mentioned. • In order to learn more about it, we will watch a portion of a Pearson Education webinar with Nicole Franks • We will read a text selection and practice close reading • We will learn about and practice writing “text-dependent” questions

  4. PEARSON EDUCATION WEBINAR • With Nicole Franks • http://www.brainshark.com/pearsonschool/CCSSNicoleFranks022312

  5. Close Reading by Any Other Name • Now that you know more about Close Reading, have you been trained in a similar strategy? What was it called?

  6. Close Reading and the CCSS

  7. Going Deeper… • When we read with our students, we are sometimes satisfied when they can recall and comprehend the meaning of the text…as they do after the first reading • With the CCSS, we must go into the more critical and analytical questions

  8. Reading a Text Selection…from the Four Corners • Read the article. • Answer questions 1 and 2 on your handout

  9. Close Reading and the CCSS • Now, re-read the text and answer questions 3 and 4 on your handout

  10. Close Reading

  11. Processing… • What did you notice about the text the second time you read it that you didn’t catch the first time through? • What inferences did you make the second time around? • Did re-reading and answering questions 3 and 4 require you to process at a different level? • How will close reading benefit our students?

  12. CCSS Literacy Practices Writing August 9, 2012

  13. Using the IVF formula to create a topic sentence and write a short summary paragraph. Adapted from Step-Up to Writing from Sopris-West

  14. What do you think? • Considering the writing standards for the CCSS, what do you think your students will have difficulty doing? • Writing a topic sentence • Providing evidence • summarizing

  15. How can we help? • In order to write a clear, concise topic sentence, many students need guidance. • An easy formula is using the IVF. • I—identify the item • V—select a verb • F—finish the thought

  16. Step 1Write a topic sentence using an IVF.

  17. Using a word bank for verbs can make a big difference. • Acknowledges • Blames • Clarifies • Confirms • Confronts • Compares • Critiques • Defends • Defines • Demonstrates • Describes • Encourages • Endorses • Explains • Gives • Illustrates • Offers • Praises • Provides • Etc.

  18. Step 2 • Copy your topic sentence to look like a real sentence. Edit to fix spelling, grammar and capitalization errors. • “Navy to End Ban on Women in Submarines” from News for You acknowledges it is time to allow for women on naval submarines.

  19. Step 3 Create a fact outline • Women will board submarines in 2011 • First women will probably be officers because officers already have separate living quarters. • There will never be less than two women on a sub at one time.

  20. Step 4 Use your fact outline to write a summary paragraph. “Navy to End Ban on Women in Submarines” in News for You is an article that acknowledges it is time to allow women on naval submarines. The Navy hopes to do this by allowing women to board submarines on 2011. The first women will probably be officers because officers already have separate living quarters. This is easier and cheaper than trying to restructure a submarine. Also, the plan includes the rule that there would never be less than two women on a submarine at one time. We look forward to seeing women as submarine commanders in the near future.

  21. Some more examples

  22. Let’s try another

  23. Use of the IVF • Once the topic sentence has been written and the fact outline is done, writing the summary will be easier for the student. • Like the 3.8 paragraph, it has a distinct organization which helps the students. • The verb “word bank” can be specialized for specific content areas.

  24. Thank you! Please complete the evaluation for this morning, and let us know what types of professional development you will need to begin using these strategies in the classroom

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