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50 Shades of the Common Core for ELA: Critical Thinking for All

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  1. Fifty Shades of The Common Core NC State Reading Conference March 16, 2014 by Jennifer Jones K-12 Reading Specialist Wake County, NC www.helloliteracy.blogspot.com www.hellojenjones.com

  2. http://rainforestheroes.com/about-rainforests/

  3. The Common Core literacy Model 6 3 ELA Practices Ela Standard Strands Reading Literature 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 Reading The The Informational Text Speaking & Listening Language Writing Foundational Skills Based on the Common Core ELA

  4. Anchor Standards for Reading Literary Fiction & Informational Non-Fiction 1 1 Text-based understanding & comprehension 2 2 Central message/theme/BIG ideas 3 3 Characters/individuals across the text 4 4 Author’s Word Choice (syntax, figurative language use) 5 5 Close Analysis of Text (structure, features) 6 6 Point of View/Purpose 7 7 Content integration – Read & Research 8 8 Evaluate the Claims & Arguments of the Author (NF only) 9 9 Text to Text Comparison 10 10 Text Complexity Key Ideas & Details Craft & Structure Integration of Ideas

  5. What the Standards Do Value in Reading comprehension…

  6. “close, attentive reading”…”critical reading”… “reasoning and use of evidence”… “comprehend, evaluate, synthesize”… “understand precisely…question…assess the veracity” …. “cite specific evidence” … “evaluate others’ point of view”… “reading independently and closely”…

  7. What the StandardsDoN’t Value in Reading comprehension…

  8. These phrases are NOT in the Common Core… make text-to-self connections, access prior knowledge, explore personal response, relate to your own life…

  9. Time – In & out of Text More instructional time spent outside the text means less time inside the text. Departing from the text in classroom discussion privileges only those who already have experience with the topic. It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading. Image from www.zimbio.com

  10. So What Does this all mean for My School?

  11. Learning from the Guinea Worm Eradication

  12. Vital (Teaching) Behaviors Image Source: http://tinyurl.com/n83z59m

  13. Where Are You With This? Are Your Kids There?

  14. Clearly Understanding Lower vs. Higher Level Thinking the answer is already known

  15. ...and communicating this language WITH students…

  16. Clearly Understanding Lower vs. Higher Level Thinking this language WITH students ..and communicating the answer is already known

  17. ….followed by our evidence based thinking, tells others the rationale for our thinking.

  18. Critical Thinking Rubric

  19. First We must be Critical Thinkers… Form an opinion and justify it! Agree or disagree. Image: http://www.1vigor.com/brain-power/Clear-Thinking/index.html

  20. Help kids answer, “Who Am I?” Help kids answer, “Who Am I?”

  21. Justifying Our Opinions Build Community

  22. Daily Analogies Analogy Poster “Mrs. Jones, this is hard!” “Mrs. Jones, this is hard!” “I don’t know.” “I don’t know.”

  23. Schoolwide Vocabulary instruction Tier 2 & Tier 3 Words

  24. Where in the day could word learning occur?

  25. Receptive Vocabulary (in) & Expressive Vocabulary (out)

  26. Now What? Directions: For each word, write a sentence and use the word correctly in the sentence. 1. 1.epiphenomenal epiphenomenal: having the character of or relating to an epiphenomenon ________________________________________________________ 2. kern kern: to form or set (as a crop of fruit) ________________________________________________________ 3: stative stative: expressing a bodily or mental state ________________________________________________________

  27. “Definitions, as an instructional device have substantial weaknesses and limitations. Definitions do not teach you how to use a new word and do not effectively convey concepts. Think of it this way: Why isn’t a glossary of biological terms an adequate substitute for a biology textbook?” (Nagy, 1989) “…thus knowing a word cannot be identified with knowing a definition.” (Nagy & Scott, 2000)

  28. Marzano’s steps

  29. All these steps in 1 day (5-10 minutes) Done IN a content area notebook, mixed in with other content area notes 4 point rubric of understanding • • • These steps done over several days. • Done outside the notebook • In pairs, groups, at centers, etc. • 4 point rubric of understanding

  30. Urgency with Word Learning

  31. You don’t graduate out of pictures...

  32. .65

  33. .04 .5566012 .34 .123 .003 .9 .7054 .765 .888 .10 .2000

  34. Creating a Sense of Urgency & the Relationship between Words & Learning

  35. Making Inferences with… Picture of the Day

  36. You Tube *** * IS** Informational Text